Journal Articles

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Articles. Typically the realization of research papers reporting original research findings published in a journal issue. (URI: http://purl.org/coar/resource_type/c_6501) Item types include:

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Now showing 1 - 20 of 187

Geometric foundations for classical U(1)-gauge theory on noncommutative manifolds
(Springer, 2024-08-22) Ćaćić, Branimir
We systematically extend the elementary differential and Riemannian geometry of classical U(1)-gauge theory to the noncommutative setting by combining recent advances in noncommutative Riemannian geometry with the theory of coherent 2-groups. We show that Hermitian line bimodules with Hermitian bimodule connection over a unital pre-C∗-algebra with ∗-exterior algebra form a coherent 2-group, and we prove that weak monoidal functors between coherent 2-groups canonically define bar or involutive monoidal functors in the sense of Beggs–Majid and Egger, respectively. Using this, we prove that a suitable Hermitian line bimodule with Hermitian bimodule connection yields an essentially unique differentiable quantum principal U(1)-bundle with principal connection and vice versa; here, U(1) is q-deformed for q a numerical invariant of the bimodule connection. Finally, we formulate and solve the interrelated lifting problems for noncommutative Riemannian structure in terms of abstract Hodge star operators and formal spectral triples, respectively; all the while, we account precisely for emergent modular phenomena. Thus, the spin Dirac spectral triple on quantum CP1 does not lift to a non-pathological twisted spectral triple on 3-dimensional quantum SU(2), but its formal lift nonetheless induces Kaad–Kyed’s compact quantum metric space on quantum SU(2) for a canonical choice of parameters
Conflict, hope, and mathematics education storylines: Pivoting away from a pathology-based orientation.
(North American Study Group on Ethnomathematics, 2023-06) Gerbrandt, Julianne; Wagner, David
In this paper, we play with the ideas of conflict and hope in reported storylines from subaltern contexts of mathematics learning. The concept of storyline comes from positioning theory, which suggests that people make choices about communication acts according to known or familiar storylines. By drawing attention to aspects of conflict and hope within storylines, we identify pivot points that permit reorientation. By deconstructing several storylines from the Mathematics Education in Indigenous and Migrational contexts project, we noticed how storylines that feature conflict offer more opportunities to pivot than do storylines that feature appeals to hope. This process of reorientation resists the dominance of pathology-based storylines about mathematics education for students from minoritized groups and draws attention to the impact of orientation on storylines.
Challenges, opportunities, and key questions in research for Mathematics in Indigenous and Migrational (MIM) contexts through a language-focused lens.
(North American Study Group on Ethnomathematics, 2023) Culligan, Karla; DeWolfe, Sacha; Simensen, Anita Movik
This paper presents some challenges, opportunities, key questions, and ways forward for research in mathematics in Indigenous and Migrational (MIM) contexts as discussed by the two featured panelists and mediated by the moderator in the closing symposium of the MIM Conference in Alta, Norway in November 2022. Punctuated with quotations, photos and images, the paper begins by introducing the three researchers, their contexts, and their respective research interests. Next, the paper unfolds as a discussion organized around the four main points (challenges, opportunities, key questions, ways forward). The moderator invited the panelists to examine these discussion points with a view towards the role of language in their respective contexts and research, therefore the theme of language features throughout. The paper concludes with a synthesis of common threads that emerged through the discussion and a focus on action moving forward.
Wading Into Murky Territory: Hunting for Storylines at an Academic Conference
(North American Study Group on Ethnomathematics, 2023) Gerbrandt, Julianne; Foyn, Trine
In this paper we share a process for identifying storylines from the Mathematics Education in Indigenous and Migrational contexts (MIM) conference in November 2022. Drawing from the scheduled presentations and the informal discussions that took place, we identified three connecting storylines: ‘We need more space’, ‘There will be tensions’ and ‘Perhaps it is okay to be uncomfortable’. By examining these three threads, we suggest there is an underlying storyline that connects them: ‘The need for change in the ways we approach teaching, learning, and researching school mathematics’. This process surfaced questions about the relationship between positionality, personal identity and the identification of storylines.
Qualitative Evaluation of a Quality Improvement Collaborative Implementation to Improve Acute Ischemic Stroke Treatment in Nova Scotia, Canada
(MDPI, 2024) Aljendi, Shadi; Mrklas, Kelly J.; Kamal, Noreen
The Atlantic Canada Together Enhancing Acute Stroke Treatment (ACTEAST) project is a modified quality improvement collaborative (mQIC) designed to improve ischemic stroke treatment rates and efficiency in Atlantic Canada. This study evaluated the implementation of the mQIC in Nova Scotia using qualitative methods. The mQIC spanned 6 months, including two learning sessions, webinars, and a per-site virtual visit. The learning sessions featured presentations about the project and the improvement efforts at some sites. Each session included an action planning period where the participants planned for the implementation efforts over the following 2 to 4 months, called “action periods”. Eleven hospitals and Emergency Health Services (EHS) of Nova Scotia participated. The Consolidated Framework for Implementation Research (CFIR) was utilized to develop a semi structured interview guide to uncover barriers and facilitators to mQIC’s implementation. Interviews were conducted with 14 healthcare professionals from 10 entities, generating 458 references coded into 28 CFIR constructs. The interviews started on 17 June 2021, 2 months after the intervention period, and ended on 7 October 2021. Notably, 84% of these references were positively framed as facilitators., highlighting the various aspects of the mQIC and its context that supported successful implementation. These facilitators encompassed factors such as networks and communications, strong leadership engagement, and a collaborative culture. Significant barriers included resource availability, relative priorities, communication challenges, and engaging key stakeholders. Some barriers were prominent during specific phases. The study provides insights into quality improvement initiatives in stroke care, reflecting the generally positive opinions of the interviewees regarding the mQIC. While the quantitative analysis is still ongoing, this study highlights the importance of addressing context-specific barriers and leveraging the identified facilitators for successful implementation.
Aider les auteurs des programmes d’immersion française à améliorer leurs textes
(Association canadienne des professionnels de l'immersion, 2022) Le Bouthillier, Josée; Bourgoin, Renée
La place de l’anglais dans les classes d’immersion française
(Association canadienne des professionnels de l'immersion, 2021) Le Bouthillier, Josée
Le développement du vocabulaire et les questions ouvertes pour favoriser la communication orale en mathématiques
(Association canadienne des professionnels de l'immersion, 2023) Culligan, Karla
Les enseignants de mathématiques en immersion française ont un double intérêt à soutenir la communication orale des élèves en classe, car elle est importante non seulement pour approfondir la compréhension des concepts mathématiques, mais aussi pour un apprentissage efficace de la langue seconde. C’est pourquoi nous examinerons deux stratégies gagnantes pour la favoriser dans la classe de mathématiques en immersion : le développement du vocabulaire et l’utilisation de questions ouvertes. Ces stratégies s’appliquent à différents niveaux d’enseignement, mais nous porterons une attention particulière à la manière dont ils pourraient fonctionner au niveau secondaire, où la communication orale (en particulier l’interaction) est souvent plus difficile à encourager dans la classe de mathématiques.
L’étayage et les forces inhérentes : Une expérience d’apprentissage du français en immersion réussie
(Association canadienne des professionnels de l'immersion, 2023) Garrett, Melissa Dockrill; Le Bouthillier , Josée
Comment soutenir l’acquisition de la langue orale auprès des élèves débutants : une séquence d’enseignement
(Association canadienne des professionnels de l'immersion, 2023) Garrett, Melissa Dockrill; Rogers, Jennifer; Bélanger-Turcotte, Nikki; Le Bouthillier, Josée
Pistes pédagogiques et activités favorisant une construction identitaire bilingue ou multilingue
(Association canadienne des professionnels de l'immersion, 2021) Roy, Sylvie; Le Bouthillier, Josée
Supporting beginning FSL teachers: considerations for administrators
(Association canadienne des professionnels de l'immersion, 2021) Culligan, Karla; Kristmanson, Paula
This article is based on preliminary data collected from focus groups with beginning FSL teachers as part of a larger pan-Canadian teacher education project entitled Identifying Requirements and Gaps in French as a Second Language (FSL) Teacher Education: Recommendations and Guidelines. We felt that the insights and reflections of these beginning teachers from the Atlantic region highlight important issues that may be of interest to administrators whose work it is to support beginning FSL teachers. The insights shared in this article revolve around three project themes: language proficiency, pedagogical knowledge, and mentorship. The experiences, both positive and otherwise, shared by these beginning teachers form the basis of the discussion, which includes considerations for administrators. These beginning FSL teacher experiences, although not generalizable, may resonate with many people working in this field and may be an excellent springboard for initiatives, formal and informal, that administrators could implement to support FSL teachers working in their schools.
Teacher Candidates of French as a Second Language and the Construction of a Professional Identity
(Bright Ideas Consulting, 2023) Le Bouthillier, Josée; Kristmanson, Paula Lee
This article focuses on a qualitative case study of linguistic support sessions for French second language teacher candidates in an initial teacher education programme in Eastern Canada. The overall purpose of the study was to explore the impact of these sessions on the participants’ linguistic competence and confidence. In particular, this article examines one such impact: the construction of a linguistic and professional identity. Through the analysis of focus group transcriptions, findings related to the concept of identity are shared in order to shed light on the potential of these sessions beyond simply language improvement. The article concludes with a discussion of the possible implications of this study for FSL teacher recruitment and retention.
Isolation of an antimicrobial racemic phenalenone derivative from a marine-derived Penicillium sp. fungus
(Canadian Science Publishing, 2023-10-30) Morehouse, Nicholas J.; Graham, Kelsie M.; Cox, Samantha L.; Johnson, John A.; Gray, Christopher A.
A new phenalenone derivative, 2,4,6,9-tetrahydroxy-7-methyl-2-prenyl-1H-phenalene 1,3(2H)-dione (1), was isolated from the ethyl acetate extract of a marine derived Penicillium sp. fungus that exhibited a unique antimicrobial activity profile. The planar structure of 1 was determined through a combination of 1D and 2D NMR experiments, and circular dichroism and polarimetry indicated that it was isolated as a racemic mixture of enantiomers. The antimicrobial activity of 1 was assessed against a panel of Gram-positive and Gram-negative bacteria and fungal strains and it was found to selectively inhibit the growth of Staphylococcus aureus and Mycobacterium tuberculosis. Keywords: Phenalenone, Penicillium, Natural product, Antimicrobial
Caryophyllene sesquiterpenes from a Chaetomium globosum endophyte of the Canadian Medicinal plant Empetrum nigrum
(American Chemical Society, 2023-06-02) Morehouse, Nicholas J.; Clark, Trevor N.; Kerr, Russell G.; Johnson, John A.; Gray, Christopher A.
Punctaporonins T (1) and U (2), new caryophyllene sesquiterpenes, were isolated with three known punctaporonins, A (3), B (4), and C (5), from the endophytic fungus Chaetomium globosum (TC2-041). The structures and relative configurations of punctaporonins T and U were elucidated based on a combination of HRESIMS, 1D/2D NMR spectroscopic analysis, and X-ray diffraction analysis whilst their absolute configuration is presumed to be consistent with the co-isolated 3–5 on biogenetic arguments. Compound 1 showed weak inhibitory activity against both Mycobacterium tuberculosis and Staphylococcus aureus.
Tolypocaibols: Antibacterial lipopeptaibols from a Tolypocladium sp. endophyte of the marine macroalga Spongomorpha arcta
(American Chemical Society, 2023-06-14) Morehouse, Nicholas J.; Flewelling, Andrew J.; Liu, Dennis Y.; Cavanagh, Hannah; Linington, Roger G.; Johnson, John A.; Gray, Christopher A.
Two new lipopeptaibols, tolypocaibols A (1) and B (2), and the mixed NRPS-polyketide shikimate natural product maximiscin [(P/M)-3)] were isolated from a Tolypocladium sp. fungal endophyte of the marine alga Spongomorpha arcta. Analysis of NMR and mass spectrometry data revealed the amino acid sequences of the lipopeptaibols, which both comprise 11 residues with a valinol C-terminus and a decanoyl acyl chain at the N-terminus. The configuration of the amino acids was determined by Marfey’s analysis. Tolypocaibols A (1) and B (2) showed moderate, selective inhibition against Gram-positive and acid-fast strains, while maximiscin [(P/M)-3)] showed moderate, broad-spectrum inhibition.
La rétention d’enseignantes et d’enseignants de français langue seconde au Canada : au-delà d’une stratégie de recrutement
(Association canadienne d’éducation de langue française, 2023-02-23) Wernicke, Meike; Masson, Mimi; Arnott, Stéphanie; Le Bouthillier, Josée; Kristmanson, Paula
Résumé Dans le domaine de l’enseignement du français langue seconde au Canada, nous faisons face à une pénurie de longue date. Parmi d’autres études examinant le recrutement et la rétention du personnel enseignant, nous avons mené une étude pancanadienne afin de déterminer les exigences et les lacunes dans la formation initiale et continue en enseignement du français. Dans cet article, nous examinerons dans quelle mesure les composantes de cette formation favorisent ou entravent la rétention du personnel enseignant. Un aperçu des résultats met en relief une forte préoccupation de la part de toutes les personnes participantes par rapport à la rétention du personnel en enseignement du français, avec une attention particulière envers le mentorat. Ces constats divergent de la politique fédérale qui se limite strictement au recrutement, alors qu’un accent sur le mentorat, surtout sous forme de soutiens non officieux , est nécessaire dès le début de la formation initiale, ainsi que pendant la transition vers le milieu du travail et à travers celui-ci. Nous discuterons des enjeux qui découlent de ces résultats quant aux efforts en cours pour répondre à la pénurie d’enseignantes et d’enseignants en français. Abstract Canada is facing a long-standing shortage of FSL teachers. Among other studies on teacher recruitment and retention, we conducted a cross-Canada study to identify needs and gaps in initial and continuing education for FSL teaching. In this article, we will examine the extent to which components of this training program promote or hinder teaching staff retention. An overview of the results reveals participants genuine concern about retaining FSL teaching staff, with particular attention to mentorship, these findings diverging from federal policy, which is strictly limited to recruitment. A focus on mentorship, especially in the form of informal support, is necessary from the beginning of initial training as well as during the transition to and through the workplace. We will discuss issues arising from these results in relation to ongoing efforts to address the shortage of FSL teachers. Resumen En el campo de la enseñanza del francés lengua segunda en Canadá, desde hace mucho tiempo confrontamos una escasez. Entre otros estudios que han examinado la contratación y la retención del personal magisterial, hemos realizado un estudio pan-canadiense con el fin de determinar las exigencias y deficiencias de la formación inicial y continua en enseñanza del francés. En este artículo examinaremos en qué medida los componentes de esta formación favorecen o dificultan la retención del personal magisterial. Una visión general de los resultados pone de relieve una acentuada preocupación por parte de todas las personas que participan con respecto a la retención del personal en la enseñanza del francés, otorgando una atención especial a la tutoría. Dichos resultados difieren de la política federal la cual se limita estrictamente al reclutamiento, mientras que acentuar la tutoría como forma de apoyo extra-oficial , se vuelve indispensable desde el principio de la formación inicial, así que durante la transición hacia el trabajo y a todo lo largo de éste. Discutiremos los retos que dimanan de los resultados en lo relacionado a los esfuerzos que actualmente se realizan s para subsanar la escasez de maestros y maestras de francés.
Systemic Barriers to French Immersion: The Impact of COVID-19
(University of New Brunswick, 2022-10-14) Gerbrandt, Julianne
Le rôle du jeu symbolique dans la motivation intrinsèque à s’exprimer à l’oral dans une langue seconde au primaire
(Association québécoise des enseignants de français langue seconde, 2022-12-15) Le Bouthillier, Josée; Bourgoin, Renée; Garrett, Melissa
Résumé Cette étude adoptant un devis de recherche orienté par la conception (design-based research) examine les possibilités offertes par le jeu symbolique avancé auprès de jeunes élèves débutant dans le programme d’immersion française (5 et 6 ans) pour l’acquisition de la langue seconde. Des élèves de la première année (n = 36) de deux classes intactes et leurs enseignantes ont participé à cette recherche. Ils ont été observés en classe et filmés pendant des périodes de jeu symbolique autonomes. De l’analyse des transcriptions, des notes de recherche, des entrevues avec les enseignantes et des artéfacts pédagogiques, les sentiments de compétence, d’autonomie et d’appartenance des élèves sont ressortis lors des périodes de jeux symboliques. Mots-clés: jeu symbolique avancé; motivation; autodétermination; interaction orale en langue seconde; jeunes élèves du primaire; immersion française Abstract Adopting a design-based research design, this study examines the potential of advanced symbolic play with young students entering the French immersion program (ages 5 and 6) for second language acquisition. First grade students (n = 36) from two intact classes and their teachers participated in this research. They were observed in class and videotaped during periods of independent symbolic play. From the analysis of transcripts, research notes, teacher interviews, and instructional artifacts, students' feelings of competence, autonomy, and belonging emerged during the symbolic play periods. Keywords: advanced symbolic play; motivation; self-determination; second language oral interaction; young elementary students; French immersion
Communication orale et évaluation formative pour l’apprentissage dans les centres de littératie en immersion française
(University of Ottawa, 2022-12-22) Le Bouthillier, Josée; Bourgoin, Renée
Dans cette étude, de devis de recherche-développement, nous avonsexaminé la dimension formative de l’évaluation lors de la participationd’élèves de l’élémentaire à des tâches orales dans des centres de littératieen immersion française (IF). Le programme d’IFvisant l’acquisitionde la langue seconde, fournir aux élèves des occasions de produirede façon étendue est important. Nous avons observé la façon dont lesenseignantes recueillaient des traces d’apprentissage auprès de leursélèves, alors que ceux-ci travaillaient de façon autonome à des tâchesorales. Les données ont été recueillies auprès des enseignantes (n = 5)d’IFet de leurs élèves. Ces données consistaient d’observations en classe,d’enregistrements vidéo, de preuves d’apprentissage et d’entrevues avecles enseignantes (n = 15). Les données ont révélé l’importance d’étab-lir des résultats d’apprentissage précis, de recueillir des preuvesd’apprentissage tangibles et de se servir de ces évidences d’apprentissagepour maximiser les apprentissages de l’oral dans les centres de littératie.Mots-clés : immersion française, communication orale, évaluation forma-tive, langue seconde, centres de littératie Using a Design-Based Research methodology, we examined the roleand the use of assessment practices during the implementation of orallanguage tasks in literacy centers with elementary French immersionstudents. Since these French Immersion programs are designed to supportsecond language acquisition, providing students with opportunitiesto produce extended output is important. We studied the ways bywhich teachers collected evidence of learning when students workedindependently on oral language tasks during literacy centers. Five (n = 5) immersion teachers participated in the study, along with their students.Data collected included classroom observations, video recordings ofstudents working on oral communication tasks, learning artifacts andteacher interviews (n = 15). Findings suggest that specific dimensions offormative assessments including the pedagogical applications of specificlearning outcomes, the collection of tangible evidence of learning, and thesubsequent reinvestment of students’ learning yielded important benefitsis supporting oral language acquisition in literacy centers for Frenchimmersion students.Key words: French immersion, oral communication, formative assess-ment, second language, literacy centers

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