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Multimedia and Layers of Transnational Family Communication
No full textStudies of home language use tend to focus on macro-level language changes and verbal communication rather than on micro-level analyses of family communication. This makes it difficult to form a nuanced picture of the relations among diverse resources deployed in transnational family communication. In this paper, we address this issue by reporting results from a preliminary study of the micro-level communicative interactions of a first-generation transnational Australian Vietnamese family who have settled in Melbourne, Australia. Through an in-depth analysis of a 20-minute video clip, we capture intersections in the rich, diverse communicative resources used by the family as they watched a favourite English television program while simultaneously keeping in contact with family members overseas. Our analysis shows that transnational family communication patterns involve complex displays of language use, silence, touch, movement, and spatial orientation, which together enable the family to communicate in the here and now with individuals near and far. We use the multiplicity framework to interpret the fluidity of multimodal communication, intimacy, and continuity across space
Reprising ASL at ACT: Romeo and Juliet at A Contemporary Theatre
No full textA review of Romeo & Juliet at Seattle\u27s A Contemporary Theatre featuring deaf actors in the roles of Friar Lawrence and Romeo
Marie\u27s Garden: Designing and Implementing a Native Plant Space for Summerland Secondary\u27s Biology 11 Class of 2017
No full textNature deficit has been identified as a growing problem among our youth of whom many are more attracted to hand-held devices and screens than they are to the nature that surrounds them. Fortunately, there is a growing movement to get kids outside. Outdoor classrooms, in particular, are gaining in popularity as they successfully meld education and the concept of \u27place\u27 so that \u27place\u27 is valued.In order to address nature-deficit in the youth of Summerland BC, I worked with Shona Becker, a Summerland Secondary Biology teacher and her class of students to create a native plant outdoor learning space in a school-owned, unused garden bed that lined Summerland\u27s main street. It was necessary that the design and implementation of the space fulfill the BC Ministry of Education Biology 11 curriculum requirements, Ministry core curriculum requirements of social responsibility, and be student led. With that in mind, I designed a four-themed native plant garden: Xeriscape, Native Pollinator, Okanagan Nation/Syilx, and Edible. The students were involved in every step of the way from choosing plants, preparing the beds, irrigation, educational sign design and garden art creation
TWP520/RR223 Restoration Plan
No full textThis paper presents the restoration plan created and i mplemented for Strathcona County, in support of wetland improvements desired by Strathcona County and the Alberta Environment and Sustainable Resource Development (AESRD), occurring between May 2015-May 2018 on project site Township 520 and Range Road 223. Environmental assessment of TWP520/RR223, produced by Opus Stewart Weir, along with project management planning processes were used to determine and fulfill the desired restoration goals; to increase wetland function, to stabilize shorelines, and to mitigate erosion. Methods of data collection in this restoration plan creation include TWP520/RR223 field assessment, vegetative inventory using the plotless density estimator (PDE) method, filter identification, and SWOT-C risk management analysis. The data collected was then used to create implementation methods, restoration treatments using native plant species, design planting schemes, and develop appropriate budgets to fulfill necessary works. Site aftercare methods to monitor outplanting success, and develop an invasive management strategy, are illustrated. Alternative aftercare techniques using liquified compost extract (LCE) to increase vegetative establishment are also discussed. Quantitative results of outplanting treatments are detailed, along with ongoing outplanting efforts to ensure an 80% outplanting success rate is maintained until project completion, as required by Strathcona County. Discussed are strengths and weaknesses of designed treatment implementation used on site TWP520 , novel ecosystem experience on RR223 , recommendations for ongoing development of invasive management strategies on RR223 , and management practices to ensure targets are met upon project completion in May 2018
Unpacking the Mechanisms Shaping Perceptions of Quality in Early Childhood Education Research and Practice as Illuminated by Cross- Cultural Conversations Between Practitioners from Britain and Jamaica
No full textThrough cross-cultural conversations between teacher educators from Jamaica and the UK, this paper explores the drivers of how qualityECD is perceived. Our dialogue is grounded in our positional contexts: one from a context that reflects the Eurocentric model of “best-practice” and one that measures itself against it. Using thematic analysis, we highlight three overlapping drivers that shape how quality is perceived. Our findings eschew the perception that quality is represented in one way. We point to dangers of homogenistic beliefs. We suggest that deficit approaches to local contexts obscure local knowledge and sociocultural factors
Entanglements with Reggio in Northern Ontario, Canada
No full textIn the fall and spring, water beckons to us to “jump the fence” and follow the pathways created by seasonal water changes within the watershed. Inspired by Reggio Children’s Dialogues with Places and their pedagogies of listening and relationality, we wonder how paying attention to water might open a different, imaginative space as we question our ongoing colonial relationships with land and water intended to keep water at a distance. Through photos and artwork, we make visible some of the dialogic and empathetic relationships between children and water while making the case that these Reggio principles are relevant to our engagements with children and place
