The Teen Prevention Education Program (PEP) utilizes different methods, mainly peer teaching via skits and small groups, to help influence adolescents to make informed sexual decisions. The purpose of this study is to find how Teen PEP can have an effect on an adolescent's decision on whether to or not hookup. This study utilized interviews with participants of the program asking them about their views on hooking up and how they view how Teen PEP aided in their decision-making whether to or not hook up. While transcribing the interviews and looking for keywords related to the research questions, the analysis found that out of the 9 interviews performed only one participant had hooked up and that that Teen PEP had influenced their sexual decisions in the future. Another result of the study showed that faith and morality played a part in a participant's decision to not hookup. Some recommendations would be make the scope of the study larger and interview more Teen PEP participants. This study benefits the Teen PEP organization and any high schools that are looking to institute a peer taught sexual education program since the study shows that Teen PEP is an effective program. By showing the efficacy of Teen PEP, that could lead to social change by causing more high schools to implement Teen PEP in order to institute an effective program for sexual education.

Discipline‐based medical curricula face the challenges of promoting horizontal (across course) and vertical (across years) integration, as well as providing opportunities for students to build the skills needed to become “residents‐as‐teachers”. To address these issues, we developed an Integrated Grand Rounds (IGR) series in which cases are co‐presented to M1/M2 students by clinical and basic science faculty. Sub‐topics relevant to the case are expanded upon by means of live patient interviews and small group sessions led by M3/M4 students. IGR effectiveness is measured by comparison of pre‐/post‐test scores and student attitude questionnaires. Overall, student post‐test scores improved by 23% and >; 95% of all students felt that this activity was an effective way to both integrate information across courses and highlight clinical applications of basic science material. Additionally, all M3/M4 students polled felt that the IGR provided a valuable opportunity to review important basic science concepts and practice clinical teaching skills. The IGR series has proven to be a highly successful tool for cross‐course and longitudinal integration and is enthusiastically supported by both faculty and students. Notably, the IGR provides an efficient and cost‐effective vehicle to expand interdisciplinary connections and enhance integration. As a result, we are in the process of expanding its use in our curriculum.

Portuguese enrollments have been on a continuous rise at universities in the United States. Due to this increase it is important that teachers and department administrators understand what the motivations of Portuguese students are. This study reports on the findings of a survey conducted with lower-level Portuguese students at Brigham Young University regarding their motivations to study the language and compares these motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on students' perspectives on Portuguese in contrast to their perspectives on these other four European languages. Other issues considered include Portuguese students' native and foreign language backgrounds, their motivation to further pursue the study of Portuguese in the future, and their interest in two different varieties of the language, Brazilian and European Portuguese. Results revealed that only for Portuguese students were career plans the main motivation to study the language. Most Portuguese students already spoke Spanish fluently, either as a native or foreign language, and were also greatly motivated by the similarity between the two languages. Many Portuguese students were interested in pursuing their language studies in the future. Students reported being very interested in Brazilian Portuguese, but minimally interested in the European variety. Portuguese students' perceptions of the language were for the most part more positive than their perceptions of French, German, Italian, and Spanish, whereas non-Portuguese students' perceptions of Portuguese were mostly less positive than their perceptions of these other four European languages. Based on Portuguese and non-Portuguese students' responses to the survey questions, the study gives recommendations to promote the study of Portuguese as a foreign language at the post-secondary level.

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Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Most researchers in second language acquisition (SLA) concur that understanding motivation is vital to promoting success and both short and long-term interest among L2 learners (Gass & Selinker, 2001). Hebrew has become an endangered language in the U.S. (Spolsky, 2009), as partly attested by a decrease in Hebrew language enrollments at U.S. universities (Furman, Goldberg, & Lusin, 2009). With this decline, an analysis is needed to investigate the diverse motivations of U.S. university students who enroll in Modern Hebrew (Feuer, 2009; Kaufman, 2010). This report examines research on this topic from both Hebrew-specific studies and general SLA research, through a discussion of motivation, heritage language learners, and Hebrew learners. Relevant issues and implications are considered in light of five areas of discussion that are common to the Hebrew teaching field. / text

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The purpose of my Thesis is to further develop an artistic practice that involves a thoughtful, drawn out engagement with culture, utilizing immediacy, temporality and improvisation through the formal manipulation of different mediums. My research focuses on these ideas as a continual thread that runs through my work of the past twenty years and gives conceptual unity to the range of stylistic experiments that have come with my growth as an artist. The end result is collage, painting, video and installation that utilizes both the literal and parabolical tearing, cutting and pasting of elements together as analogies within a defined field. The defined field being both the formal area of the work, as well as the conceptual representation of my individual consciousness as expressed through my process. Moving between abstraction and representation allows me to sample my thoughts and present them through a methodology that is consistent with the cognitive interplay of abstract and representative thought.