French Immersion teachers are constantly frustrated by both the amount of and skill level of their students when using French in informal situations. My research attempts to answer: How can informal language be taught in the French Immersion context? Will teaching informal language in a systematic way in a Classroom Community of Practice improve the frequency of second language (L2) use by FI students in peer-to-peer interactions? Can we teach students to actually speak French – to spontaneously communicate in informal situations? Informal language is the language used in conversations and interactions beyond academic topics or class time such as conversations between students during group work, on field trips and during games and play time. Is it through pedagogical approaches or by developing a clearer understanding of the community of practice necessary for a successful language classroom? This study is an action research study conducted in Victoria, British Columbia with a team of 5 teachers, including the researcher as co-participant. Grounded theory was used to analyze the findings and the themes of ‘spaces’ are presented using creative nonfiction to recount the participants’ stories. The study concludes that it is the importance of the teacher as member of both the classroom community and as member of a community of educators that is critical to success. / Graduate

The goal of this study is to research how the digitalization of a table top gameaffects the game and its gameplay. We are researching this by first havingparticipants play chess, and online chess, and the interviewing them about theirexperiences with the both games. The main effects of digitalization are inputcontrols. When digitalizing a table top game, there is one thing that the designercannot control at all, which is, the necessity of input controls. However, thedesign for these controls is up to the designer. When digitalizing a game, therules ted to get enforced by the programming. Mistakes that could be committedin the table top version are no longer possible due to the rule enforcementcaused by the programming. It is also possible to use the digital realm to yourbenefit by adding features such as highlighting in chess, which is only possible inthe digital version. Immersion is also affected by the digitalization; the possiblelack of a visible and present opponent can alter how the players experience thegameplay. / Målet med den här studien är att forska kring hur digitaliseringen av ettbrädspel påverkar spelet och dess spelande. Vi utför vår forskning genom attförst låta deltagare spela schack, och onlineschack, för att sedan intervjua demangående deras upplevelser med de båda spelen. De huvudsakliga effekterna avdigitaliseringen är inmatningskontrollerna. När man digitaliserar ett brädspel såfinns det en sak som designers inte alls kan kontrollera. Detta är nödvändighetenav inmatningskontroller. Designen för dessa kontroller däremot, kan designerspåverka. När man digitaliserar ett spel så brukar ofta reglerna bli förstärkta avprogrammeringen. Misstag som spelare kunde begå i brädspelsversionen, kaninte längre begås tack vare regelförstärkningen som programmeringen bidrartill. Det är även möjligt att använda den digitala världen till ens fördel genom attlägga till vissa saker, så som markeringen i onlineschack, vilket bara är möjligt iden digitala versionen. Digitaliseringen påverkar även inlevelsen som spelarnaupplever. Den möjliga saknaden av en synlig och närvarande motspelare kanändra hur spelarna upplever spelandet.

This study examined English and French literacy skills among language minority children in French immersion. Forty children with a first language other than English (non-English L1) and forty-one native English-speaking (EL1) children were examined on phonological awareness, rapid automatized naming, word reading, and English vocabulary at the beginning and end of Grade 1. They were also examined on phonological awareness, word reading, and French vocabulary at the end of the year. Non-English L1children experienced greater growth in English expressive vocabulary, and similar growth in English receptive vocabulary, to that of EL1 children. There was a cross-language transfer of phonological awareness and word reading from English to French, and cross-language relationship between English receptive vocabulary and French receptive vocabulary for both groups. Non-English L1 children do not lag behind in early English skills, even when their English exposure is limited in a French immersion setting.

This study examined English and French literacy skills among language minority children in French immersion. Forty children with a first language other than English (non-English L1) and forty-one native English-speaking (EL1) children were examined on phonological awareness, rapid automatized naming, word reading, and English vocabulary at the beginning and end of Grade 1. They were also examined on phonological awareness, word reading, and French vocabulary at the end of the year. Non-English L1children experienced greater growth in English expressive vocabulary, and similar growth in English receptive vocabulary, to that of EL1 children. There was a cross-language transfer of phonological awareness and word reading from English to French, and cross-language relationship between English receptive vocabulary and French receptive vocabulary for both groups. Non-English L1 children do not lag behind in early English skills, even when their English exposure is limited in a French immersion setting.

Molecular dynamics simulation and density functional theory were applied to calculate heats of immersion (Himm) of n-heptane, toluene, pyridine and water on two model sand surfaces and two model clay surfaces. Our results indicated that water showed the highest Himm for the model clay surfaces when multi-molecular water layers were used but the lowest when a single molecular layer was used. Simulations of a single molecular water layer sandwiched between a single molecular layer of the aforementioned organic compounds and the octahedral surface of clay indicated that the water layer was not stable. In particular, water molecules tended to desorb from the surface and clustered together to form water/water hydrogen bonds. Given the nature of bitumen molecules, the current results support the hypothesis that a pre-existing water layer on the sand and clay surfaces in raw oil sands is plausible so long as it is thick enough. / Chemical Engineering

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Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [204]-210).

Zugl.: München, Techn. Univ., Diss., 2008

Zugl.: Kaiserslautern, Techn. Univ., Diss., 2008