Linguistic Imperialism: The English/ASEAN Tension

In February 2009 the Charter of the Association of Southeast Asian Nations (ASEAN) was officially founded. Article 34 of the Charter states that, ‘The working language of ASEAN shall be English’. Today, this shared English language crosses cultural boundaries to unite communities both within and between ASEAN nations. ASEAN and even non-ASEAN countries are now able to trade and communicate on a global platform. This presentation will examine the first historical points of contact between the Eastern and Western worlds to understand how and why English language is so widespread in Asian countries. It will show that European nations introduced English to their Eastern colonies in the late eighteenth century with the intention of controlling and Westernizing the colonised, for political and economic gain. This imperialistic legacy has held fast in the West into the twenty-first century. A study of its history helps us better understand how the relationship between Europe and the ASEAN countries has shifted in previous centuries, from imperialism and political struggle to globalisation and mutual advancement.

Medical Notebook

https://jdc.jefferson.edu/medicalnotebooks/1008/thumbnail.jp

A study of the Shamong Township School District\u27s Middle School Program at the Indian Mills Memorial School

The purpose of this study was to evaluate the present middle school program at the Indian Mills Memorial School, and create a new program. The program was based on research that enumerated the best practices in exemplary middle schools and the needs and characteristics of young adolescents. The sample was the 51 teachers of the IMMS, five administrators, parents, and one class each from fifth, sixth, seventh, and eighth grades. The survey used was Middle Grades Assessment Program from the Center for Early Adolescence, University of North Carolina at Chapel Hill. There were different surveys for students, parents, teachers, and administrators. The participants were to mark their level of agreement with statements concerning our present program. The statements correlated to the best practices for middle school students. The data was then converted into percentages that revealed how satisfied different groups were with the present program. Results based on the survey revealed areas of weakness and areas of strengths existing in the present middle school program when compared to the new proposal. Recommendations based on the results included more site based management, greater participation of teachers in decision-making, an increase in higher-level thinking skills, and a stronger focus on improving curriculum

Thermal Contraction Cracks in an Arctic Tundra Environment

Field observations in the Mackenzie Delta area largely substantiate Lachenbruch's theoretical considerations of thermal contraction crack development. Frost crack patterns, representing the incipient stage of tundra polygons, were observed on both bare and vegetated surfaces of low alluvial flats and sandspits of three islands. Individual polygons, where developed, ranged in size from 20 to 30 metres diameter on bare surfaces to 2 to 3 metres on sedge-covered areas, and 80% of the angular intersections measured were of orthogonal type. Most cracks exhibited random orientations, except in close proximity to water bodies where tendencies toward normal and subparallel orientations occurred

Defensive spines: Inverse relationship between coefficients of variation and size

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/110070/1/lno19883361412.pd

Introductory Lecture of the Two Medical Schools in Philadelphia

Includes notes from the Philadelphia Alms House, Pennsylvania Hospital, and classes taken at Jefferson Medical College and the University of Pennsylvania. Professors include Benjamin Rush Rhees, George McClellan, Jacob Green, John Eberle, and Nathaniel Chapman. End of notebook contains more than 100 medical and non-medical recipeshttps://jdc.jefferson.edu/medicalnotebooks/1007/thumbnail.jp

English: Language of hope or broken dream?

In this chapter, the ESL approaches adopted by seven different literacy organisations in South Africa are described and analysed. The approaches are identified in relation to developments in the field of applied linguistics and language teaching. The methods include formalist, functional/communicative approach, competency-based approach, natural growth approach, task-based process approach, popular education and ESL approach. The chapter concludes with principles for adult, popular second language learning curriculum and training