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This exploratory case study research was conducted with a view to exploring how teachers teaching emergent bilingual students in ESL programs can enact the principles of culturally sustaining systematic functional linguistics (CS SFL), such as critical centering, historicizing, curricularizing, teaching and learning cycle (TLC), and semantic waving in their classrooms. Two middle school teachers participated in the study and used CS SFL principles to teach their emergent bilingual students. I gathered data for the study through non-participatory observations, semi-structured interviews, informal talks with the teachers, usually right after their classes, and artifacts from teachers and students. The thematic analysis of the data demonstrated that teachers could recognize their students' ways of knowing and being by (a) translanguaging between English and Spanish seamlessly in their classrooms; (b) centering their students' lifeways, prior knowledge, and lived experiences by making them the parts of their curricula; (c) using TLC for creating dialogic interactions between teachers and students and among students; (d) positioning their students through strength perspectives; and (e) using multimodal and multi-semiotic means of communication so that their students can understand their content area knowledge and express their ideas even if their English language is emerging. The teachers faced tensions about whether to reject or perpetuate the monolingual and monocultural ideologies expressed through English language requirements that emergent bilingual students should meet in order to succeed academically. Similarly, they reported that they had challenges in preparing students for high-stakes testing and offering their support for the students sent to in-school suspension (ISS).

Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semistructured interviews of parents and teachers of students receiving gifted services. Questions were aligned with concepts of capital, and a priori codes were used to analyze participant perspectives. Findings identified embodied cultural capital as the dominant gifted paradigm, but inequitable opportunities to learn hinder students’ ability to embody giftedness. Also, the linguistic capital of other cultures has been unrecognized by gifted testing, impacting access for gifted emergent bilingual students. Finally, barriers to success (e.g., low levels of rigor and engagement at the school, lack of opportunity to test for the gifted program, and lack of navigational capital for parents and teachers) threaten the vibrant hopes and dreams parents and teachers have for these students. Findings support the need for increased gifted programming in Title I schools and updated gifted policy to reflect culturally inclusive values.

The Arctic region shows a particularly high susceptibility to climate change, which historically manifests in an amplification of the near-surface warming in the Arctic relative to the global mean. This Arctic amplification (AA) has impacts on the climate system also beyond the northern polar regions, which highlights the importance to adequately represent it in numerical models. While state-of-the-art climate models widely agree on the presence of AA, they simulate a large spread in the magnitude of Arctic-amplified warming. This thesis addresses the need to evaluate the performance of global climate models in projecting AA and its most important drivers. For the latter, the focus is on the three amplifying climate feedbacks (ACFs) that largely drive the meridional warming structure leading to AA. The ACFs include the sea-ice-albedo feedback (SIAF), the Planck feedback, and the lapse-rate feedback (LRF). These feedbacks arise from the relevant changes in Arctic sea ice, near-surface temperatures, and the deviation from the near-surface temperature change through the atmosphere, respectively. In the thesis, two observational constraints are presented to narrow the range of climate models of the sixth Coupled Model Intercomparison Project (CMIP6) regarding their projection of AA and the ACFs in both past and future climate. While for the past, the models representation of near-surface processes can often be directly evaluated against observations, it is particularly the LRF that is difficult to constrain as it incorporates the entire atmospheric warming structure. As a consequence, the historical constraint focuses on the LRF, while the future constraint gives a prediction range for the evolution of AA and all three ACFs through the 21st century. The main results are highlighted in the view of the changing atmospheric energy budget (AEB) of the Arctic under anthropogenic climate forcing. The AEB provides a framework to address Arctic climate change at large scales, and further helps to decide on the relevant aspects that provide appropriate metrics for constraining both AA and the ACFs. In other words, the perspective of a changing Arctic AEB highlights important alterations of the energetics under climate change, that further link to changes in climate aspects that partly explain the inter-model spread in simulated AA and the ACFs. The main results of the cumulative thesis are formulated on the basis of three published research papers, papers I, II, and III. Paper I addresses the Arctic AEB which is typically characterised by an equilibrium between net radiative cooling and advective heating, and mostly an absence of convection. This radiative-advective equilibrium (RAE) approximates well the energy budget and thermal structure of the Arctic atmosphere. The main outcome of paper I is that with continuous warming as simulated by CMIP6 models in an idealised setup, a deviation from the RAE increasingly develops, resulting from sea ice retreat and increased ocean-to-atmosphere heat fluxes. These changes are further concomitant with a depletion of the typical surface-based temperature inversion and a decrease in advective heating, which is byword for the convergence of atmospheric energy transport in the Arctic. Since the RAE currently explains much of the basic thermal structure of the Arctic atmosphere, those changes have the potential to further mediate the LRF. Paper II builds on paper I and evaluates the performance of climate models in representing the key aspects of the Arctic LRF in CMIP6 historical simulations that have the best estimates of the transient climate forcings during the observational period. In particular it is found that CMIP6 models that realistically simulate both the lower thermal structure of the atmosphere and the poleward atmospheric energy transport are more trustworthy in informing about the LRF and how much it contributed to Arctic warming during the past few decades. The evaluation is based on observations of surface-based temperature inversions during the year-long Multidisciplinary Drifting Observatory for the Study of Arctic Climate (MOSAiC) expedition, and atmospheric energy transport convergence computations from reanalyses. Paper III expands the constraint approach of paper II and carries out an emergent constraint (EC) on future AA and the ACFs that further elaborates on the physical relationships between the constraining metrics and future climate projections. Previous work has highlighted that parts of the inter-model spread in simulated AA is explained through the spread in contemporaneous sea ice loss across climate models. The thesis confirms this link by showing that CMIP6 models with a stronger climatological sea ice loss project a stronger AA in the future under the assumption of a high emission scenario. By further linking the degree of future ice loss to the current-climate sea ice amount in CMIP6 models, paper III facilitates an EC on the future evolution of AA and the ACFs. In particular, models with a lower contemporary sea ice amount project a larger magnitude of AA by setting the stage for stronger climatological ice loss and near-surface warming, linking to the relevant ACFs. From the corresponding prediction it is evident that AA is expected to continue at a warming rate that is more than twice or three times larger than global-mean warming. Furthermore, the three ACFs continue to contribute to Arctic warming, with the SIAF leading the warming contribution response. Lastly, the consideration of statistically strong and physically plausible relationships across climate models makes the EC a valuable technique to constrain climate model simulations in conjunction with observations. This thesis highlights the potential of combining the advantages of both presented constraints: Using multiple process-relevant aspects instead of one singular metric (paper II), but considering the mechanistic couplings between these metrics and the climate projection of interest (paper III) will improve our model-evaluation techniques and further help guiding the design of future climate simulations.:Summary of the dissertation List of papers Author’s contribution Supervision statement 1 Introduction 2 Research focus 3 The Arctic atmospheric energy budget 3.1 The atmospheric column model 3.2 The annual atmospheric energy budget 4 Arctic amplification and climate feedbacks 4.1 Amplifying climate feedbacks 4.2 A comment on process coupling 5 Methods and data 5.1 Energy budget equations 5.2 Quantifying Arctic amplification and climate feedbacks 5.3 Climate model data 5.3.1 CMIP6 idealised simulations 5.3.2 CMIP6 historical simulations 5.3.3 CMIP6 ssp585 simulations 5.4 Observational constraints 5.4.1 Constraint on historical Arctic lapse-rate feedback 5.4.2 Constraint on future Arctic amplification and relevant climate feedbacks 6 Results 6.1 Paper I - Deviations from the Arctic radiative-advective equilibrium under anthropogenic climate change 6.2 Paper II - Constraining the Arctic lapse-rate feedback during past decades by contemporary observations 6.3 Paper III - Constraining future Arctic amplification and the relevant climate feedbacks based on the recent sea ice climatology 7 Summary and outlook References Lists Acknowledgements Appendix A: Paper I Appendix B: Paper II Appendix C: Paper III

In the field of Game Design, multiple frameworks have emerged to give an ontological understanding of iterative Game Design and game creation. However, following critique of the MDA framework in regards to how it treats narratives, our group in this paper utilized the alternative DDE framework, as a tool to investigate any of deeper detail in player-game interactions within the game Cities: Skylines II as compared to the MDA framework. The study was done as an inductive narrative analysis of recorded gameplay found on video-hosting websites, such as YouTube where we would discuss the ways the two frameworks operate in terms of narratives.

從工業革命以來，科技造成人類社會快速的進步，而從二十世紀至今，科技導入、科技創新等相關的研究，便成為商業、組織管理、科技管理與心理學領域爭相研究的重點議題，許多證據指出，科技所帶來的結果，卻不如管理者或學者原本所預期，產生了許多「非預期的創新」。 本研究認為，非預期創新的產生，是因為過去的研究與觀察，是從一個巨觀的角度分析科技所帶來的影響。本研究架構於漸衍過程(emergent)的觀點，以詮釋型(interpretive)質性的研究，透過使用者工作實務(work practice)微觀層次的觀察，來呈現科技與組織的演化。 透過鼎華科技導入衛星派遣系統成立台灣大車隊的歷程，本研究呈現台灣大車隊中的司機在科技導入前、後的工作方式，以及與科技互動下產生的創新結果。本研究發現，經過七年的時間，台灣大車隊的司機，已經發展出許多不同的創新工作實務，包括預期型工作實務、品牌型創新工作實務與科技型創新工作實務，並且於三種類型的工作創新之中，存在有更豐富、更多元的創新。 而透過個案的觀察，本研究認為，一種科技可以造成如此迥異的科技採用與結果，可以歸因於產業情境所造就的多樣化工作實務。而本研究的研究方法與結論，可以做為組織與企業進行科技導入與轉移時的參考。

Thesis (MEd )--University of Stellenbosch, 2009. / This research was undertaken due to the increase of Afrikaans L1 learners in an English medium class and the problems these learners face. This study reports on An Observation Survey of Early Learning Achievement (Clay, 2002) in order to assess the emergent literacy of grade two learners in terms of specific literacy skills in English. This survey aimed to assist the educator in determining the progress and processing behaviours made by Afrikaans L1 learners in terms of literacy content in an English medium class. The Observation Survey was conducted thrice over a three month period. It was aimed at determining what processing skills and strategies the learners use and if traditional teaching combined with Outcomes Based Education (OBE) enabled learners to acquire strategies for learning. Simultaneously it was determined if code switching, code mixing and mother tongue (Afrikaans) use facilitated learning. The data indicated the language problems, preference and proficiency of the learners. This research necessitated the use of both quantitative and qualitative data. Using a case study design, a qualitative tool with quantitative elements was used to collect data. Further data was collected at parent meetings with the learners in the study as well as from written correspondence from parents. This data gave insight to the learner’s ethnographic background and the language proficiency of the parents. The findings of this study indicate the need for ongoing support and in-service training for educators in the ever changing curriculum. In conclusion it was determined that various factors contribute to the literacy development of learners. In order for them to stay abreast with the curriculum further research and support is imperative for educators.

This thesis explores the development of emergent literacy in Hong Kong Kindergarten children who are learning English as a Second Language (L2). Two interrelated empirical studies have been conducted, and both aim to examine the contribution of code-related and oral language skills to predicting early L2 reading ability, controlling for home influences. The majority of research on emergent literacy has been conducted on First-Language (L1) English-speaking children, and it is possible that these established concepts and models could also be relevant to L2 children. The first is a 2-year longitudinal study examining the continuity of L2 emergent literacy development in Hong Kong children from Kindergarten to early Primary school. The convenience sample of 51 children were initially assessed in their final or penultimate year of Kindergarten (mean age: 4;6 SD = 6.16) on 3 emergent literacy measures (receptive vocabulary, phonological awareness, letter identification) and a non-verbal cognitive measure. They later progressed onto the Primary section of the same school, and were assessed again as first or second-graders (mean age: 6;4 SD = 6.21) on a more comprehensive battery of measures. An extensive parental questionnaire on family demographics and the home literacy environment was also administered. In addition to assessing a wide range of L2 emergent literacy skills and English word reading ability, a Chinese syllable deletion task was also included, to explore the potential effects of cross-linguistic phonological transfer between the children’s L1 (Cantonese) and L2 (English). The second study sought to improve upon the first by selecting a larger, more representative sample of children from 3 bilingual Kindergartens in the Kowloon City School District. It examines the concurrent relationships between emergent literacy skills and L2 word reading ability in 137 children. They were all in their final year of Kindergarten (mean age: 5;2 SD = 5.61), and were assessed once on largely the same battery of measures as Study 1 (Time 2). Again, a non-verbal cognitive measure was administered, as well as the parental questionnaire on home support for language development. The main data analysis was carried out via multivariate statistical techniques such as multiple regression. Further analysis was conducted using structural equation modelling in Study 2, but in a cautious and exploratory manner. The overall findings suggest that like the L1 emergent literacy model, early L2 word reading ability is predominantly influenced by children’s code-related skills, especially print knowledge and phonological sensitivity. Also, the relationship between oral language and word reading seems to be mediated by code-related skills. Thus, while oral language abilities do not appear to make substantial direct contributions to early L2 reading, they do play an essential albeit indirect role. Furthermore, L2 children’s home influences seem to make their strongest impact before formal schooling begins, again in the form of indirect effects on pre-school oral language skills. In short, the development of emergent literacy and early word reading skills is similar in many ways for both L1 and L2 children, and implications for practice are considered.

Alors qu’un nombre grandissant de théologiens évangéliques anglo-saxons se définissent comme postmodernes, ce mémoire vise, dans un premier temps, à définir ce que cela veut dire, à travers l’étude d’un ouvrage phare de ce mouvement théologique. Nous avançons que cela signifie que ces théologiens développent une théologie qui est en opposition à une théologie fondationnaliste, qu’ils confrontent les absolus du monde moderne au relativisme du monde postmoderne, et qu’ils plaident en faveur d’un relativisme modéré. Cela a des implications dans une pratique ecclésiologique qui se définit comme émergente. Cependant, ces nouveaux courants de pensées et de pratiques suscitent de nombreuses critiques d’autres théologiens évangéliques qui tiennent beaucoup à préserver les absolus que leur a apportés le cartésianisme, ainsi qu’une tradition ecclésiastique bien implantée. Ce mémoire examinera et résumera, dans un deuxième temps, les critiques qui viennent de ces théologiens. Puisque nous sommes en contexte québécois, nous avons également, dans un troisième temps, répertorié les écrits de théologiens évangéliques québécois sur le postmodernisme. De cette littérature nous avons choisi de résumer un article écrit en perspective d’une conférence donnée par l’auteur à un colloque qui a eu lieu à Montréal en 2007 au sujet des Églises émergentes. Nous avons aussi fait des entrevues semi- dirigées afin de comprendre la pratique ecclésiologique émergente dans le contexte québécois. La première entrevue a été réalisée avec un théologien évangélique québécois postmoderne et la deuxième avec un groupe composé de quelques personnes membres d’une Église émergente. Finalement, en conclusion, nous faisons une analyse des différents points de vue discutés dans ce mémoire et nous ouvrons des pistes prospectives concernant l’avenir d’une théologie et d’une ecclésiologie évangélique québécoise postmoderne. / While a growing number of Anglo-Saxons evangelicals theologians define themselves as postmodernists, this Master thesis`s first aim is to understand what this means concretely. We will achieve this through the study one of the main reference books on the matter. We put forward that these postmodern theologians are developing a theology in opposition to the fondationalist theology. They also tend to oppose modernity’s absolute assumptions with postmodernism’s relativism. Yet, they argue in favor of a moderate relativism. This theological turn has concrete implication in regards to ecclesial practice, especially within emergent churches. However, these new trends of thoughts and practices are highly criticized by other evangelical theologians, bent on preserving the absolutes inherited from Cartesians, as well as consolidated ecclesial tradition. This Master’s thesis second aim is thus to study and to resume criticism emanating from these other theologians. Since this research is developed within Quebec’s context, we have also delved into Quebec’s evangelical theologians take on postmodernism. This constitutes the third element of this Master’s thesis. From this literature we chose to resume one article that stemmed from a conference presented at a 2007 Montreal convention on emergent churches. We also conducted interviews to understand the ecclesial practices related to emergent churches in the Quebec context. The first interview has been conducted with a Quebec evangelical theologian who has adopted postmodernism. The second interview has been conducted with a small group of members of an emergent church. To conclude, we make a final analysis of the literature brought to bear in this Master’s thesis, and we make our own contribution in favor of a postmodern evangelical theology and postmodern ecclesial practices in Quebec’s context.