A study of bacteriuria in relation to prostatectomy

Imperial Users onl

Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong

Translanguaging in science includes the use of semiotic repertoires complete with non-linguistic modes of meaning (e.g. gesture, tactile) that until recently have gone unnoticed in research into content language integrated learning (CLIL). Currently, there are calls for classroom research in CLIL settings that examines the semiotic processes in the spontaneous translanguaging of emergent bilinguals. In response, this study aims to expand bilingualism research by investigating the ways in which fifth-grade emergent bilinguals’ draw from their semiotic repertoires when translanguaging in content-based science lessons. Multimodal transcriptions made from video recordings of the lessons allow a cross-case analysis of the emergent bilinguals’ shifts from oral to gestural or tactile modes during a biology and physics unit. Findings illustrate that emergent bilinguals use non-linguistic modes to aid their science discourse in four distinct ways: replacement, support, demonstration and imitation. For instance, gestural and tactile meanings replace unknown everyday words and science language during demonstrations. A fine-grained analysis of the semiotic units shows that tactile moves, gesticulations, pantomime and imitation each play a role in the semiotic processes involved when translanguaging in a content-based science class. They allow the expression of ideas, the mediation of language and the unaided flow of discourse

Mary Eleanor Spear\u27s Importance to the History of Statistical Visualization

This paper will demonstrate why Mary Eleanor Spear (1897-1986) is an important figure in the history of statistical visualization. She lead an impressive career working in the federal government as a data analyst before data analyst became a thing. She wrote and illustrated two comprehensive textbooks which furthered the art of statistical visualization. Her textbooks cover extensive graphing knowledge still valuable to statisticians and viewers today. Most notable of her works is her development of the box plot. In addition to Spear\u27s career and contributions, this paper will also address the lack of female representation in science, technology, engineering, and math (STEM) fields then and now. There are only very limited sources on Spear\u27s life. Thus, the greater purpose of this paper is to uplift a woman in STEM and to share her story

The implications of the non-linguistic modes of meaning for language learners in science: a review

In response to the globally escalating number of language learners tasked with learning science through a foreign language, this review seeks to bring new perspectives by reframing research findings, still dominated by historical language assumptions, through a contemporary language lens. We aim to unearth, amalgamate and expose the potentials of non-linguistic modes described by the theory of multiliteracies that appear sporadic and fragmentary within studies due to their linguistic focus, as we surmise they offer language learners alternative avenues for meaning-making. 40 peer-reviewed empirical studies published between 1995 and 2019 were systematically found and examined using theoretical thematic analysis to expand our understandings. We conjectured findings that appeared contingent upon non-linguistic modes but did not prominently feature in the reported results. In doing so, we used a multimodal and translanguaging lens from which three themes and educational implications emerged. The integration of non-linguistic modes in science: (1) aided language learners’ science discourse, provided they had access to multiple modes and agency over expression; (2) facilitated multicultural learning communities validating each learner as a sense maker; and (3) promoted authentic and equitable learning experiences. Other noteworthy findings, such as the influence of the tactile mode, are discussed. Recommendations to future researchers include adopting epistemologies of language fitting to our century and developing transdisciplinary approaches to research

Observational learning as a function of motoric rehearsal, length of task, and age.

It has long been known that man has the capacity to acquire new behaviors through observation of the behavior of others. Indeed, much of the socialization process, that period in which a society\u27s culture is transmitted to its young, depends not on trial and error learning which is slow and could result in dangerous mistakes, nor upon direct tuition, but on the child\u27s ability to learn by watching others

A Case Study of Emergent Bilinguals Meaning-Making during Multimodal Science Lessons in a Bilingual Primary School

The learning of science presents difficulties to bi/multilingual learners (BMLs), mostly due to the demands of scientific language. However, when viewed through a contemporary language lens the language of science is multimodal and presents alternate meaning opportunities. This study attempts to address the BML's needs by reconceptualising their issue through a contemporary theoretical lens. The aim is to investigate and describe how the use of non-linguistic resources, plays a role in BML’s meaning-making in science

Cultivating Cultural Workers through Service Learning in Teacher Education

This is the study of cultivating cultural workers through service learning in teacher education. The five participants Kathy (European American), Denise (African American), Alberto (Hispanic American), McKenzie (African American), and Zena (African American) were pre-service teachers enrolled in a developmental reading program at a college in Southwest Georgia where service learning was the major conceptual framework. The five participants were born in the mid 1980s, attended high schools in Georgia in the U. S., and entered colleges in the Fall of 2004. My passion for this inquiry is driven by my desire to foster a sense of agency for social justice and transformation for positive changes in the community. During the collaborative research process, we shared our intense feelings about what it means to serve to the community, the importance of reading, and our outlook on the teaching field. Part of the challenge in writing this dissertation was to develop an inquiry method relevant to the study. The inquiry method used in this study is a combination of community based research and narrative inquiry--community based narrative inquiry. The most important finding of the study is that there is a need for developing a preservice education curriculum with service learning as the major conceptual framework to empower pre-service teachers to become cultural workers for the community and agents for social justice and social change. The theoretical framework of my dissertation inquiry draws upon the works of John Dewey (1938), Paulo Freire (1970), Anna Julia Cooper (1892), and W.E.B. DuBois (1920). John Dewey is the primary theorist of the theoretical framework for this study. Dewey was a proponent in reflective thinking which is an integral part of the service learning experience. Using experience and consciousness to make reading come alive is the reason that Freire\u27s work is vital to this study. Cooper\u27s mantra of lifting as we climb and her work with underprepared students makes her work significant to the theoretical framework. DuBois theory of education as a practice of freedom and consciousness also contributes to the theoretical framework of this dissertation inquiry which helps perceive service learning as a way of connecting education with life in the school and community, as a participatory and liberating process, as community based initiatives and outcomes, and as ways of raising critical consciousness, fostering empowerment, and building community to cultivate pre-service teachers to become cultural workers. Though my study focused on pre-service teachers enrolled in a developmental reading program, it has significance for recognition for developing a curriculum with service learning as the major conceptual framework. It has implications for policymakers, teacher educators, and communities of the importance to work together to prepare preservice teachers to become cultural workers in an increasingly diversifying world

Am I Canadian: Making Canadian History Personally Relevant to Students (and to Me)

This reflection explores the challenges and opportunities inherent in teaching and learning Canadian history when the majority of the learners – and the teacher herself – are first- and second-generation Canadians. The intersectionality and constructed-ness of identity, and the effects of individual versus collective memory on identity, can either alienate students from Canadian history or provide them with a variety of entry points into the subject. Historiography also plays an important role in engaging students in Canadian history, academically as well as personally. Ultimately, what students must learn in history class is the ability to construct Canadian histories that reflect and include them

Divergent femininities in British film, 1945-59

British cinema of the post-war period has often been characterised as anodyne in terms of gender relations, with the exciting 'wicked ladies' of the war years erased in favour of more conservative versions of femininity. Recent writing (Geraghty, 2000, Harper and Porter, 2003) has brought challenges to bear on this paradigm and opened up a critical space for a more nuanced analysis of gender. This thesis considers representations of divergent femininities in post-WWII British films, that is, female characters who function as liminal figures and who queer boundaries between normative and divergent femininity. I explore how divergent femininities are constructed and the extent to which gender conservatism can be challenged in films from the period. A number of well-known (cross-genre) films, such as Woman in a Dressing Gown (1957) and Mandy (1952), are analysed, augmented by other films that have received little critical attention, for example, The Perfect Woman (1949), Dear Murderer (1947) and Young Wives' Tale (1951). This study employs detailed textual and semiotic analyses (film, reviews, publicity material, critical writings) to produce a historicised feminist reading of 1950s films and femininity and, by combining attention to visual style with an analysis of contextual material, complements existing scholarship which emphasises film production and reception.This thesis explores the extent to which female desire for autonomy, excitement and social mobility could be expressed in 1950s films, and how women questioned their 'proper place' in the gendered social economy. Women's function as housewives is problematised in ways that enter into contemporaneous debates about modernity and consumerism. The heterosexual nuclear family survives as the preferred familial model but the difficulty of mothering is dramatised in ways that challenge hegemonic maternity. Heteroromance and marriage remain the central goal for all women and censorship largely curtails the depiction of female sexuality outside this paradigm. A space however is opened up for women to voice desire for something in addition to the role of wife and mother and in this respect these liminal figures represent a cultural contestation of normative femininity. They shore up - whilst simultaneously challenging - certain ideals of femininity and in doing so speak of the consolidation and transformation of gender relations in post-war British society, suggesting a more dynamic model than has been acknowledged