From a pattern-language to a pattern ontology approach for CSCL script design

Collaborative activities, in which students actively interact with each other, have proved to provide significant learning benefits. In Computer-Supported Collaborative Learning (CSCL), these collaborative activities are assisted by technologies. However, the use of computers does not guarantee collaboration, as free collaboration does not necessary lead to fruitful learning. Therefore, practitioners need to design CSCL scripts that structure the collaborative settings so that they promote learning. However, not all teachers have the technical and pedagogical background needed to design such scripts. With the aim of assisting teachers in designing effective CSCL scripts, we propose a model to support the selection of reusable good practices (formulated as patterns) so that they can be used as a starting point for their own designs. This model is based on a pattern ontology that computationally represents the knowledge captured on a pattern language for the design of CSCL scripts. A preliminary evaluation of the proposed approach is provided with two examples based on a set of meaningful interrelated patters computationally represented with the pattern ontology, and a paper prototyping experience carried out with two teaches. The results offer interesting insights towards the implementation of the pattern ontology in software tools.

Toleration and the fair terms of engagement with diversity

The aim of this paper is to examine the various controversies over the genuineproblems of toleration in a plurally diverse polity as both historically andconceptually, toleration is one of the foundational characteristics that defines thevery essence of a plurally diverse polity and the basic virtue associated with a liberalconception of citizenship. In section 1, I present the main philosophical andconceptual issues related to the toleration-based approach to diversity in liberalpolitical theory. In section 2 I identify the conditions and the circumstances oftoleration. I articulate in Section 3 the most pressing objections against toleration. Ipresent in section 4 two competing approaches to the toleration-based approach todiversity is faced with. In the concluding section, I outline a modified conception oftoleration that mediates between different requirements associated with the twoprincipled commitments of the liberal version of the rights-based conception ofcitizenship.

Teaching ethnic diversity in journalism school

It has been found that the symbolic elites have a prominent role in the discursive reproduction of racism in society, because they control the public discourse through which many ethnic prejudices are spread and shared. This special position of the mass media requires that the professional education of journalists, also featuring such topics as ethnic studies, diversity and racism, is optimally adapted to the multicultural societies in Europe, North America and Australia. This paper reports about an extensive research project examining ethnic education of journalists in these white-dominated countries, by examining the websites of many journalism and communication departments. Consistent with the general finding that white symbolic elites primarily deny or ignore (their) racism in society, none of the academic programs, anywhere in the world, mentions special classes on racism in the mass media. Finally, a practical proposal is made for a course on ethnic reporting in multicultural societies.

Introducing diversity in public organisations : diminishing theoretical ambiguity and controversy by empirical research

Many theoretical dissertations have an unclear definition of diversity and when interpreting strategies of organizational diversity policies, theories often contradict each other. It is argued that this ambiguity and controversy can be diminished by basing theory on diversity and diversity policy more on qualitative structured descriptive empirical comparisons.This argument is elaborated in two steps. First, diversity is shown to be a social construction: dynamic and plural in nature, dependent on the social-historical context. Second, the common theoretical dichotomy between diversity policy as equal opportunities or as diversity management in shown to be possibly misleading; empirical studies indicate more practical differentiation in types of diversity policy, manifested in public and private organizations. As qualitative comparisons are rare, especially in the European context and especially among public organizations, this article calls for more contributions of this kind and provides an analytical framework to assist scholars in the field of diversity studies.

The development of intercultural awareness and changes of beliefs: the effects of studying abroad on learners of English as a second language

The present study examines the development of interculturality and changes of beliefs, by analyzing 106 compositions produced by 53 advanced level university students of translation studies at a university in Spain before and shortly after a stay-abroad (SA) period. The study draws on data collected at two different times: before (T1) and after the SA (T3). In addition, we compared the results with the writings produced by a control group of 10 native English speakers on SA too. Data were collected by means of a composition which tried to elicit the learners’ opinion about cultural habits maintenance. The results reveal significant changes between T1 and T3 in the degree of better attitudes and intercultural acquisition.

8-month non-use of a language. A case tudy. A longitudinal study of the effects on non use of one of the languages (Spanish) of a German L1 multilingual

Under the Dynamic Model of Multilingualism multilinguals are especially vulnerable to language attrition. It was the aim of the present study to verify if this was the case and to observe whether the different linguistic skills (receptive vs. descriptive) and the different linguistic levels (syntactic, lexical, morphological, etc.) would be affected equally.Data were gathered longitudinally by means of a language test for the subject’s reading, writing, listening and speaking skills as well as her knowledge of grammar and vocabulary. Although the overall accuracy remained intact and no proof for attrition in the receptive skills was found, the productive skills - mainly fluency - were shown to have suffered from language attrition. This was demonstrated by an increase in the number of pauses, hesitations, repetitions and self-corrections among others and decrease in the percentage of error-free clauses and decrease in the clause length, in oral and written fluency respectively.

Late bloomer or language impaired? Screening the speech of a Spanish-English bilingual toddler for early signs of language impairment

This case study presents corpus data gathered from a Spanish-English bilingual child with expressive language delay. Longitudinal data on the child’s linguistic development was collected from the onset of productive speech at age 1;1 until age 4 over the course of 28 video-taped sessions with the child’s principal caregivers. A literature review focused on the relationship between language delay and persisting disorders—including a discussion of the frequent difficulty in distinguishing between the two at early stages of bilingual development—is followed by an analysis of the child’s productive development in 2 distinct phases. An attempt is made to assess the child’s speech at age 4 for preliminary signs of SLI and to consider techniques for identifying ‘at risk’ bilingual children (that is, those with productive language delay, poor oral fluency, and family history of language problems) based on samples of recorded and transcribed speech.

Language acquisition during a stay abroad period following formal instruction: temporal effects on oral fluency development

This study investigates the development of fluency in 30 advanced L2 learners of English over a period of 15 months. In order to measure fluency, several temporal variables and hesitation phenomena are analyzed and compared. Oral competence is assessed by means of an oral interview carried out by the learners. Data collection takes place at three different times: before (T1) and after (T2) a six-month period of FI (80 hours) in the home university, and after a three-month SA term (T3). The data is analyzed quantitatively. Developmental gains in fluency are measured for the whole period, adopting a view of complementarity between the two learning contexts. From these results, a group of high fluency speakers is identified. Correlations between fluency gains and individual and contextual variables are executed and a more qualitative analysis is performed for high fluency speakers' performance and behavior. Results show an overall development of students' oral fluency during a period of 15 months favored by the combination of a period of FI at home followed by a 3-months SA.

Actituds lingüístiques i identitats en construcció de joves immigrants xinesos i llatinoamericans a l’escola catalana

Aquest projecte ha investigat el procés de construcció de la identitat lingüística i cultural dels joves llatinoamericans i xinesos a partir de l’anàlisi de les seves actituds lingüístiques i percepcions respecte a la identitat cultural i els usos lingüístics propis. Hem escollit joves d’ensenyament secundari procedents de dos contextos diferenciats: (a) llatinoamericans que entren en el sistema educatiu amb ple domini d’una de les llengües oficials, el castellà, i (b) xinesos que inicien estudis als centres sense dominar cap llengua romànica. La recerca s’ha dut a terme amb una perspectiva etnogràfica en dos centres escolars on conviuen joves d’orígens lingüístics i culturals diferents. Gràcies als vincles creats amb docents dels centres, hem pogut posar en pràctica una metodologia d’observació participant en diversos espais escolars. També hem realitzat entrevistes a joves llatinoamericans i xinesos durant les quals hem investigat pràctiques lingüístiques i experiències quotidianes al centre relacionades amb l’aprenentatge de llengües, així com actituds vers les llengües oficials i les llengües de l’entorn familiar i vers la pluralitat d’identitats a Catalunya. Tot i que en un inici teníem la intenció d’entrevistar joves autòctons, finalment ens hem concentrat només en joves immigrants amb l’objectiu de maximitzar els recursos humans i pressupostaris. Mitjançant observacions i entrevistes amb docents, hem esbrinat com interpreten i aborden els reptes de la diversitat. En el cas d’un centre, també hem entrevistat la mediadora social que facilita les relacions entre els progenitors i el centre. Mitjançant entrevistes amb progenitors dels joves, hem investigat usos i actituds lingüístiques d’ells i dels seus fills, així com actituds al nucli familiar vers la pluralitat cultural i identitària a Catalunya. Les entrevistes han estat transcrites, traduïdes i analitzades en relació a les observacions de camp, tot tenint en compte estudis i marcs teòrics previs.

Diagnosi de necessitats socials i educatives de l'aula multilingüe: aproximació des del cas de matemàtiques

El nostre objectiu principal ha estat estudiar el desenvolupament de competències discursives de l’alumnat (d’origen) estranger que contribueixin a entendre i atendre les seves necessitats socials i educatives a l’aula (de matemàtiques) multilingüe. Amb aquesta intenció, hem dut a terme accions científiques a dos nivells: amb professorat i amb estudiants. Quant a la caracterització de la complexitat normativa de l’aula de matemàtiques multilingüe, tal com estava previst: 1) hem exemplificat diverses normes socials i lingüístiques existents en el desenvolupament de pràctiques matemàtiques a l’aula; i 2) hem particularitzat el fenomen de la diversitat de normes socials i lingüístiques en casos de sessions de classe de secundària. Quant a la documentació d'indicadors de progrés en la comprensió de normes socials i lingüístiques de l’aula, i en el desenvolupament de competències discursives d’adequació a aquestes normes, tal com estava previst: 1) hem caracteritzat estratègies d’ensenyament i aprenentatge de normes socials i lingüístiques en situacions d’interacció social en petit i gran grup; i 2) hem construït criteris de seguiment del grau de desenvolupament de competències discursives d’adequació a les normes, tant pel que a professorat com alumnat. Finalment, quant a l'anàlisi de la contribució de les competències discursives a la construcció d’identitats socials, lingüístiques i matemàtiques compartides: 1) hem estudiat els usos que l’estudiant (d’origen) estranger fa de normes escolars vinculades a pràctiques socials, lingüístiques i matemàtiques; i 2) hem examinat la construcció de significats socials, lingüístics i matemàtics compartits en un ampli ventall de processos d’adequació a normes de l’aula orquestrades pel professorat de la nostra mostra.

Diversity and regional inequalities: Assessing the outcomes of the Spanish 'System of Health Care Services'

The consolidation of a universal health system coupled with a process of regionaldevolution characterise the institutional reforms of the National Health System(NHS) in Spain in the last two decades. However, scarce empirical evidence hasbeen reported on the effects of both changes in health inputs, outputs andoutcomes, both at the country and at the regional level. This paper examinesthe empirical evidence on regional diversity, efficiency and inequality ofthese changes in the Spanish NHS using cross-correlation, panel data andexpenditure decomposition analysis. Results suggest that besides significantheterogeneity, once we take into account region-specific needs there is evidenceof efficiency improvements whilst inequalities in inputs and outcomes, althoughmore visible , do not appear to have increased in the last decade. Therefore,the devolution process in the Spanish Health System offers an interesting casefor the experimentation of health reforms related to regional diversity butcompatible with the nature of a public NHS, with no sizeable regionalinequalitiest.

Nonparametric bounds on the returns to language skills

This paper applies the theoretical literature on nonparametric bounds ontreatment effects to the estimation of how limited English proficiency (LEP)affects wages and employment opportunities for Hispanic workers in theUnited States. I analyze the identifying power of several weak assumptionson treatment response and selection, and stress the interactions between LEPand education, occupation and immigration status. I show that thecombination of two weak but credible assumptions provides informative upperbounds on the returns to language skills for certain subgroups of thepopulation. Adding age at arrival as a monotone instrumental variable alsoprovides informative lower bounds.

Sweet diversity: Colonial goods and the rise of European living standards after 1492

When did overseas trade start to matter for living standards? Traditional real-wage indices suggest that living standards in Europe stagnated before 1800. In this paper, we argue thatwelfare rose substantially, but surreptitiously, because of an influx of new goods as a result ofoverseas trade. Colonial luxuries such as tea, coffee, and sugar transformed European diets afterthe discovery of America and the rounding of the Cape of Good Hope. These goods became household items in many countries by the end of the 18th century. We use three different methodsto calculate welfare gains based on price data and the rate of adoption of these new colonialgoods. Our results suggest that by 1800, the average Englishman would have been willing to forego 10% or more of his income in order to maintain access to sugar and tea alone. These findings are robust to a wide range of alternative assumptions, data series, and valuation methods.

Regional diversity in the fruit sector in the European Union

This article aims to identify the key groups of regions with respectto farms oriented to fruit and citrus production.Twenty variables of fruit and citrus oriented farms corresponding toforty-one regions of the European Union were analyzed. Seven groupsemerged from cluster analysis. Only two of them showed good perspectives. Regions in the South of the Community need an important modernisation and restructuring process, which entails serious social consequences.

Motivation and content Language Integrated Learning : an impulse for Second Language Teaching

“Estudiantes motivados producen profesores motivados y viceversa” (Lesley Denham)La cita refleja el efecto recíproco que tiene el comportamiento del profesor en el compromiso de los estudiantes a lo largo del año y viceversa. Es sorprendente como, destacando las fortalezas de cada estudiante en lugar de sus debilidades, nunca comparándolos entre ellos sino con su propio rendimiento, puede despertar una motivación intrínseca en el estudiante, y una merecida satisfacción personal para el profesor.Sin embargo, no existen botones motivacionales mágicos que podamos pulsar y hacer que el alumno quiera aprender. Como profesores, tomar la iniciativa será crucial: dar a nuestros estudiantes el espacio suficiente para experimentar, realzar su autonomía, e intuir las respuestas a través de un proceso inductivo. En definitiva, hacerles protagonistas de su proceso de aprendizaje.Incluir AICLE en la clase de inglés es una metodología que nos ayudará a conseguirlo. Los estudiantes asocian AICLE con algo interesante y divertido, diferente a las sesiones teóricas. Como resultado, al utilizar la lengua, lo hacen movidos por sus sentimientos, aprendiendo de forma implícita.“Estudiants motivats produeixen professors motivats i viceversa” (Lesley Denham)La cita reflecteix l'efecte recíproc que té el comportament del professor en el compromís dels estudiants al llarg de l'any i viceversa. És sorprenent com, destacant les fortaleses de cada estudiant en lloc de les seves debilitats, mai comparant-los entre ells sinó amb el seu propi rendiment, pot despertar una motivació intrínseca a l'estudiant, i una merescuda satisfacció personal per al professor.No obstant això, no existeixen botons motivacionals màgics que puguem prémer i fer que l'alumne vulgui aprendre. Com a professors, prendre la iniciativa serà crucial: donar als nostres estudiants l'espai suficient per experimentar, realçar la seva autonomia, i intuir les respostes a través d'un procés inductiu. En definitiva, fer-los protagonistes del seu procés d'aprenentatge.Incloure AICLE en la classe d'anglès és una metodologia que ens ajudarà a aconseguir-ho. Els estudiants consideren AICLE interessant i divertit, diferent a les sessions teòriques. Com a resultat, en utilitzar la llengua, ho fan moguts pels seus sentiments, aprenent de forma implícita.