From an immigrant to a citizen: language as a hindrance or a key to citizenship     

Agnieszka Bron 《International Journal of Lifelong Education》2013,32(6):606-619

The starting point for this paper is a question that has provoked a recent parliamentary election debate in Sweden: whether fluency in Swedish should be regarded as a requirement when applying for Swedish citizenship. Two main issues have been discussed: the different levels and meanings of citizenship, and language acquisition by adult immigrants as a hindrance or a key to citizenship based on recent research and scholarship.¹ The Swedish policy of integration, being trapped between demos and ethnos, between universality and diversity, has profound consequences for forming Swedish language policy for immigrants. Yet learning a new language is connected with learning a new culture and society. For immigrants the new language is not only a means of survival, but an important step in reconstructing identities. It seems quite natural that a good command of the language is a key to becoming a full and active citizen, i.e. to acquire a citizenship. Comprehension of the language and knowledge of culture of the (new) country helps one to be aware of one's rights and duties and exercise them, to be involved in society and to participate actively in it. The new language and culture can enrich one's identity and make it more complex.  相似文献   

The application of the fundamental knowledge of Portland cement to its manufacture and use     

P.H. Bates 《Journal of The Franklin Institute》1922,193(3):289-309

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A new cadmium vapor arc lamp     

Frederick Bates 《Journal of The Franklin Institute》1920,189(5):656-657

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Differential susceptibility to adolescent externalizing trajectories: examining the interplay between CHRM2 and peer group antisocial behavior     

Latendresse SJ  Bates JE  Goodnight JA  Lansford JE  Budde JP  Goate A  Dodge KA  Pettit GS  Dick DM 《Child development》2011,82(6):1797-1814

The present study characterized prototypical patterns of development in self-reported externalizing behavior, between 12 and 22 years of age, within a community sample of 452 genotyped individuals. A Caucasian subset (n = 378) was then examined to determine whether their probabilities of displaying discrete trajectories were differentially associated with CHRM2, a gene implicated in self-regulatory processes across a range of externalizing behaviors, and if affiliating with antisocial peers moderated these associations. Findings indicate that relative to a normative "lower risk" externalizing trajectory, likelihood of membership in two "higher risk" trajectories increased with each additional copy of the minor allelic variant at CHRM2, and that this association was exacerbated among those exposed to higher levels of peer group antisocial behavior.  相似文献   

Are our president learning? Unpacking the enthymematic connections in the speech mistakes of President George W. Bush     

Margaret M. Quinlan  Benjamin R. Bates 《Journal of Research in Special Educational Needs》2010,10(1):3-12

The purpose of this paper is to explore public interpretations of President George W. Bush's speaking errors. One interpretation of Bush's speech mistakes offered in the media is that he may have dyslexia. Therefore, we explore how an enthymeme using markers of dyslexia as a sign of bad leadership has been used to frame Bush's speaking errors. We provide an analysis of an exemplar of how Bush's speech errors are represented in the media. Our exemplar is the desktop calendar George W. Bushisms: The Accidental Wit and Wisdom of Our 43rd President . We demonstrate that this text focused on common indicators of dyslexia, that is, speaking errors, to position Bush as a 'bad' and 'stupid' leader. Finally, we offer conclusions and implications that this study has for our understanding of politics and disabilities.  相似文献   

The PPARGC1A gene Gly482Ser in Polish and Russian athletes     

Maciejewska A  Sawczuk M  Cieszczyk P  Mozhayskaya IA  Ahmetov II 《Journal of sports sciences》2012,30(1):101-113

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BOOK REVIEWS     

Trevor Davies  Dean Garratt  Richard Bates  Jo Westbrook  Peter Stevens  John Pryor 《British Educational Research Journal》2010,36(1):163-172

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Teacher education around the world     

Richard Bates 《Teaching Education》2013,24(4):447-451

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Versions of Vocationalism: an analysis of some social and political influences on curriculum policy and practice     

Inge Bates 《British Journal of Sociology of Education》1989,10(2):215-231

This paper reports a case study which tests and develops further theories which seek to explain the social and political processes which shape curricular definitions. It is grounded in research into a critical phase in the history of careers education. In contrast with other studies of the process of defining curricula, the factors involved are explored both over time and at a number of levels of operationalisation. At these various levels careers education was, for example, successively devocationalised, radicalised, devocationalised and revocationalised. Through comparative analysis of the material, a model is developed which helps to explain the development of these distinctly different versions of vocationalism, drawing on both interactionist and neo‐Marxist perspectives.  相似文献   

IX. BEDTIME ROUTINES IN EARLY CHILDHOOD: PREVALENCE,CONSISTENCY, AND ASSOCIATIONS WITH NIGHTTIME SLEEP          下载免费PDF全文

Angela D. Staples  John E. Bates  Isaac T. Petersen 《Monographs of the Society for Research in Child Development》2015,80(1):141-159

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