French immersion is a program that some non-native French parents in Canada choose for their children. Some time allocation models for French immersion programs mean that students in French immersion classes will study mathematics in French and in English at different times during their educational careers. This study follows an elementary class of French immersion students from grade three, when the language of mathematics instruction is French, to grade four, when the language of mathematics instruction changes to English. Using Sfard’s four categories of discourse: routine, endorsement, visual mediators, and word use, transcripts of audio recordings of teacher and student language in the classroom were analysed. The characteristics of the teacher and student discourse, as well as the similarities and differences between mathematical discourse in the French language and English language mathematics classrooms were described. The data was characterised by two routines: a question-response-endorsement routine, and an exploratory routine. Although both routines were found in both the French language and the English language classrooms, there were differences as well as similarities in the routines, as well as in word use, visual mediators, and endorsement, between the teacher and the student language, as well as between the two language settings. Limitations to this study, as well as the role of talk in the mathematics classroom, are discussed.

No description available.

Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.

L'objectif général de notre travail de thèse a été d'évaluer le rapport bénéfice/risque cardiovasculaire de l'exercice immergé. L'exercice immergé est contraignant pour le système cardiovasculaire. Il est potentiellement responsable d'une majoration de la perméabilité et/ou du gradient de pression de la barrière alvéolo-capillaire. Cet effet passe par le biais d'un accroissement des charges cardiaque et respiratoire, une sécrétion de peptides natriurétiques et une hémodilution. L'exposition au froid, la consommation d'anti-inflammatoires non stéroïdiens et la réalisation d'un exercice de forte intensité majorent le risque de survenue d'un oedème pulmonaire d'immersion. L'exercice immergé a également des effets bénéfiques. La pratique d'un sport aquatique aurait le même effet anti-hypertenseur que les activités réalisées en ambiance sèche. Par ailleurs, des différences de sollicitation endothéliale pourraient exister, en fonction des modalités d'exercice ou de la position du sujet. L'exercice immergé pourrait être plus efficace sur la perte de poids et le contrôle des facteurs de risque cardiovasculaires métaboliques, par le biais des sécrétions endocrines qu'il induit. Enfin, le réchauffement cutané associé à l'immersion dans une eau thermiquement neutre semble cardio-protecteur. / The aim of our PhD was to hold up the knowledge about risks and benefits of immersed exercise.Immersed exercise is a stress for cardiovascular system. It may result in an increase in permeability and/or pressure gradient, at the level of alveolar-capillary membrane. These effects result from an increase in cardiac and respiratory load, a natriuretic peptide secretion, and hemodilution. Exposure to cold, non-steroïdal anti-inflammatory drugs, and high intensity exercise increase the risk of a pulmonary oedema of immersion occurrence. Immersed exercise also have beneficial effects. Our observatsion suggest that immersed exercise have the hypotensive effects as ambient air exercise. Differences in endothelial stimulation may exist, depending on exercise modalities. Immersed exercise may even be more efficient on weight loss and cardiovascular risk factors control than ambient air exercise, through alterations in endocrine secretions. At the end, the global warming of the skin related to immersion in thermoneutral water appears to be cardio-protective.

Arbetet undersöker hur tidsbegränsning på dialogval i spel påverkar spels förmåga att skapa immersion. Immersionsbegreppet gås igenom och flertalet saker pekar på att tidsbegränsningen kan ha en effekt på spelarens immersionsnivå. Brown och Cairns (2004) beskriver exempelvis både uppmärksamhet och tid som centrala för immersion och en tidsbegränsning kan mycket väl tänkas påverka båda dessa faktorer. Douglas och Hargardon (2001) skriver också hur en tung bok generellt ger lägre immersion då läsaren måste stanna upp och tänka. En tidsbegränsning kan hindra spelaren från att stanna upp och tänka och därmed påverka immersionen. Två grupper om fem testpersoner var spelade var sin av två versioner av ett dialogbaserat spel. Den ena versionen hade tidsbegränsning på dialogvalen. Immersionsnivåerna mättes med en enkät framtagen av Jennet m.fl. (2008). Resultaten sammanställs och analyseras men ingen slutsats kan dras. Undersökningen visar dock att testpersonerna som spelat versionen med tidsbegränsning tog markant längre tid på sig.

Submitted by Laís Naiara Honorato Monteiro null (laismonteiiro@gmail.com) on 2017-02-07T14:21:05Z No. of bitstreams: 1 DISSERTAÇÃO LAÍS_MONTEIRO.pdf: 3540607 bytes, checksum: 1be42b239d144381cc897bf83d7a57b8 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-02-13T15:58:04Z (GMT) No. of bitstreams: 1 monteiro_lnh_me_ilha.pdf: 3540607 bytes, checksum: 1be42b239d144381cc897bf83d7a57b8 (MD5) / Made available in DSpace on 2017-02-13T15:58:04Z (GMT). No. of bitstreams: 1 monteiro_lnh_me_ilha.pdf: 3540607 bytes, checksum: 1be42b239d144381cc897bf83d7a57b8 (MD5) Previous issue date: 2017-01-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A romãzeira (Punica granatum L.), espécie exótica no Brasil, possui grande potencial para exploração comercial por apresentar inúmeras atividades medicinais e nutracêuticas. Porém, sua produção de mudas via sementes não se encontra totalmente elucidada na literatura. Objetivou-se avaliar o efeito do armazenamento e de tratamentos pré-germinativos na emergência e crescimento inicial de plântulas de romãzeira. O experimento foi realizado no Laboratório do Departamento de Fitotecnia, Tecnologia de Alimentos e Sócio-Economia, da UNESP - Câmpus de Ilha Solteira, de agosto a dezembro de 2015. Foram coletados frutos de romã cv. Comum fisiologicamente maduros de pomar comercial localizado no município de Presidente Prudente - SP. Avaliaram-se até estabilização da emergência: início, porcentagem, índice de velocidade e tempo médio de emergência. Aos 50 dias após a semeadura avaliaram-se: número de folhas; diâmetro do caule; comprimento do sistema radicular e da parte aérea e massa de matéria fresca e seca total. Para o experimento de armazenamento (0, 30, 60, 90 e 120 dias em embalagens de sacos de polietileno transparentes, sacos de papel brancos, e frascos de vidro), em um lote das sementes não foi retirado a sarcotesta. Para os experimentos de escarificação e imersão em água (0, 12, 24 e 48 horas) e em GA3 (0, 500, 1000 e 1500 mg L-1), a escarificação em um lote das sementes foi feita com lixa de nº 100. A sarcotesta das sementes de todos experimentos foi retirada utilizando a pressão dessas contra uma peneira com abertura de 2,36 mm em água corrente. Verificou-se que o armazenamento de sementes de romã com sarcotesta é viável em embalagens de polietileno transparentes por até 90 dias, favorecendo variáveis de emergência. Sementes de romã com sarcotesta devem ser semeadas logo após retiradas do fruto para favorecer o crescimento inicial das plântulas. Nos experimentos de escarificação, a associação deste método com imersão em água por 12 horas ou em 500 mg L-1 GA3 reduziu o início e o tempo médio de emergência das sementes de romã. Para emergência e crescimento inicial de plântulas de romã não se faz necessário o uso da escarificação mecânica, da água e do ácido giberélico na imersão das sementes. / The pomegranate (Punica granatum L.), an exotic species in Brazil, has great potential for commercial exploration because it presents innumerable medicinal and nutraceutical activities. However, its production of seedlings via seeds is not fully elucidated in the literature. The objective of this study was to evaluate the effect of storage and pre-germination treatments on emergence and initial growth of pomegranate seedlings. The experiment was conducted in the Plant Science Laboratory of the Department of Plant Science, Food and Socio-Economics of Technology, UNESP – Faculty of Engineering – Ilha Solteira, from August to October 2015. Physiologically mature fruits were collected from adult plants of pomegranate cv. Comum in a commercial orchard located in the Presidente Prudente city. Start, percentage, speed index and emergence mean time were evaluated until emergence stabilization. Fifty days after sowing were evaluated: leaves number; stem diameter, root length, shoot length and total fresh and dry matter. For the storage experiment (0, 30, 60, 90 and 120 days in transparent polyethylene bags, white paper bags, and glass bottles), in lot of seeds the sarcotesta was not sarcotesta. For scarification and water immersion experiments (0, 12, 24 and 48 hours) and in GA3 (0, 500, 1000 and 1500 mg L-1), scarification in a lot of seeds was done with sandpaper nº 100. It was pressed against sieve (2,36 mm aperture) under running water for removal of sarcotesta of all experiments. The storage of pomegranate seeds with sarcotesta is viable in transparent polyethylene packages for up to 90 days, favoring emergency variables. Pomegranate seeds with sarcotesta should be sown after being removed from the fruit to favor the initial growth of the seedlings. In the scarification experiments, the association of this method with immersion in water for 12 hours or in 500 mg L-1 GA3 reduced the start and mean time of emergence pomegranate seeds. For emergence and initial growth of pomegranate seedlings, it is not necessary to use mechanical scarification, water and GA3 in the immersion of seeds.

This mixed-methods project was designed to answer four questions around the quality of oral production of French Immersion students: How does the nature of the interactions between intermediate-level FI students provide possibilities for them to engage in peer oral corrective feedback (OCF)? To what extent do students engage in peer OCF following targeted instruction in the technique? If peer OCF is taking place, to what extent is it having an impact on the accuracy of the targeted forms for correctors and correctees in terms of noticing and production? How comfortable (or willing) are students with providing and receiving OCF to and from their peers (both higher & lower proficiency)? A pre- & post-test, and questionnaire, format was used, and detailed analysis of participants in L2 interaction was carried out. The results indicated that the target structures and the OCF techniques may have been too cumbersome to elicit any improvement, or to elicit much peer OCF. However the conversation analysis indicated that in certain circumstances intermediate FI students could participate in sustained L2 interaction, and that within their interactions there were many openings for other forms of active assistance between learners.

Foreign language learning for students with disabilities can be different from that of their nondisabled peers because of their special needs. Understanding the perspectives of language immersion teachers regarding their challenges and the support needed while working with students with disabilities in language immersion programs is important because such programs are growing rapidly nationwide. In addition, there is little research on the perspectives of these teachers in elementary school settings. The purpose of this qualitative study was to develop a deeper understanding of foreign language learning needs of students with disabilities from language immersion teachers' perspectives. Ajzen's theory of planned behavior served as the theoretical framework for the study. The research questions focused on language immersion teachers' perspectives of behaviors, needed support, and academic performance of students with disabilities. Data collection included interviews that were coded and themes developed to answer the research questions. Findings through individual interviews with the 12 language immersion teachers who were employed in the district indicated that students with disabilities needed extra support in learning a foreign language, behaviors affected their academic performance, and language immersion teachers needed additional support to learn appropriate strategies to handle behaviors in order to effectively serve students with disabilities. This study might contribute to a positive social change in education by furthering the knowledge of issues and support needed in inclusive environments for students with disabilities. Results might help foreign language teachers enhance learning for those students with disabilities in elementary school language immersion programs.

This qualitative study focuses on the motivations and decision-making processes of parents who choose to send their children to new German immersion schools. Immersion programs have been identified as the vanguard of effective K-12 foreign language teaching. Despite their proven effectiveness and benefits they remain relatively unknown to the larger public. Yet the recent national momentum toward developing a language-competent society has brought with it an opportunity to both improve and learn from these programs. Parents, as primary stakeholders in their children's education, are a key feature in making a school program effective and successful. Attitudes and beliefs have been recognized to influence parents' decisions to become involved in their child's education. In their research, Hoover-Dempsey and Sandler (1995, 1997) found motivational beliefs to be a foundational part of parents' involvement process. Their construct of parents' motivational beliefs formed the conceptual framework for this study. Based on this construct, semi-structured interview questions were developed to examine how parents' educational goals, language beliefs, program perceptions and expectations impact the educational decisions they make. As a second aspect, this study investigated the kinds of roles parents have constructed for themselves by asking parents about their own school experience, and perceived roles and responsibilities in their children's education. Using content analysis, this study examined sixteen parent interviews. The study found that parents are of utmost importance to immersion programs. Participants enrolled their children in immersion programs because of reasons such as their family language background or a true passion for language learning. Parents appeared very reflective and knowledgeable of immersion education, child rearing, and their impact on their children's education. They had very high expectations but saw themselves as partners to schools in providing their children with the best education possible. Implications for immersion administrators, teachers, and parents are offered.

Doctor of Philosophy(PhD) / Biomedical materials are being extensively researched, and many different types such as metals, metal alloys, and polymers are being used. Currently used biomedical materials are not perfect in terms of corrosion resistance, biocompatibility, and surface properties. It is not easy to fabricate from scratch new materials that can fulfill all requirements and an alternative approach is to modify the surface properties of current materials to cater to the requirements. Plasma immersion ion implantation (PIII) is an effective and economical surface treatment technique and that can be used to enhance the surface properties of biomaterials. The unique advantage of plasma modification is that the surface properties and functionalities can be enhanced selectively while the favorable bulk attributes of the materials such as strength remain unchanged. In addition, the non-line of sight feature of PIII is appropriate for biomedical devices with complex geometries such as orthopedic implants. However, care must be exercised during the plasma treatment because low-temperature treatment is necessary for heat-sensitive materials such as polymers which typically have a low melting point and glass transition temperature. Two kinds of biomedical materials will be discussed in this thesis. One is nickel titanium (NiTi) alloy which is a promising orthopedic implant material due to its unique shape memory and superelastic properties. However, harmful ions may diffuse from the surface causing safety hazards. In this study, we investigate the properties and performance of NiTi after nitrogen and oxygen PIII in terms of the chemical composition, corrosion resistance, and biocompatibility. The XPS results show that barrier layers mainly containing TiN and TiOx are produced after nitrogen and oxygen PIII, respectively. Based on the simulated in vitro and electrochemical corrosion tests, greatly reduced ion leaching and improved corrosion resistance are accomplished by PIII. Porous NiTi is also studied because the porous structure possesses better bone ingrowth capability and compatible elastic modulus with human bones. These advantages promote better recovery in patients. However, higher risks of Ni leaching are expected due to the increased exposed surface area and rougher topography than dense and smooth finished NiTi. We successfully apply PIII to porous NiTi and in vitro tests confirm good cytocompatibility of the materials. The other type of biomedical materials studied here is ultra-high molecular weight polyethylene (UHMWPE) which is a potential material for use in immunoassay plates and biosensors. In these applications, active antibodies or enzymes attached to a surface to detect molecules of interests by means of specific interactions are required. Moreover, the retention of enzyme activity is crucial in these applications. Therefore, the aim of this study is to investigate the use of PIII to prepare UHMWPE surfaces for binding of active proteins in terms of the binding density and ‘shelf life’ of the treated surfaces. Argon and nitrogen PIII treatments are attempted to modify the surface of UHMWPE. Horseradish peroxidase (HRP) is selected to conduct the protein binding test since it is a convenient protein to assay. Experimental results show that both PIII treated surfaces significantly improve the density of active HRP bound to the surface after incubation in buffer containing HRP. Furthermore, the PIII treated surfaces are found to perform better than a commercially available protein binding surface and the shelf life of the PIII treated surfaces under ambient conditions is at least six months. In conclusion, a biocompatible barrier layer on NiTi and a protein binding surface on UHMWPE is synthesized by PIII. The surface properties such as corrosion resistance and functionality on these two different types of substrates are improved by PIII.