title: Foucault, technologies of self, and the media: discourses of femininity in snowboarding culture

authors: Thorpe, Holly Aysha

subjects: foucault

abstract: This article draws on Foucault's concepts of discourse and technologies of self to analyze the relationship between young women and the media. More specifically, it sheds light on the various discursive constructions of femininity in the snowboarding media and examines the conditions under which female snowboarders learn to recognize and distinguish between different types of media discourses. It also examines the different ways in which women act on this knowledge, including the production of their own media forms. The article evaluates sexist discourses in the media and their effects on women's snowboarding experiences and considers women-only media forms as a foundation for wider social transformation. Ultimately, Foucault's unique conceptualization of power enables an account of the mundane and daily ways in which power is enacted and contested in snowboarding culture and allows an analysis that focuses on the female snowboarder as both an object and a subject of media power relations.

text: Foucault, technologies of self, and the media: discourses of femininity in snowboarding culture This article draws on Foucault's concepts of discourse and technologies of self to analyze the relationship between young women and the media. More specifically, it sheds light on the various discursive constructions of femininity in the snowboarding media and examines the conditions under which female snowboarders learn to recognize and distinguish between different types of media discourses. It also examines the different ways in which women act on this knowledge, including the production of their own media forms. The article evaluates sexist discourses in the media and their effects on women's snowboarding experiences and considers women-only media forms as a foundation for wider social transformation. Ultimately, Foucault's unique conceptualization of power enables an account of the mundane and daily ways in which power is enacted and contested in snowboarding culture and allows an analysis that focuses on the female snowboarder as both an object and a subject of media power relations.

year: 2008

title: Impact of 3-Aminopropyltriethoxysilane-Coated Iron Oxide Nanoparticles on Menaquinone-7 Production Using B-subtilis

authors: Ranmadugala, Dinali Niluka Achala

subjects: Science & Technology

abstract: One of the major issues associated with industrial production of menaquinone-7 (MK–7) is the low fermentation yield. In this study, we investigated the effect of iron oxide nanoparticles coated with 3–aminopropyltriethoxysilane (IONs@APTES) on the production of MK–7 using B. subtilis (ATCC 6633). Decoration of B. subtilis cells with IONs@APTES significantly enhanced both MK–7 production and yield. An approximately two-fold increase in MK–7 production (41 mg/L) was observed in the presence of 500 µg/mL IONs@APTES, as compared to MK–7 production using untreated bacteria (22 mg/L). This paper, therefore, illustrates the immense biotechnological potential of IONs@APTES in increasing MK–7 concentration using B. subtilis, and its future role in bioprocess engineering.

text: Impact of 3-Aminopropyltriethoxysilane-Coated Iron Oxide Nanoparticles on Menaquinone-7 Production Using B-subtilis One of the major issues associated with industrial production of menaquinone-7 (MK–7) is the low fermentation yield. In this study, we investigated the effect of iron oxide nanoparticles coated with 3–aminopropyltriethoxysilane (IONs@APTES) on the production of MK–7 using B. subtilis (ATCC 6633). Decoration of B. subtilis cells with IONs@APTES significantly enhanced both MK–7 production and yield. An approximately two-fold increase in MK–7 production (41 mg/L) was observed in the presence of 500 µg/mL IONs@APTES, as compared to MK–7 production using untreated bacteria (22 mg/L). This paper, therefore, illustrates the immense biotechnological potential of IONs@APTES in increasing MK–7 concentration using B. subtilis, and its future role in bioprocess engineering.

year: 2017-11-01

title: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design

authors: Johnson, Diane

subjects: Māori language teaching

abstract: A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

text: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

year: 2005