Decolonizing Teaching in Online English for Academic Purpose Environments

Continued revelations of the systemic racism and violence in past and present Canadian society underscore the importance for EAP educators to understand our situatedness in a settler society as the foundation of decolonizing classroom practices. This theoretical exploration advocates for the continuing to decolonize English for Academic Purposes (EAP) classrooms during the post-covid transition to online learning environments. This exploration draws on post-structural theories of identity (Butler, 2002; Foucault, 1980, 1991; Weedon, 1987), and Morgan’s (2004) conceptualization of identity as pedagogy, as contributions to decolonizing EAP classrooms in face-to-face or online environments

I am particularly satisfied to learn

Letter to the editor in support of James Silver\u27s position on Mississippi, written by a former student of Silver\u27s; Source: unknownhttps://egrove.olemiss.edu/jws_clip/1228/thumbnail.jp

Examining the Educational Experiences of High-Achieving Lakota Youth.

To date, the bulk of the scholarly research on Native American educational achievement has focused on explaining the underachievement of Native American youth. While these studies are valuable in identifying the barriers that students face, they are problematic in that they are built upon theories that would suggest academic struggles for all students who encounter these barriers. Thankfully, we know that there are Native American students who, in spite of these barriers, achieve academic success. Given this fact, the purpose of this research was to examine the academic resilience of high-achieving members of one specific tribe, the Lakota, and to make sense of how these high-achieving Lakota students navigate potentials risk factors to their success. In order to understand the experiences of these academically resilient students, I conducted interviews with 42 high-achieving juniors and seniors from high schools located across one of the five Lakota Reservations in South Dakota. These interviews spanned a variety of topics, including students’ perceptions of racism and discrimination, their connectedness to their Lakota identity, their perceptions of culturally relevant pedagogy, their belief in the value of education, and their aspirations for the future. Through these interviews, I found that these academically resilient students were similar in many ways outside of school. They all had strong support systems, believed in the value of education, and were confident that racism and discrimination were not going to keep them from meeting their goals. However, their schooling experiences varied in important ways, with each school possessing different risk and protective factors that worked to shape students’ resilience. While each of these students successfully navigated the potential risk factors to their academic success, their beliefs in their future opportunities differed based on the academic expectations within their school and the post-secondary support that they received. As a result, these students, who were similar in a number of ways outside of school, left school feeling very differently about their preparation for college. These findings add important insights into the dynamic nature of resilience and the role of schools in shaping the educational experiences and aspirations of their students.PhDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/116694/1/ahengen_1.pd

Analyse und Simulation parasitärer Effekte in flüssig prozessierten organischen Transistoren

Ein SPICE Modell für organische Transistoren wird implementiert und um parasitäre Effekte (Gate-Leckströme, Prozessschwankungen, Kontaktwiderstände und Temperatureffekte) erweitert. Ebenfalls wird der Einfluss von Schichtdickenvariation von Halbleiter und Dielektrikum auf das Transistorverhalten untersucht. Die Qualität der optimierten Simulation wird am Beispiel eines Ringoszillators bei Temperaturen zwischen 15°C und 75°C demonstriert

Evaluation of Genetic Variations in Organic Cationic Transporter 3 in Depressed and Nondepressed Subjects

Organic cationic transporter 3 (OCT3, SLS22A3) has only recently emerged as one of the regulators of monoaminergic neurotransmission, which plays a critical role in the pathogenesis of depression and is a potential new antidepressant drug target. OCT3 single-nucleotide polymorphisms (SNPs) have been investigated for their association with psychiatric disorders such as methamphetamine use disorder and obsessive-compulsive disorder in children and adolescents, but not depression. This study was designed to evaluate the allele frequencies of seven OCT3 SNPs in a US Caucasian depressed population and compare these frequencies with a control group of nondepressed subjects. Informed consent and a DNA sample were obtained from 157 subjects and analysis was performed using real-time PCR. Allele and genotype frequencies were compared using a t-test and the Pearson chi-square analysis, respectively. There were no significant differences in OCT3 allele or genotype frequencies between the depressed and non-depressed groups for all seven SNPs evaluated

A critical analysis of Plato's philosophy of education compared to the Russian philosophy of education

Call number: LD2668 .R4 1968 H4

The directive as a basis of all communication: a survey and analysis of selected literature

Call number: LD2668 .R4 1967 H51

Políticas públicas y organizaciones sociales : La experiencia del CENOC

La presente ponencia pretende arraigarse en los límites del saber académico linderos con las prácticas de gestión pública y los saberes generados a partir de la organización social. No se intenta aquí proponer un camino definitivo que interconecte estas regiones, más bien señalar algunas intersecciones entre estas categorías del saber. El objetivo general será, de esta manera, relevar y analizar algunas aplicaciones prácticas de política pública referentes al denominado “sector comunitario” implementadas por el Centro Nacional de Organizaciones de la Comunidad. El CENOC es un organismo dependiente del Consejo Nacional de Coordinación de Políticas Sociales de Presidencia de la Nación, en donde funciona el Registro de Organizaciones Comunitarias; y desde la reglamentación de la Ley Nacional de Voluntariado (25.855) se constituyó en su Organismo de Aplicación, con el fin de registrar y promocionar actividades de voluntariado en el campo organizacional.Mesa 18: El Estado como problema y solución: Estado, administración y políticas públicasFacultad de Humanidades y Ciencias de la Educació