88 research outputs found
Gender and Healthcare - Annotated Bibliography
No full textFirst Place Winner - Langara Open Student Scholar Prize 202
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An Interview with APPLE Lecture Speaker Professor Roy Lyster
No full textOn February 16, 2018, Working Papers in Applied Linguistics and TESOL (represented by Kaylee Fernandez, Michelle Stabler-Havener, and Carol HoiYee Lo) had the great pleasure of interviewing Dr. Roy Lyster, the invited speaker for the 2018 Applied Linguistics & Language Education (APPLE) Lecture Series hosted annually by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Dr. Lyster shared his research and advice he has for current and future researchers and educators in Applied Linguistics and TESOL.
Dr. Roy Lyster is Emeritus Professor of Second Language Education in the Department of Integrated Studies Education at McGill University in Montreal, Canada. His research examines content-based language teaching and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. His research interests also include professional development and collaboration among teachers for the purpose of integrated language learning and biliteracy development. He was co-recipient with colleague Leila Ranta of the 1998 Paul Pimsleur Award for Research in Foreign Language Education and was presented the Robert Roy Award by the Canadian Association of Second Language Teachers in 2017. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and two books: Learning and Teaching Languages Through Content published by Benjamins in 2007 and Vers une approche intégrée en immersion published by Les Éditions CEC in 2016
"Bang" by Barry Lyga: A Story on the Complexity of Humanity
No full textA question people like to ask one another is: "If you could go back in time and do something different, would you?" There are no perfect humans. We are prone to make mistakes and the desire to change things for the better lies within us. Barry Lyga\u27s Bang (2017) explores this desire of erasing misfortunes through the eyes of 14-year-old Sebastian in Brookdale, Maryland
An Interview with APPLE Lecture Speaker Professor Roy Lyster
No full textOn February 16, 2018, Working Papers in Applied Linguistics and TESOL (represented by Kaylee Fernandez, Michelle Stabler-Havener, and Carol HoiYee Lo) had the great pleasure of interviewing Dr. Roy Lyster, the invited speaker for the 2018 Applied Linguistics & Language Education (APPLE) Lecture Series hosted annually by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Dr. Lyster shared his research and advice he has for current and future researchers and educators in Applied Linguistics and TESOL.
Dr. Roy Lyster is Emeritus Professor of Second Language Education in the Department of Integrated Studies Education at McGill University in Montreal, Canada. His research examines content-based language teaching and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. His research interests also include professional development and collaboration among teachers for the purpose of integrated language learning and biliteracy development. He was co-recipient with colleague Leila Ranta of the 1998 Paul Pimsleur Award for Research in Foreign Language Education and was presented the Robert Roy Award by the Canadian Association of Second Language Teachers in 2017. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and two books: Learning and Teaching Languages Through Content published by Benjamins in 2007 and Vers une approche intégrée en immersion published by Les Éditions CEC in 2016
Effects of conditionally essential fatty acid supplementation on neural and immune development in the young pig
No full textDSpace SAF Submission Ingestion Package generated from Vireo submission #15835 on 2021-03-04 at 16:19:21Arachidonic acid (ARA; 20:4n-6) and docosahexaenoic acid (DHA; 22:6n-3) are long-chain polyunsaturated fatty acids (LCPUFA) naturally present in human breast milk (HM) and routinely supplemented in infant formula (IF). In IF-fed infants, the inclusion of preformed ARA and DHA is shown to yield more similar tissue FA accretion, cognitive and visual development, and immune response to that of a breastfed infant. Historically, these LCPUFA have been added together, and the physiological responses to independent ARA and DHA supplementation are poorly understood. Additionally, while ARA and DHA forms, including triglyceride (TG) and phospholipid, are known to influence bioavailability and tissue accretion, little is known about the use of these LCPUFA as free fatty acid (FFA) during early development. Using the young pig model, two experiments were conducted to help to fill these knowledge gaps.
The first experiment explored the impact of independent and combined ARA and DHA supplementation. Intact male pigs received one of four dietary treatments (N = 12 per treatment) from postnatal day 2 to 30 with the following target ARA/DHA levels, as a percent of total FA: CON (0.00/0.00), ARA (0.80/0.00), DHA (0.00/0.80), and ARA+DHA (0.80/0.80). Tissue FA accretion, immune response, sleep and motor activity, and myelin thickness in the corpus callosum were evaluated. There were no differences in intake or growth between dietary groups, nor did supplementation differentially affect immune response or myelination outcomes. DHA supplementation alone increased brain DHA, but decreased ARA compared with other groups, while ARA alone increased brain ARA compared with all other groups but did not affect brain DHA compared with CON. The combined ARA+DHA increased brain DHA levels but did not affect brain ARA levels compared with the CON. Pigs fed ARA or ARA+DHA also exhibited higher levels of activity than those fed CON or DHA, and the inclusion of ARA and DHA alone induced differences in time spent asleep compared with CON and ARA+DHA. Together, these data support the case for ARA inclusion when DHA is supplemented in IF to support neurodevelopment and brain ARA accretion. The second study investigated the safety and efficacy of novel sodium and potassium salts of ARA derived from M. alpina oil (Na-ARA and K-ARA), both of which dissociate to Na+/K+ and FFA upon contact with water. Male and female pigs were randomized to one of four dietary treatments (N = 16 per treatment) from postnatal day 2 to 23. ARA and DHA were included as either TG or salt form at the following target ARA/DHA concentrations, as percent of total FA: TT (0.47 TG/0.32 TG), NaT (0.47 Na-salt/0.32 TG), KT (0.47 K-salt/0.32 TG), Na0 (0.47 Na-salt/0.00), and NaNa (0.47 Na-salt/0.32 Na-salt). Overall, the inclusion of ARA and DHA in salt form did not affect growth performance, liver histology, or substantially influence hematological outcomes compared with the TG forms. Bioequivalence assessments confirmed both Na-ARA and K-ARA were 100% bioequivalent to the TG-ARA based on ARA accretion in the cerebral cortex and retinal tissues. These findings demonstrate that the use of these novel FA salts in the young pig was both safe and nutritionally bioequivalent to TG-ARA for critical neural tissues. Overall, the results from these studies demonstrate the importance of balancing dietary ARA and DHA supplementation in IF to support structural and functional brain development, as well as confirm the safety of novel lipid forms of ARA and DHA for use in IF.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2022-12-01The student, Kaylee Hahn, accepted the attached license on 2020-10-14 at 16:49.The student, Kaylee Hahn, submitted this Thesis for approval on 2020-10-14 at 18:27.This Thesis was approved for publication on 2020-10-16 at 09:59.Made available in DSpace on 2021-03-05T21:40:40Z (GMT). No. of bitstreams: 2
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Previous issue date: 2020-10-16Embargo set by: Seth Robbins for item 117186
Lift date: 2023-03-05T21:40:52Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 117186
Lift date: 2023-03-05T21:43:00Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemAuthor requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemU of I Onl
Artistic Wandering: The Act of Wandering as Artwork
No full textThis PhD originates 'Artistic Wandering', as a concept where the act of wandering itself is the artwork, emphasising the artist’s phenomenological experience above the physical art objects produced. This approach introduces a new system of artistic practice in visual art that prioritises the experiential process and the artist’s internal journey over tangible outcomes. Unlike the ‘dematerialisation’ argument of conceptual art, which primarily emphasises ideas over form, Artistic Wandering underscores the physical act and personal sensory engagement of the artist with their environment. It also acknowledges the importance of the resulting art objects as archive. While these objects are secondary to the experience of wandering, they are essential in providing a tangible link between the artist’s wandering artwork and the viewer. Central to this research are questions exploring the viability of wandering as artwork, the locus of meaning in art beyond physical objects, and the viewer's engagement with the archived artefacts of Artistic Wandering. The archive within Artistic Wandering serves a dual purpose: it not only documents the ephemeral artwork and insight but also preserves the art objects that are integral to the concept of Artistic Wandering. This distinction ensures that the archive extends beyond traditional roles, highlighting the transitory nature of the artistic experiences captured during artistic wandering while also maintaining a tangible connection to the artwork. This research redefines the boundaries between the artist, the artwork, the art object, and the viewer, proving that the act of creation as wandering, and the resulting experience, is a more significant outcome than the final art object. By elevating the ephemeral process of Artistic Wandering to the level of the artwork, it invites contemplation, expansion, and a deeper understanding of this novel approach. The act of wandering encourages engagement from both the artist, who explores and internalises the environment, and the viewer, who connects with the artist's journey through the documented and archived experiences. This engagement fosters a unique connection, enhancing the appreciation of the wandering experience as an artistic expression
Using Restorative Practice to Decrease Behavior and Increase School Community
No full textThe purpose of this school improvement plan (SIP) is to address the student behavioral concerns at Huntington Elementary School using restorative practices. Studies suggest that restorative practices can improve student behavior and social emotional skills. The restorative practices that the author intends for the school to use are described within the plan. The SIP aims to use training on restorative practices and restorative circles to improve school culture, community, and student behaviors
Online fandom communities and queer identity formation: An autoethnography
No full text“Online fandom communities'' (OFCs) operate across different social media platforms with the common characteristics of anonymity, internet dialect, and subcultural ideals. Using an autoethnographic approach, this thesis examines the effect of online fandom communities on queer identification. These characteristics can operate as a safe space for queer peers to engage with the art they admire and with people who share their experiences. This has been the experience of the author who, as a queer woman on the cusp of the Millennial and Gen. Z generations, has been engaged with fandom in different forms for over 10 years
Structure of Extremal Unit Distance Graphs
No full textThis thesis begins with a selective overview of problems in geometric graph theory, a rapidly evolving subfield of discrete mathematics. We then narrow our focus to the study of unit-distance graphs, Euclidean coloring problems, rigidity theory and the interplay among these topics. After expounding on the limitations we face when attempting to characterize finite, separable edge-maximal unit-distance graphs, we engage an interesting Diophantine problem arising in this endeavor. Finally, we present a novel subclass of finite, separable edge-maximal unit distance graphs obtained as part of the author\u27s undergraduate research experience
Assessing the effectiveness of a welfare assessment template for generating reports of equine investigations
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