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Five Equivalent Representations of a Phylogenetic Tree
No full textA phylogenetic tree is a tree with a fixed set of leaves that has no vertices of degree two. To our knowledge, there are four other representations of such a tree. In this paper, we focus on these four representations, and show that they are all equivalent. In particular, we give the conversions in between them, which builds the bridges that eventually connect the five representations
Towering Fractals
No full textAn exponential tower is obtained by repeatedly raising a number to itself, as in xˣ, x^{x^x}, and so on. When formulated as an iterative process, it may converge to a single value, diverge to infinity, cycle between multiple values, or wander forever. Representing this property graphically leads to a beautiful fractal object. In order to plot the fractal, a method was devised to handle problems of numerical overflow and underflow that appear during the computation
The influence of Viewing Race Consistent vs. Race inconsistent Models on Self Esteem for High And Low Self-Monitors
No full textThe present study was designed to investigate the relationship between self-esteem, self-monitoring and race inconsistent and consistent photographs. The Sorensen Self-Esteem Scale was used to measure self-esteem and the Snyder Self Monitoring Scale (Snyder, 1974) was used to measure self-monitoring levels. Caucasian female participants viewed either photographs of Caucasian models or African American models. Data were collected from 40 undergraduate students at Huron University College. A 2 (high versus low self-esteem) X 2 (congruity of race of photos) analysis of variance demonstrated that there were no significant main effects, nor was the interaction significant. Implications and limitations of the present study and future research opportunities are also discussed
Perceptions des tuteurs sur le programme de développement des compétences offert par un centre d’écriture où on utilise l’anglais langue additionnelle pour soutenir les étudiants et les étudiantes multilingues
No full textWith growing numbers of multilingual students who have first or primary languages other than English seeking the services of Canadian university writing centres where English is the language of instruction, providing these students with supportive and effective teaching and learning experiences is an important part of their post-secondary education. However, little research has been carried out to examine the impact of writing centre tutor skill development programs to foster meaningful teaching and learning experiences for multilingual students. This qualitative study employed focus group research methods to gather the writing centre tutors’ shared perceptions of their skill development opportunities for working with multilingual students. Data were coded and analyzed using a thematic approach. Findings point to multilingual student expectations, tutoring challenges, program effectiveness, and program applicability as elements that impact the tutors’ overall impressions of the skill development opportunities they encountered. While there were still areas for improvement, implementing a program of skill development for working with multilingual students in a writing centre was generally beneficial for the tutors in this study.Le nombre d’étudiants et d’étudiantes multilingues dont la langue maternelle ou principale est autre que l’anglais et qui ont besoin des services des centres d’écriture dans les universités canadiennes où la langue d’instruction est l’anglais augmente et il est important d’offrir à ces étudiants et à ces étudiantes des expériences d’enseignement et d’apprentissage efficaces durant leurs études post-secondaires. Toutefois, peu de recherches se sont penchées sur la question pour examiner l’impact des programmes de développement des compétences à l’intention des tuteurs des centres d’écriture qui favorisent des expériences d’enseignement et d’apprentissage enrichissantes pour les étudiants et les étudiantes multilingues. Cette étude qualitative a employé des méthodes de recherche par groupes cibles pour assembler les perceptions partagées des tuteurs de centres d’écriture concernant leurs opportunités de développement des compétences pour travailler avec des étudiants et des étudiantes multilingues. Les données ont été encodées et analysées à l’aide d’une approche thématique. Les résultats indiquent que les attentes des étudiants et des étudiantes multilingues, les défis qui confrontent les tuteurs, l’efficacité des programmes et l’applicabilité des programmes sont des éléments qui ont un impact sur les impressions globales des tuteurs concernant les opportunités de développement des compétences auxquelles ils ont été exposés. Bien qu’il reste encore des domaines qui doivent être améliorés, la mise en oeuvre d’un programme de développement des compétences pour les personnes qui travaillent avec des étudiants et des étudiantes multilingues dans un centre d’écriture est généralement bénéfique, tel que vécu par les tuteurs qui ont participé à cette étude
Academic Language Development and Linguistic Discrimination: Perspectives from Internationally Educated Students
No full textLanguage use within Canadian postsecondary institutions reflects ongoing neocolonialism and the privileging of European and North American English varieties. This article shares student perspectives of interactions with faculty on themes of language development and linguistic discrimination, discovered in qualitative interviews using Appreciative Inquiry methodology. Participants’ stories reveal both appreciation for supportive practices that facilitate the development of academic language skills and frustration with linguistic discrimination. Practices valued by participants include using simple and clear language, creating a comfortable environment for non-native English speakers, honouring multilingualism, and providing supportive instruction in discipline-specific language. Students also identified experiences of linguistic discrimination that resulted in academic and personal harm. In students’ stories, a tension between encouraging academic language development while avoiding discriminatory practices emerges. Paths forward in navigating this tension while challenging colonial language hierarchies may include integrating pedagogies using an academic literacies framework while also creating space for translingual practices in classrooms and institutions.
Study Abroad at an Ontario College: Towards More Accessible and Inclusive Programming
No full textDespite Canada’s success in attracting international students to its postsecondary campuses, it sends very few domestic students abroad, and especially so from its college sector. This paper offers a brief overview of Canada’s policy approach to study abroad, literature review on students’ participation in study abroad, and outcomes of a study on students’ (perceived) barriers at a college in Ontario, Canada. Students at the college were surveyed to examine their attitudes towards study abroad participation and their perceived barriers regarding study abroad. The study found that students were overwhelmingly interested in study abroad but perceived strong barriers to participation, findings which are consistent with the literature: financial, academic, social/familial barriers, and accessibility, safety, and support concerns. These findings suggest that through expansion of national programming, coordination of provincial strategy, and inclusive, accessible policies and programming at the institutional level, more college students will be able to receive the many documented benefits of study abroad experiences
Environmental Education in Vietnam: A Critical Discourse Analysis
No full textThis article utilizes critical discourse analysis to investigate the environmental education (EE) policy in Vietnam by analyzing seven policy documents. It examines the language used in the policy papers and underlying factors that shape the policy, including power relations, ideologies, and sociopolitical influences. The findings reveal a lack of shared understanding of EE and the neglect of its social aspect, leading to limited integration of EE content in national curricula and the prevalence of performative language within the policy. This undervaluation of EE can be attributed to the influence of Confucianism and the traditional education model inherited from the former Soviet Union. It also suggests that the present policy predominantly reflects the ideologies and priorities of the ruling class, who prioritizes economic growth over sustainability. This study underscores the need for a nuanced approach in policymaking that integrates sociocultural dimensions and addresses the performative gap in environmental education, paving the way for more effective and context-sensitive strategies in Vietnam’s response to educational challenges posed by climate change
Falling Through the Cracks: COVID-19 disproportionately affects refugee communities
No full textCommentary - Both authors contributed equall
Une description de la langue Naso
No full textNaso is an indigenous language spoken mainly in Panama. This paper presented general descriptions of the language from its sound patterns to syntactic structures by referring to data from Bermúdez (2018). This paper also discussed sociolinguistic features of the language from generational differences in its sound systems, a speech error that reflected the socio-historical development of the language, and what are some of the challenges that Naso is facing today to be preserved and reclaimed.Le naso est une langue autochtone parlée principalement au Panama. Cet article a présenté des descriptions générales de la langue, de ses modèles phonologiques aux structures syntaxiques en se référant aux données de Bermúdez (2018). Cet article a également discuté des caractéristiques sociolinguistiques de la langue à partir des différences générationnelles dans ses systèmes phonologiques, d'une erreur d'élocution qui reflétait le développement socio-historique de la langue, et de certains des défis auxquels Naso est confronté aujourd'hui pour être préservés et récupérés
E-Diaspora: The Digital Mobilization of the Worldwide Coptic Orthodox Diaspora
No full textWith the ISIS video release documenting the horrific massacre of twenty Coptic Christians and one Ghanian laborer in Libya, there has been a strong global union and response of the Coptic diaspora through the online world. However, this is only one of many ways in which the Coptic diaspora has expanded themselves now in a new form of community: E-diaspora. This paper examines the response of the ethno-religious community of Copts (Egyptian Christians) worldwide, who have mobilized political agency and social cohesion through the medium of digital culture (including social media and online networks). In an increasingly globalized world, Copts have used digitalized spaces to create power and resources for themselves. I argue that the Coptic “E-Diaspora” permits Copts to remove physical transnational barriers in forming social connections, preserving the essence of “Copticness” while also reshaping the definitive Coptic identity