105,696 research outputs found
Language of the Heart: Chickasaw Language Reclamation as a Life’s Pursuit
No full textAs Chickasaw language learners and teachers, we believe strongly that it is through our oral traditions—expressed through our languages—that we are instructed “to be a people in heart, thought, behavior, and conduct as [we] pursue life’s fulfillment” (Nicholas, 2014, p. 64). Significantly, a small but increasing number of Chickasaw citizens have exemplified vigorous and persistent pursuits of sustaining Chikashshanompa', the Chickasaw language, over time and transcending colonization. This paper considers what it means for Chickasaw language learners and teachers to engage in language reclamation as a life’s pursuit. A Chickasaw language learner and researcher compelled to understand this phenomenon, Author A utilized a culturally-grounded methodology to conduct interviews with other Chickasaw language learners and teachers representing distinct generational categories and demographics, such as young adults employed by the tribal language program, youth enrolled in language classes, and adults residing outside of the Chickasaw Nation. From these learners’ stories, three key themes emerged as central to the vitality and efficacy of Chickasaw language reclamation, including a 1) raised critical Chickasaw consciousness (Lee, 2009; Smith, 2005); 2) conception of Chikashshanompa' as cultural practice (Nicholas, 2009); and 3) (re)valuing of language learners (Meek, 2011; Wyman, McCarty, & Nicholas, 2014). We draw on Author A’s research findings as a context to share Author B’s personal story as one example of the way in which the pursuit of language reclamation over a lifetime may unfold. To this end, Author B, a community member actively involved in Chickasaw language education, begins her story with her own experience of awakening to the importance and value of her Indigenous heritage language, which she began to learn from her father, to her sense of self and purpose for her life. Author B powerfully asserts that her journey has been one not only of reclaiming her language but her life itself. Recognizing that she had a gift for learning and teaching language, Author B began to teach an online Chikashshanompa' course to help other Chickasaws connect to and find their place in the Chickasaw Nation through language, no matter where they live. This paper ultimately seeks to explore the importance of sustaining cultural and linguistic practices, offering as evidence the vital voices of Chickasaws language learners and teachers who have restructured their lives around ensuring the continuance of Chikashshanompa'. References Lee, T. S. (2009). Language, identity, and power: Navajo and Pueblo young adults’ perspectives and experiences with competing language ideologies. Journal of Language, Identity, and Education, 8(5), 307-320. Meek, B. A. (2011). Failing American Indian languages. American Indian Culture and Research Journal, 35(2), 43-60. Nicholas, S. E. (2009). “I live Hopi, I just don't speak it”—The critical intersection of language, culture, and identity in the lives of contemporary Hopi youth. Journal of Language, Identity, and Education, 8(5), 321-334. Nicholas, S. E. (2014b). “How are you Hopi if you can’t speak it?”: An ethnographic study of language as cultural practice among contemporary Hopi youth. In T. L. McCarty (Ed.), Ethnography and language policy (pp. 53-75). New York, NY: Routledge. Smith, G. H. (2005). Beyond political literacy: From conscientization to transformative praxis. Counterpoints, 275, 29-42. Wyman, L. T., McCarty, T. L., & Nicholas, S. E. (Eds.). (2014b). Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds. New York, NY: Routledge
Recursive T-matrix algorithms for 1-D and 2-D clusterings of strips
No full textTwo recursive T-matrix algorithms were introduced by W.C. Chew (1989) W.C. Chew and Y.M. Wang (1990). In the present work, the authors discuss the application of these algorithms to conducting strip geometries, and analyze the complexities of the algorithms. The two algorithms are shown to have complexities of O(N2P) and O(NP2), where N is the number of unknowns in the problem, and P is the number of terms that satisfies a convergence criterion in the addition theorems for the cylindrical wave functions.link_to_subscribed_fulltex
Mapping of sequence and structural similarity into the CheW structure.
No full text<p>A. Sequence similarity between <i>E. coli</i> CheW and <i>T. maritima</i> CheW (BLOSUM60) mapped to <i>E. coli</i> NMR structure. B. To measure structure similarity we measure the RMSD per residue between the selected homology model and the NMR structure of <i>E. coli</i> (left) and <i>T. maritima</i> (right).</p
Homology modeling of the CheW coupling protein of the chemotaxis signaling complex.
No full textHomology models of the E. coli and T. maritima chemotaxis protein CheW were constructed to assess the quality of structural predictions and their applicability in chemotaxis research: i) a model of E. coli CheW was constructed using the T. maritima CheW NMR structure as a template, and ii) a model of T. maritima CheW was constructed using the E. coli CheW NMR structure as a template. The conformational space accessible to the homology models and to the NMR structures was investigated using molecular dynamics and Monte Carlo simulations. The results show that even though static homology models of CheW may be partially structurally different from their corresponding experimentally determined structures, the conformational space they can access through their dynamic variations can be similar, for specific regions of the protein, to that of the experimental NMR structures. When CheW homology models are allowed to explore their local accessible conformational space, modeling can provide a rational path to predicting CheW interactions with the MCP and CheA proteins of the chemotaxis complex. Homology models of CheW (and potentially, of other chemotaxis proteins) should be seen as snapshots of an otherwise larger ensemble of accessible conformational space
Letter, [Author unclear] to Paulina T. Merritt
No full textHandwritten letter to Paulina Merritt from an unknown author, October 1, 1876.
Pedigrees of Thomas, Chew, and Lawrance : a West River regester [sic], and genealogical notes /
No full text"Relates to descendants of Philip Thomas of Md., John Chew of Jamestown, Va., and Thomas Lawrence of N.J. and Pa."--Munsell.Mode of access: Internet
British colonial constructions of the “half-caste” category in world-historical perspective
No full textM.A
EFFECTIVENESS OF CHEWING MARSHMALLOW CONTAINING BETEL CHEW ON SALIVARY Streptococcus mutans IN 12 YEARS OLD CHILDREN OF SMPN 29 PALEMBANG
No full textMarshmallow is a favored type of soft candy among children and adults. Betel chew added to marshmallow was reported containing antibacterial substances. The aim of this study was to determine the effect of chewing marshmallow containing betel chew on salivary S. mutans in 12 years old children. This experimental research was done with pretest and posttest control group design involving 30 subjects with DMFT range 3-5. Subjects were divided into group 1 (marshmallow containing betel chew) and group 2 (plain marshmallow). Saliva was collected before and after chewed marshmallow containing betel chew and plain marshmallow. Streptococcus mutans colonies were evaluated with colony counter. Data were analysed using pair T-test & independent T-tests. Paired-t test showed that the number of S. mutans colonies was significantly reduced after chewed marshmallow containing betel chew p=0,00 (
Indigenous graduate students studying heritage languages at universities: A collaborative autoethnography
No full textUsing collaborative autoethnography, this article explores the experiences of Indigenous graduate students as they navigate higher education and work to ensure the continuance of their heritage languages for future generations. The authors of this self-study represent diverse heritage languages and attend different universities across the United States. Following a discussion of Indigenous languages as tied to identity and a means to confront hegemonic power within universities, a review of the literature highlights new directions in language reclamation scholarship—particularly in the portrayal of youth, young adult, and postsecondary student contributions. The authors then present their experiences through vignettes, as well as an analysis of emerging themes. Ultimately, the article argues that, despite diverse backgrounds, the authors share a view of higher education as a tool—albeit one with limitations—that can enable them as effective contributors to language revitalization efforts.
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