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Legacy of Colonialism and Post-Colonial Transition: The Algerian Conflict of Identity
No full textAlgeria was brutally taken and colonized by France for over 130 years, altering the structure of their society, cultural artifacts, heritage, and languages. Algerians fought and reclaimed their independence, but the consequences and adverse outcomes have seeped into the fabric of society long after the Independence War of 1954-1962. Building on the available literature on colonialism and post-colonial societies and theories, this paper examines, from a sociological perspective, the relationship between Algerians, language plurality, and how the country’s education system and its language education policies, maintained by the power, play a crucial role in systemically perpetuating a deeply rooted conflict of identity. The analysis will focus on causal pathways, namely colonialism and linguistic hegemony, that have led to the apparent failures of Arabisation and educational policies in the country. Algeria is a country that has been through many societal and geopolitical shifts and transformations, resulting in many Algerians experiencing hardships attributable to this deeply rooted conflict of identity at the national level. Although more research is needed to grasp the full extent of that systemic issue, the paper concludes with a discussion on the broader implications of the education system’s failures and the national conflict of identity for the Algerian people. Understanding the foundation of Algeria as a postcolonial society is essential in assessing its modern trajectory and encouraging lasting educational reforms toward plurality
UX/UI Hub: User Experience/User Interface Information Hub for Navigating College
Get PDFThe User Experience, User Interface (UX/UI) industry has grown exponentially in the last couple of years. According to a PubMed Central journal article, Understanding UX Better, UX has attracted an increasing interest in recent years, extending the views on usability. This growth exists both in academic institutions and the technology industry, evidenced by increasing numbers of UX-related degrees at undergraduate and graduate levels and also by high job demand (Marques). With this new emergence, the Graphic Communication (GrC) major, specifically the concentration in UX/UI, has caught the attention of numerous prospective Cal Poly SLO students interested in front-end design and creative technical roles. These students attempt to research the program; however, they find minimal information. What is missing?
The main issue lies in the lack of resources provided for UX/UI students when entering college and unless you seek those outside of club involvement, you will find yourself lost. As a student concentrating in UX/UI and a senior in college, I have struggled to begin processes such as designing a personal creative portfolio, deciding how to best express myself as a valuable candidate to companies for internships or jobs, figuring out how to format a resume for my industry, and choosing which GrC classes to take in order to equip myself professionally and technically. I want to address this issue by creating an information hub for Cal Poly SLO students interested in UX/UI. This would include specific tips and tricks for resume and portfolio design, advice from UX/UI professors and professionals, examples of students’ portfolios for inspiration, club showcases, suggested GrC classes to take, and more. There are many separate platforms and websites that help assist students, but there aren’t any tools that are specific to the UX/UI concentration within the GrC program. Each element is essential to setting up students for success during and after their college experience. UX/UI is a growing industry and has become increasingly competitive with a wide array of interest from computer engineers to designers. It is important to equip prospective and current students with the confidence and skill set to navigate their experience within the UX/UI focus of Graphic Communication
Comparison of Scanning Electron Microscopy and Confocal Laser Microscopy for Tissue Surface Roughness Characterization
Get PDFIt was found that the measurements captured by confocal microscopy and scanning electron microscopy had a statistically significant difference for bovine tissue. There was not a statistically significant for porcine and poultry tissue.
The intent of the study is to perform a comparative study to examine efficacy of two distinct technologies for a singular purpose: tissue surface roughness characterization. The two technologies compared are a confocal reflectance microscope and a scanning electron microscope. The comparison was made by comparing two surface roughness parameters [Ra and Rq] within ImageJ.
The study examined three different animal species [porcine, bovine, and poultry] to highlight if different tissues presented alternative conclusions for the efficiency of either technology. Additional analysis was produced comparing two cutting methods [Kleen Kut versus conventional], as well as six different poultry processing technique combinations
Politics in the Classroom: A Survey on College Students’ Comfortability to Share Their Views
Get PDFThe following study used theories of belongingness and spiral of silence to investigate students’ comfortability when sharing their political views in class. This study employed a survey distributed to a convenience sample of Cal Poly San Luis Obispo students. The survey contained multiple choice and free response questions that encompassed political affiliation, willingness to share political views in class, and demographics. The results of the survey were interpreted using SPSS statistics software, specifically ANOVA tests and Fisher’s LSD. The findings of this study ultimately indicated that liberal students feel more comfortable sharing their views than moderates and conservatives. Findings also showed that liberals felt the highest sense of belonging and the least amount of social stigma when sharing their views in class. This ultimately illuminated the fact that Cal Poly is home to a minority of conservative students that do not feel welcome voicing their views. This warrants concern because we all benefit from discussing politics in class
Gamified ungrading: Playing with andragogy and feminist instructional design
Get PDFThis article explored an original graduate-level teaching activity of gamification and ungrading through a feminist instructional design lens. We can understand outcomes of gamified equitable grading experiences by de-centering adult interpretations and habits of colonial educational structures–not only for the learners but as current and future leaders. These strategies were evaluated with student self-evaluations, feedback loops, and reflexivity through modeling and co-reflection. The outcomes and potential for replication of a gamified ungrading experience bring forward a humanized curriculum for all levels of learners and designers
