domesticity transformed

This project begins with an interest in the female space as active within the domestic sphere. It involves issues of place-making and hopes to understand both the processes leading to and consequences following the alteration and eventual elimination of such places within the home. Through the passage of time I began to decipher difference – differences of my childhood home. The temporality of these spaces fascinate me, how they have changed from a place created by my mother to one by my father, the spatial consequences of these changes, and ultimately how these alterations have affected my brother and my interactions with these spaces. Aware of certain transformations occurring with time, I eventually realized the feminine spaces and associations of my childhood home had been reclaimed, distorted, even erased. By displaying my own recent photographs of the house against others selected from our family archive, I am interested in revealing the passage of time and its effect on the spatial hierarchy of the house – specifically, the loss of the feminine. I believe that this loss, once captured, becomes a spatial potential that can be reclaimed. Through the passage of time I began to decipher difference – differences of my childhood home. The temporality of these spaces fascinate me, how they have changed from a place created by my mother to one by my father, the spatial consequences of these changes, and ultimately how these changes have affected my brother and my interactions with our childhood home. Aware of certain transformations occurring within what I considered to be the female spaces, I eventually realized the feminine spaces of my childhood home had been transformed. This project begins with the understanding of female space as active within the domestic, involving issues of nurturance and place making and hopes to understand what happens when alteration and eventual elimination of such places within the domestic occurs

Newcomer Youths\u27 Experiences of School

The purpose of the study was to identify positive and negative aspects of school experience among newcomer youth. More specifically, the purpose of this research was to give a voice to a group of newcomers that have been largely ignored by the literature. To accomplish this goal, participants were male and female youth, aged 15 to 18, who had migrated to Canada within the past two years and resided in London at the time of interview. To gather information from participants focus group interviews were conducted with participants from a culturally diverse community centre. The results were analyzed using a structured conceptualization procedure called Concept Mapping. Using the Concept Mapping process five favourable and five disadvantageous themes emerged. These concepts were compared and contrasted with the available literature

Microwave Dielectric Heating of Drops in Microfluidic Devices

We present a technique to locally and rapidly heat water drops in microfluidic devices with microwave dielectric heating. Water absorbs microwave power more efficiently than polymers, glass, and oils due to its permanent molecular dipole moment that has a large dielectric loss at GHz frequencies. The relevant heat capacity of the system is a single thermally isolated picoliter drop of water and this enables very fast thermal cycling. We demonstrate microwave dielectric heating in a microfluidic device that integrates a flow-focusing drop maker, drop splitters, and metal electrodes to locally deliver microwave power from an inexpensive, commercially available 3.0 GHz source and amplifier. The temperature of the drops is measured by observing the temperature dependent fluorescence intensity of cadmium selenide nanocrystals suspended in the water drops. We demonstrate characteristic heating times as short as 15 ms to steady-state temperatures as large as 30 degrees C above the base temperature of the microfluidic device. Many common biological and chemical applications require rapid and local control of temperature, such as PCR amplification of DNA, and can benefit from this new technique.Comment: 6 pages, 4 figure

Integrating science and literacy for young English learners : a pilot study.

This pilot investigated the promise of positive outcomes in literacy, science, and social behavior on K– 2 English learner (﴾EL)﴿ students after two months of implementation of the Science Inquiry Centered Argumentation Model (﴾ScICAM)﴿—a systematic teaching approach to science learning that integrates literacy instruction and argument-‐based inquiry. The sample included 17 teachers and 31 EL students. Results indicated that teacher practices (﴾proximal outcomes)﴿ aligned well with the ScICAM approach and resulted in increases in EL student learning (﴾distal outcomes)﴿. Teacher increase in the use of inquiry and writing scaffolds and student growth in the ability to express understandings through oral and written modes also suggested that ScICAM practices are supportive of key practices identified by the Next Generation Science Standards (﴾NGSS Lead States, 2013)﴿. These results highlight the merit of pursuing larger, long-‐term projects that collaborate with teachers on developing and implementing ScICAM interventions

Cytosolic Phospholipase A2α and Eicosanoids Regulate Expression of Genes in Macrophages Involved in Host Defense and Inflammation

Acknowledgments: We thank Dr. Robert Barkley and Charis Uhlson for mass spectrometry analysis. Funding: This work was supported by grants from the National Institutes of Health HL34303 (to C.C.L., R.C.M. and D.L.B), DK54741 (to J.V.B.), GM5322 (to D.L.W.) and the Wellcome Trust (to N.A.R.G. and G.D.B.). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Peer reviewedPublisher PD

Prospectus, February 224, 1988

https://spark.parkland.edu/prospectus_1988/1006/thumbnail.jp

Prospectus, May 14, 1987

https://spark.parkland.edu/prospectus_1987/1016/thumbnail.jp

Prospectus, October 29, 1986

https://spark.parkland.edu/prospectus_1986/1027/thumbnail.jp