Transcending cultural differences: the role of language in migrants' integration

This research seeks to contribute to current debates on migration by examining the role of language in the process of migrants’ integration. It will consider how migrant workers living in an area with little history of international immigration navigate their way within a new destination to cope with language difference. The paper is based on empirical research (interviews and focus groups) conducted in Northern Ireland, an English speaking region with a small proportion of Irish-English bilinguals (10.3 percent of population had some knowledge of Irish in the 2001 Census). Much of the research to date, while acknowledging the importance of culture and language for migrants’ positive integration, has only begun to unpack the way in which cultural difference such as language is dealt with at an individual, family or societal level. Several themes emerge from the research including the significance of social and civil structures and the role of individual agents as new culture is created through the celebration of difference.

Use of culture and molecular analysis to determine the effect of antibiotic treatment on microbial community diversity and abundance during exacerbation in patients with cystic fibrosis

Background: Anaerobic bacteria are increasingly regarded as important in cystic fibrosis (CF) pulmonary infection. The aim of this study was to determine the effect of antibiotic treatment on aerobic and anaerobic microbial community diversity and abundance during exacerbations in patients with CF.

Methods: Sputum was collected at the start and completion of antibiotic treatment of exacerbations and when clinically stable. Bacteria were quantified and identified following culture, and community composition was also examined using culture-independent methods.

Results: Pseudomonas aeruginosa or Burkholderia cepacia complex were detected by culture in 24/26 samples at the start of treatment, 22/26 samples at completion of treatment and 11/13 stable samples. Anaerobic bacteria were detected in all start of treatment and stable samples and in 23/26 completion of treatment samples. Molecular analysis showed greater bacterial diversity within sputum samples than was detected by culture; there was reasonably good agreement between the methods for the presence or absence of aerobic bacteria such as P aeruginosa (kappa=0.74) and B cepacia complex (kappa=0.92), but agreement was poorer for anaerobes. Both methods showed that the composition of the bacterial community varied between patients but remained relatively stable in most individuals despite treatment. Bacterial abundance decreased transiently following treatment, with this effect more evident for aerobes (median decrease in total viable count 2.3 x 10(7) cfu/g, p=0.005) than for anaerobes (median decrease in total viable count 3 x 10(6) cfu/g, p=0.046).

Conclusion: Antibiotic treatment targeted against aerobes had a minimal effect on abundance of anaerobes and community composition, with both culture and molecular detection methods required for comprehensive characterisation of the microbial community in the CF lung. Further studies are required to determine the clinical significance of and optimal treatment for these newly identified bacteria.

Education for global citizenship in a divided society? Young people's views and experiences

Global citizenship education has been suggested as a means of overcoming the limitations of national citizenship in an increasingly globalised world. In divided societies, global citizenship education is especially relevant and problematic as it offers the opportunity to explore identities and conflict in a wider context. This paper therefore explores young people's understandings of global citizenship in Northern Ireland, a divided society emerging from conflict. Results from focus groups with primary and post-primary pupils reflect some theoretical conceptualisations of global citizenship, including an awareness of global issues, understandings of environmental interdependence and global responsibility, though other elements appear to be less well understood. We argue that global citizenship education will fail to overcome engrained cultural divisions locally and may perpetuate cultural stereotypes globally, unless local and global controversial issues are acknowledged and issues of identity and interdependence critically examined at both levels.