National interest to global reform: patterns of reasoning in British foreign policy discourse

Discussion of the national interest often focuses on how Britain's influence can be maximized, rather than on the goals that influence serves. Yet what gives content to claims about the national interest is the means-ends reasoning which links interests to deeper goals. In ideal-typical terms, this can take two forms. The first, and more common, approach is conservative: it infers national interests and the goals they advance from existing policies and commitments. The second is reformist: it starts by specifying national goals and then asks how they are best advanced under particular conditions. New Labour's foreign policy discourse is notable for its explicit use of a reformist approach. Indeed, Gordon Brown's vision of a 'new global society' not only identifies global reform as a key means of fulfilling national goals, but also thereby extends the concept of the national interest well beyond a narrow concern with national security.

On judging the credibility of climate predictions

Incorporating a prediction into future planning and decision making is advisable only if we have judged the prediction’s credibility. This is notoriously difficult and controversial in the case of predictions of future climate. By reviewing epistemic arguments about climate model performance, we discuss how to make and justify judgments about the credibility of climate predictions. We propose a new bounding argument that justifies basing such judgments on the past performance of possibly dissimilar prediction problems. This encourages a more explicit use of data in making quantitative judgments about the credibility of future climate predictions, and in training users of climate predictions to become better judges of credibility. We illustrate the approach using decadal predictions of annual mean, global mean surface air temperature.

What does current generative theory have to say about the explicit-implicit debate?

Taking a generative perspective, we divide aspects of language into three broad categories: those that cannot be learned (are inherent in Universal Grammar), those that are derived from Universal Grammar, and those that must be learned from the input. Using this framework of language to clarify the “what” of learning, we take the acquisition of null (and overt) subjects in languages like Spanish as an example of how to apply the framework. We demonstrate what properties of a null-subject grammar cannot be learned explicitly, which properties can, but also argue that it is an open empirical question as to whether these latter properties are learned using explicit processes, showing how linguistic and psychological approaches may intersect to better understand acquisition.

Teachers' habitus for teaching English

In this examination of monolingual and multilingual pedagogies I draw on literature that explores the position of English globally and in the curriculum for English. I amplify the discussion with data from a project exploring how teachers responded to the arrival of Polish children in their English classrooms following Poland’s entry to the European Union in 2004. While both Poland and England are a long way from Australia, the sudden arrival of non-native speaking children from families who have the right to work and settle in the UK is interesting of itself as a development in the migration agenda affecting many nations of teachers in the 21st century. Indeed, this view of migration adds to the overview of migration in an Australian context and recent Australian immigration settlement policies often mirror this with new arrivals moving to rural areas resulting in an EAL presence in schools which may be new. Until recently it was most commonly the case that teachers in schools in inner city and other urban parts of the UK might expect to teach in multilingual classrooms, but teachers in smaller towns and in areas identified as rural were unlikely to confront either linguistic or ethnic differences in their pupils. I use the theories of Bourdieu to analyse the status of the curriculum for English expressed in research literature, and the teachers’ interview data. This supports a level of interpretation that allows us to see how teachers’ practice and the teaching of English are formed by schools’ and teachers’ histories and beliefs as much as they are by the wishes of politicians in creating educational policy. It adds to the view presented in the first article in this issue that provision for EAL/D learners sits within a monolingual assessment structure which may militate against the attainment of non-native English speakers. I present a wide-ranging discussion intentionally, in order that the many complexities of policy impact and teacher habitus on teachers’ practice are made apparent.

The problem of two fixed centers: bifurcation diagram for positive energies

We give a comprehensive analysis of the Euler-Jacobi problem of motion in the field of two fixed centers with arbitrary relative strength and for positive values of the energy. These systems represent nontrivial examples of integrable dynamics and are analysed from the point of view of the energy-momentum mapping from the phase space to the space of the integration constants. In this setting, we describe the structure of the scattering trajectories in phase space and derive an explicit description of the bifurcation diagram, i.e., the set of critical value of the energy-momentum map.

Teaching pronunciation through voice quality

This paper explores the role of voice quality in the teaching of pronunciation and argues that since voice quality encompasses so many aspects of phonology, it provides a useful point of departure for pronunciation work. A teaching technique is described, in which the concept of voice quality is used in communicative practice to give students the opportunity to identify meaningful aspects of suprasegmental pronunciation, and see how they fit into the overall pattern of connected speech.

Effects of dense code-switching on executive control

Bilingualism is reported to re-structure executive control networks, but it remains unknown which aspects of the bilingual experience cause this modulation. This study explores the impact of three code-switching types on executive functions: (1) alternation of languages, (2) insertion of lexicon of one language into grammar of another, (3) dense code-switching with co-activation of lexicon and grammar. Current models hypothesise that they challenge different aspects of the executive system because they vary in the extent and scope of language separation. Two groups of German-English bilinguals differing in dense code-switching frequency participated in a flanker task under conditions varying in degree of trial-mixing and resulting demands to conflict-monitoring. Bilinguals engaging in more dense code-switching showed inhibitory advantages in the condition requiring most conflict-monitoring. Moreover, dense code-switching frequency correlated positively with monitoring skills. This suggests that the management of co-activated languages during dense code-switching engages conflict-monitoring and that the consolidation processes taking place within co-activated linguistic systems involve local inhibition. Code-switching types requiring greater degrees of language separation may involve more global forms of inhibition. This study shows that dense code-switching is a key experience shaping bilinguals’ executive functioning and highlights the importance of controlling for participants’ code-switching habits in bilingualism research.

Thermodynamic Stabillity of Hydrogen-Bonded Systems in Polar and Nonpolar Environments

The thermodynamic properties of a selected set of benchmark hydrogen-bonded systems (acetic acid dimer and the complexes of acetic acid with acetamide and methanol) was studied with the goal of obtaining detailed information on solvent effects on the hydrogen-bonded interactions using water, chloroform, and n-heptane as representatives for a wide range in the dielectric constant. Solvent effects were investigated using both explicit and implicit solvation models. For the explicit description of the solvent, molecular dynamics and Monte Carlo simulations in the isothermal isobaric (NpT) ensemble combined with the free energy perturbation technique were performed to determine solvation free energies. Within the implicit solvation approach, the polarizable continuum model and the conductor-like screening model were applied. Combination of gas phase results with the results obtained from the different solvation models through an appropriate thermodynamic cycle allows estimation of complexation free energies, enthalpies, and the respective entropic contributions in solution. Owing to the strong solvation effects of water the cyclic acetic acid dimer is not stable in aqueous solution. In less polar solvents the double hydrogen bond structure of the acetic acid dimer remains stable. This finding is in agreement with previous theoretical and experimental results. A similar trend as for the acetic acid dimer is also observed for the acetamide complex. The methanol complex was found to be thermodynamically unstable in gas phase as well as in any of the three solvents. (C) 2010 Wiley Periodicals, Inc. J Comput Chem 31: 2046-2055, 2010

NMR Chemical Shielding and Spin-Spin Coupling Constants of Liquid NH(3): A Systematic Investigation using the Sequential QM/MM Method

The NMR spin coupling parameters, (1)J(N,H) and (2)J(H,H), and the chemical shielding, sigma((15)N), of liquid ammonia are studied from a combined and sequential QM/MM methodology. Monte Carlo simulations are performed to generate statistically uncorrelated configurations that are submitted to density functional theory calculations. Two different Lennard-Jones potentials are used in the liquid simulations. Electronic polarization is included in these two potentials via an iterative procedure with and without geometry relaxation, and the influence on the calculated properties are analyzed. B3LYP/aug-cc-pVTZ-J calculations were used to compute the V(N,H) constants in the interval of -67.8 to -63.9 Hz, depending on the theoretical model used. These can be compared with the experimental results of -61.6 Hz. For the (2)J(H,H) coupling the theoretical results vary between -10.6 to -13.01 Hz. The indirect experimental result derived from partially deuterated liquid is -11.1 Hz. Inclusion of explicit hydrogen bonded molecules gives a small but important contribution. The vapor-to-liquid shifts are also considered. This shift is calculated to be negligible for (1)J(N,H) in agreement with experiment. This is rationalized as a cancellation of the geometry relaxation and pure solvent effects. For the chemical shielding, U(15 N) Calculations at the B3LYP/aug-pcS-3 show that the vapor-to-liquid chemical shift requires the explicit use of solvent molecules. Considering only one ammonia molecule in an electrostatic embedding gives a wrong sign for the chemical shift that is corrected only with the use of explicit additional molecules. The best result calculated for the vapor to liquid chemical shift Delta sigma((15)N) is -25.2 ppm, in good agreement with the experimental value of -22.6 ppm.

Effects of Micelles and Vesicles on the Oximolysis of p-Nitrophenyl Diphenyl Phosphate: A Model System for Surfactant-Based Skin-defensive Formulations against Organophosphates

The rates of oximolysis of p-nitrophenyl diphenyl phosphate (PNPDPP) by Acetophenoxime; 10-phenyl-10-hydi-oxyiminodecanoic acid; 4-(9-carboxynonanyl)-1-(9-carboxy-1-hydroyiminononanyl) benzene; 1-dodecyl-2-[(hydroxyimino)methyl]-pyridinium chloride (IV) and N-methylpyridinium-2-aldoxime chloride were determined in micelles of N-hexadecyl-N,N,N-trimethylammonium chloride (CTAC), N-hexadecyl-N,N-dimethylammonium propanesulfonate and dioctadecyldimethylammonium chloride (DODAC) vesicles. The effects of CTAC micelles and DODAC vesicles on the rates of oxymolysis of O,O-Diethyl O-(4-nitrophenyl) phosphate (paraoxon) by oxime IV were also determined. Analysis of micellar and vesicular effects on oximolysis of PNPDPP, using pseudophase or pseudophase with explicit consideration of ion exchange models, required the determination of the aggregate`s effects on the pK(a), of oximes and on the rates of PNPDPP hydrolysis. All aggregates increased the rate of oximolysis of PNPDPP and the results were analyzed quantitatively. In particular, DODAC vesicles catalyzed the reaction and increased the rate of oximolysis of PNPDPP by IV several million fold at pH`s compatible with pharmaceutical formulations. The rate increase produced by DODAC vesicles on the rate of oximolysis paraoxon by IV demonstrates the pharmaceutical potential of this system, since the substrate is used as an agricultural defensive agent and the surfactant is extensively employed in cosmetic formulations. (C) 2008 Wiley-Liss, Inc. and the American Pharmacists Association J Pharm Sci 98:1040-1052, 2009

Klassrumsinteraktion i de tidiga skolåren : flerspråkiga elever i skolans språkliga vardag

Classroom interaction is particularly important for those students who learn school knowledge in a second language. In this article two episodes of whole class teaching in pre-school and standard one are analyzed. The analysis shows the importance of making teachers aware of interactional patterns in classrooms. Although knowledge was presented clearly and concretely and teachers used routines that made norms explicit, inconsistencies in interactional patterns made the role of the teacher stand out as unclear. Whole class teaching of this type does not provide students with such linguistic and intellectual demands that are necessary for their language development.

Teaching Intercultural Communication in Foreign Language Education through Video Conferencing

Since 1980s, Western linguists and specialists on second language acquisition have emphasized the importance of enhancing students’ intercultural communication competence in foreign language education. At the same time, the demand for intercultural communicative competence increased along with the advances of communication technology with its increasingly global reach and the process of globalization itself.In the field of distance language education, these changes have resulted in a shift of focus from the production and distribution of learning materials towards communication and learning as a social process, facilitated by various internet-based platforms. The current focus on learners interacting and communicating synchronously trough videoconferencing is known as the fourth generation of distance language education. Despite the fact that teaching of Chinese as a foreign language (CFL) faces the same or even greater challenges as teaching other languages, the intercultural communication perspective is still quite a new trend in CFL and its implementation and evaluation are still under development. Moreover, the advocates of the new trends in CFL have so far focused almost exclusively on classroom-based courses, neglecting the distance mode of CFL and leaving it as an open field for others to explore. In this under-researched context, Dalarna University (Sweden), where I currently work, started to provide web-based courses of the Chinese language in 2007. Since 2010, the Chinese language courses have been available only in the distance form, using the same teaching materials as the previous campus-based courses. The textbooks used in both settings basically followed the functional nationalism approach. However, in order to catch up with the main trend of foreign-language education, we felt a need to implement the cross-cultural dimension into the distance courses as well. Therefore in 2010, a pilot study has been carried out to explore opportunities and challenges for implementing a cross-cultural perspective into existing courses and evaluating the effectiveness of this implementation based on the feedback of the students and on the experience of the teacher/researcher.

Development of on-line courses focusing on quality

The purpose of this paper is to show by which means quality in on-line education is achieved at Dalarna University. As a leading provider of online university courses in northern Europe, both in terms of number of students conducting their studies entirely on-line compared to the whole student body, (approximately 70% on-line students all subjects included), Dalarna University has acquired de facto extensive practical experience in the field of information technologies related to distance education. It has been deemed essential, to ensure that the quality of teaching reflects the principles governing the assessment of learning so that on-line education is deemed as comparative to campus education, both from a legal and cognitive point-of-view. Dalarna University began on-line courses in 2002 and it soon became clear that the interaction between the teacher and the student should make its mark in all stages of the learning process in order to both maintain the learners' motivation and ensure the assimilation of knowledge. We will illustrate these aspects by giving examples of what has been done in the recent years in on-line teaching of languages. As this method of teaching is not limited to learning basic language skills, but also to the study of literature, social issues and the language system of the various cultures, our presentation will offer a broad range of areas where the principles of quality in education are provided on a daily basis.

Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes

This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended.