The use of microwave induced plasmas, particularly of surface wave plasmas, as detectors in atomic emission spectrometry for elemental analysis is reviewed. Surface wave plasmas have been produced at low HF power and used as gas chromatographic detectors. The analytical performances for the detection of non-metals with a Fourier transform spectrometer and a two-channel filter unit are reported. The excitation behavior of non-metals in helium-based mixed gas-plasmas has also be studied. In particular, the effect of power and of nitrogen concentration on the bromine emission has been systematically investigated. A nine-fold improvement of the detection limits for bromine can be obtained in a high power (900 W) helium-nitrogen (0.1-0.2%) plasma.

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We study the benefits of junior kindergarten for linguistic-minority 4-year-olds compared to their linguistic-majority classmates from the same low-income neighborhoods. At the end of the school year, linguistic-minority children made significantly greater improvements in language skills than their host society classmates. At the mid-year point, junior kindergarten teachers made efforts to help linguistic-minority children overcome the challenges of the school environment of their new host society by adapting their pedagogical strategies to those showing difficulty in their receptive vocabulary skills. They also offered greater means of contact to parents of linguistic-minority children having difficulty attaining language proficiency than to parents of children showing better improvements. Parents of linguistic-minority students showing smaller gains were more likely to use a larger proportion of the communication methods offered by teachers and participate in the parent-school relationship for the well-being of their children. Long-term results suggest that linguistic-minority children continued to make significant improvements.

Cette étude a pour but d’évaluer l’impact à court terme d’un volet parental inhérent à un programme d’éveil numérique offert à la maternelle aux enfants de milieu socioéconomiquement faible. Nos résultats indiquent que la participation conjointe des parents et des enfants dans le programme (groupe expérimental) semble avoir favorisé, chez les enfants, une meilleure connaissance des nombres comparativement aux enfants n’ayant bénéficié que du volet enfant. Des résultats peu concluants ont néanmoins été observés entre le groupe expérimental et un deuxième groupe d’enfants soumis exclusivement au volet enfant et dont les parents ne se sont jamais présentés aux ateliers-parents auxquels ils s’étaient pourtant inscrits (groupe consentement-comparaison). Différents facteurs potentiels pouvant expliquer ces conclusions sont discutés.The aim of this study is to evaluate the short-term impact of the parental component of a program to develop number awareness for kindergarten children in low socio-economic milieu. The results show that participation of both parents and children in the program (experimental group) led to better children’s understanding of numbers comparative to those children who only had the child component of the program. Some tentative results were noted between the experimental group and a second group of children who participated only in the child component, since their parents did not attend parent workshops in which they were enrolled (agreement-comparison group). The authors discuss various potential factors to explain these conclusions.Este estudio tiene por propósito evaluar el impacto a corto plazo de un aspecto parental inherente a un programa de despertar numérico impartido a la maternal a niños de medio socioeconómico bajo. Nuestros resultados indican que la participación conjunta de los padres y de los niños en el programa (grupo experimental) parece haber favorecido, en los niños, un mejor conocimiento de los números en comparación con niños que sólo beneficiaron del aspecto niño. Sin embargo, se observaron resultados poco significativos entre el grupo experimental y un segundo grupo de niños sometidos exclusivamente al aspecto niño y cuyos padres nunca se presentaron a los talleres-padres pese a que se habían inscritos (grupo consentimiento-comparación). Por terminar, se comentan diversos factores potenciales que pueden explicar estas conclusiones

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