Sustaining Linguistic Diversity within the Global Cultural Economy: Issues of Language
Rights and Linguistic Possibilities
Author(s): Naz Rassool
Source: Comparative Education, Vol. 40, No. 2, Special Issue (28): Postcolonialism and
Comparative Education (May, 2004), pp. 199-214
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/4134649 .
Accessed: 18/02/2011 14:01
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200 N. Rassool
fluid, multidimensional, multifaceted and self-defining, and contrasts sharply with
the essentialist discourses of race/gender/nation/culture that traditionally have un-
derpinned common conceptions of ethnic minority identity within the metropolitan
nation-state.
Such rigid notions of cultural identity have historical roots in the universalistic
discourse of colonialism grounded in the Eurocentric norms of the 'Mother Coun-
try'. Within this paradigm peoples subordinated to the colonizing power were
invariably reduced to one-dimensional cultural/ethnic/national stereotypes, their
identities seen as mutable only in terms of their desire to approximate the 'superior'
standards of metropolitan culture-its preferred ways of being, its ways of seeing, its
ways of knowing. Historically the imposition of the colonial language has played a
major part in shaping this hegemony. Writing about the colonial Afro-Caribbean
experience, Cliff (1985) states that
one of the effects of assimilation, indoctrination, passing into the anglocentrism of the ...
Linguistic imperialism, cultural integrity, and EILIELTS Council
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EILIELTS Council
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic Imperialism in the Globalized World: Examining English Dominance ...Faiz Ullah
In an increasingly globalized world, the dominance of the English language has profound sociolinguistic
consequences that spread through various aspects of society, culture, and identity. The current study explores
Robert Phillipson’s concept of linguistic imperialism (1992), as the central theoretical framework for analyzing the
topic of linguistic imperialism and English dominance; tracing the historical roots of English as a global lingua
franca, besides exploring its persistent spread through globalization mechanisms. For that purpose, a qualitative
textual analysis is used to describe linguistic imperialism and its dominance in the globalized world, in order to
examine the historical, educational, and economical factors that have led to the spread of English around the world.
Furthermore, it explores the historical roots and development of linguistic imperialism, particularly in the context of
colonialism and post-colonialism. The study also sheds light on efforts to preserve linguistic diversity in the face of
English dominance and the importance of language preservation for cultural heritage. By examining instances of
linguistic resistance and the promotion of bilingualism and multilingualism as alternatives, this paper offers insights
into strategies for justifying the adverse effects of linguistic imperialism. Finally, the study speculates on the future
path of English as a global language, considering the potential impact of rising languages such as Mandarin. This
research enriches the academic discourse on linguistic imperialism and its sociolinguistic consequences, offering a
comprehensive examination of historical, contemporary, and future aspects of this complex phenomenon.
Language RevitalizationMohican Clan Mother httpswww.youtub.docxssuser47f0be
Language Revitalization
Mohican Clan Mother:
https://www.youtube.com/watch?v=O3hl7DAEkV0
Menominee Revitalization:
https://www.youtube.com/watch?v=bcLPCe1t7fE
Ojibwe Language School:
https://www.youtube.com/watch?v=2SPbzwUnmoo
Ho Chunk Language Apprentice:
https://www.youtube.com/watch?v=U2fet9FhN9U
I. Language revitalization efforts raise a lot of questions about the
nature of language
, the relationship of particular languages to its speech community, and the
links between language and culture
that we discussed at the beginning of class (e.g. around Sapir-Whorf).
A. The
stakes
of language endangerment change depending on how we think about language, culture and linguistic diversity.
1.
Many peoples facing language shift think of language in similar terms: as having a strong, inherent or
essentialized
link to culture & identity.
2.
Might imagine a stronger link than academic linguists and anthropologists would agree with.
B. Given what we’ve learned about questions of culture and identity in class- that
culture is changing
, that
identity is complex and a matter of negotiation
, not of static, essential categories, we should expect that the questions raised by language endangerment and revitalization movements would be
more complex
.
C. Patrick discusses both strategic benefits and the dangers of assuming an essential link between language, culture and identity.
II. Today, thinking about
politics of revitalization movements
.
Using
Canada
as a case study:
A.
A country with an explicit commitment to
multiculturalism;
recognition of cultural diversity and the rights of people to maintain and practice their culture; and support for the maintenance of cultural heritage (including linguistic heritage).
B.
Also a country that has two official languages, English and French, as well as a multitude of indigenous languages belonging to First Nations and other native peoples (and of course many immigrant languages).
C.
Compare politics of language protection/revitalization b/w
French and aboriginal languages
.
III. French is recognized as an
official language
, however it is a minority language in the country as a whole and outside of Quebec.
A. In Quebec French is the dominant/majority language, is used alongside English in public signs, information, publications– all according to official state policy.
1. Bilingual education system is asymmetrical: French-dominant schools are bilingual (French is primary medium but English also taught), English-dominant schools offer French only as an optional “foreign language,”
2. In general French speakers are bilingual, English speakers monolingual.
3. Some French-sp. communities, esp. minorities outside Quebec, find themselves under pressure to use English at the expense of French.
B. The situation is complicated for some communities by the fact that there is
more than one variety of French
:
C.
Boudreau and Dubois
write about the town of Clare in an area called
Acadia
in ...
Exercising Eco-Linguistic Approach in Teaching English: Proposed Conventions for TESOL/TEFL Pedagogy
Dr. Elena Shelestyuk, Chelyabinsk State University, Russia
The linguistic ecology approach to teaching a language entails the preservation of linguistic and cultural diversity. To be legitimized as an international auxiliary language (IAL) for world communication, English should …
@@@@@@@@@@@@@@@@
Call for Papers/Ahwaz Conference
Academics and university lecturers are cordially invited to present their research in English, Arabic or Persian:
The Fourth Annual International Conference on Languages, Linguistics, Translation and Literature
Ahwaz, Iran
1-2 February 2020
For more information, please visit the conference website:
WWW.LLLD.IR
Intercultural Communication by Claire KramschParth Bhatt
Intercultural or cross-cultural communication is an interdisciplinary field of research that studies
how people understand each other across group boundaries of various sorts: national, geographical,
ethnic, occupational, class or gender. In the United States it has traditionally been related
to the behavioural sciences, psychology and professional business training; in Europe it is mostly
associated with anthropology and the language sciences. Researchers generally view intercultural
communication as a problem created by differences in behaviours and world views among people
who speak different languages and who belong to different cultures. However, these problems may
not be very different from those encountered in communication among people who share the same
national language and culture.
Вебинар посвящен одной из важных проблем в рамках компетентностной парадигмы обучения лингвистов и переводчиков:
В программе вебинара:
выбор современных учебных материалов, обеспечивающих формирование всего комплекса общих и специальных компетенций;
методические возможности включения политического дискурса - публичных выступлений лидеров Великобритании и США - в учебный процесс иллюстрирует спецкурс "Англоязычный политический дискурс" для студентов 4 курса факультета иностранных языков ПГСГА;
материалы курса, построенного на сопоставлении британского и американского политического дискурса, позволяют решать задачи формирования целого ряда компетенций на основе анализа связи языка и культуры, специфики дискурсивных практик двух стран."
Для просмотра видео нужно перейти по ссылке: http://www.youtube.com/watch?v=tLYeiJCZDaE
Most of the business schools globally follow the American model. To be specific, the HBS model. The following questions need critical evaluation.
What mindset is created by the business curriculum?
The relevance of the curriculum to different cultures.
Is the research model relevant to all cultures?
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
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In an increasingly globalized world, the dominance of the English language has profound sociolinguistic
consequences that spread through various aspects of society, culture, and identity. The current study explores
Robert Phillipson’s concept of linguistic imperialism (1992), as the central theoretical framework for analyzing the
topic of linguistic imperialism and English dominance; tracing the historical roots of English as a global lingua
franca, besides exploring its persistent spread through globalization mechanisms. For that purpose, a qualitative
textual analysis is used to describe linguistic imperialism and its dominance in the globalized world, in order to
examine the historical, educational, and economical factors that have led to the spread of English around the world.
Furthermore, it explores the historical roots and development of linguistic imperialism, particularly in the context of
colonialism and post-colonialism. The study also sheds light on efforts to preserve linguistic diversity in the face of
English dominance and the importance of language preservation for cultural heritage. By examining instances of
linguistic resistance and the promotion of bilingualism and multilingualism as alternatives, this paper offers insights
into strategies for justifying the adverse effects of linguistic imperialism. Finally, the study speculates on the future
path of English as a global language, considering the potential impact of rising languages such as Mandarin. This
research enriches the academic discourse on linguistic imperialism and its sociolinguistic consequences, offering a
comprehensive examination of historical, contemporary, and future aspects of this complex phenomenon.
Language RevitalizationMohican Clan Mother httpswww.youtub.docxssuser47f0be
Language Revitalization
Mohican Clan Mother:
https://www.youtube.com/watch?v=O3hl7DAEkV0
Menominee Revitalization:
https://www.youtube.com/watch?v=bcLPCe1t7fE
Ojibwe Language School:
https://www.youtube.com/watch?v=2SPbzwUnmoo
Ho Chunk Language Apprentice:
https://www.youtube.com/watch?v=U2fet9FhN9U
I. Language revitalization efforts raise a lot of questions about the
nature of language
, the relationship of particular languages to its speech community, and the
links between language and culture
that we discussed at the beginning of class (e.g. around Sapir-Whorf).
A. The
stakes
of language endangerment change depending on how we think about language, culture and linguistic diversity.
1.
Many peoples facing language shift think of language in similar terms: as having a strong, inherent or
essentialized
link to culture & identity.
2.
Might imagine a stronger link than academic linguists and anthropologists would agree with.
B. Given what we’ve learned about questions of culture and identity in class- that
culture is changing
, that
identity is complex and a matter of negotiation
, not of static, essential categories, we should expect that the questions raised by language endangerment and revitalization movements would be
more complex
.
C. Patrick discusses both strategic benefits and the dangers of assuming an essential link between language, culture and identity.
II. Today, thinking about
politics of revitalization movements
.
Using
Canada
as a case study:
A.
A country with an explicit commitment to
multiculturalism;
recognition of cultural diversity and the rights of people to maintain and practice their culture; and support for the maintenance of cultural heritage (including linguistic heritage).
B.
Also a country that has two official languages, English and French, as well as a multitude of indigenous languages belonging to First Nations and other native peoples (and of course many immigrant languages).
C.
Compare politics of language protection/revitalization b/w
French and aboriginal languages
.
III. French is recognized as an
official language
, however it is a minority language in the country as a whole and outside of Quebec.
A. In Quebec French is the dominant/majority language, is used alongside English in public signs, information, publications– all according to official state policy.
1. Bilingual education system is asymmetrical: French-dominant schools are bilingual (French is primary medium but English also taught), English-dominant schools offer French only as an optional “foreign language,”
2. In general French speakers are bilingual, English speakers monolingual.
3. Some French-sp. communities, esp. minorities outside Quebec, find themselves under pressure to use English at the expense of French.
B. The situation is complicated for some communities by the fact that there is
more than one variety of French
:
C.
Boudreau and Dubois
write about the town of Clare in an area called
Acadia
in ...
Exercising Eco-Linguistic Approach in Teaching English: Proposed Conventions for TESOL/TEFL Pedagogy
Dr. Elena Shelestyuk, Chelyabinsk State University, Russia
The linguistic ecology approach to teaching a language entails the preservation of linguistic and cultural diversity. To be legitimized as an international auxiliary language (IAL) for world communication, English should …
@@@@@@@@@@@@@@@@
Call for Papers/Ahwaz Conference
Academics and university lecturers are cordially invited to present their research in English, Arabic or Persian:
The Fourth Annual International Conference on Languages, Linguistics, Translation and Literature
Ahwaz, Iran
1-2 February 2020
For more information, please visit the conference website:
WWW.LLLD.IR
Intercultural Communication by Claire KramschParth Bhatt
Intercultural or cross-cultural communication is an interdisciplinary field of research that studies
how people understand each other across group boundaries of various sorts: national, geographical,
ethnic, occupational, class or gender. In the United States it has traditionally been related
to the behavioural sciences, psychology and professional business training; in Europe it is mostly
associated with anthropology and the language sciences. Researchers generally view intercultural
communication as a problem created by differences in behaviours and world views among people
who speak different languages and who belong to different cultures. However, these problems may
not be very different from those encountered in communication among people who share the same
national language and culture.
Вебинар посвящен одной из важных проблем в рамках компетентностной парадигмы обучения лингвистов и переводчиков:
В программе вебинара:
выбор современных учебных материалов, обеспечивающих формирование всего комплекса общих и специальных компетенций;
методические возможности включения политического дискурса - публичных выступлений лидеров Великобритании и США - в учебный процесс иллюстрирует спецкурс "Англоязычный политический дискурс" для студентов 4 курса факультета иностранных языков ПГСГА;
материалы курса, построенного на сопоставлении британского и американского политического дискурса, позволяют решать задачи формирования целого ряда компетенций на основе анализа связи языка и культуры, специфики дискурсивных практик двух стран."
Для просмотра видео нужно перейти по ссылке: http://www.youtube.com/watch?v=tLYeiJCZDaE
Most of the business schools globally follow the American model. To be specific, the HBS model. The following questions need critical evaluation.
What mindset is created by the business curriculum?
The relevance of the curriculum to different cultures.
Is the research model relevant to all cultures?
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
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The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
Layer 1 (p. 470)
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Exercise 9.7a: Imaging—Aortic Arch
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Exercise 9.7b: Imaging—Aortic Arch
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
Layer 2 (pp. 474-475)
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
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For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Sustaining Linguistic Diversity within the Global Cultural Eco.docx
1. Sustaining Linguistic Diversity within the Global Cultural
Economy: Issues of Language
Rights and Linguistic Possibilities
Author(s): Naz Rassool
Source: Comparative Education, Vol. 40, No. 2, Special Issue
(28): Postcolonialism and
Comparative Education (May, 2004), pp. 199-214
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/4134649 .
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200 N. Rassool
fluid, multidimensional, multifaceted and self-defining, and
contrasts sharply with
the essentialist discourses of race/gender/nation/culture that
traditionally have un-
derpinned common conceptions of ethnic minority identity
within the metropolitan
nation-state.
Such rigid notions of cultural identity have historical roots in
the universalistic
discourse of colonialism grounded in the Eurocentric norms of
the 'Mother Coun-
3. try'. Within this paradigm peoples subordinated to the
colonizing power were
invariably reduced to one-dimensional cultural/ethnic/national
stereotypes, their
identities seen as mutable only in terms of their desire to
approximate the 'superior'
standards of metropolitan culture-its preferred ways of being,
its ways of seeing, its
ways of knowing. Historically the imposition of the colonial
language has played a
major part in shaping this hegemony. Writing about the colonial
Afro-Caribbean
experience, Cliff (1985) states that
one of the effects of assimilation, indoctrination, passing into
the anglocentrism of the
British West Indian culture is that you believe(d) absolutely in
the hegemony of the
King's English and in the form in which it is meant to be
expressed. (pp. 12-13)
Writing about black representation Hall (1993) similarly
highlights the power of
colonial cultural hegemony in his argument that 'not only were
we constructed as
different and other within the categories of knowledge of the
West by those regimes.
They had the power to make us see and experience ourselves as
"Other"' (p. 394).
Thus the subordinated 'Self became 'naturalized' in discourses
of 'Otherness'
structured along linear binaries of civilized/barbaric,
knowledge/ignorance, black/
white, developed/under-developed cultures; unbridgeable
divides. Within and
through these discourses of 'Otherness' the languages, cultures
4. and social experi-
ences of colonial peoples were marginalized, their voices
silenced and rendered
powerless.
However, the view that the suppression of colonized identities
was entirely
successful at individual/group level is a much-contested issue
amongst postcolonial
theorists (Suleri, 1992; Spivak, 1993). Such arguments, these
writers stress, do not
take account of agency. There were many ways in which the
dominant colonial
paradigm was challenged, for example, where identity
construction intersects with
the different ways in which colonial languages were used by
different groups of
subjugated people within the colonial context. This includes,
inter alia, the concept
of different 'Englishes' that evolved within various colonial
contexts (see the work of
Braj Kachru, 1984), Creolized language varieties-or in neo-
colonial contexts such
as Apartheid South Africa where the adoption of English, the
previous colonial
language, became a powerful symbolic tool in the struggle
against Apartheid hege-
mony. Canagarajah (2000) regards such actions as:
... strategies by which the marginals detach themselves from the
ideologies of the
powerful, retain a measure of critical thinking, and gain some
sense of control over their
life in an oppressive situation ... (p. 22)
5. Sustaining linguistic diversity 201
In the case of Apartheid South Africa, whilst they could not
change the basis of their
oppression, these actions were nevertheless, 'sufficient to
nurture oppositional
discourses and ideologies' (Canagarajah, 2000, p. 122).
Meanings then always exist
in tension and are subject to change through human action.
Focusing on ethnic minority language relations within England
and Wales, in the
rest of this paper I want to explore the dual meanings that have
surrounded the
maintenance of ethno-linguistic identities during different
historical epochs, with a
particular emphasis on current changes taking place within the
global cultural
economy. The latter refers to the complex global interplay
between economy,
culture and politics, and the power relations in which they are
constituted.
Postcolonial realities: transmigratory communities
Transferred to the post-colonial 'Motherland', transmigratory
groups from former
colonies and their languages and cultures have been, similarly,
constructed as
'Other'-the 'alien wedge within' (Hall, 1983). In Britain ethno-
linguistic and
dialect differences amongst immigrant groups were to become
6. key factors against
which common conceptions of British 'nationhood' were defined
during the period
of mass transmigration in the 1950s and 1960s. Within a context
in which English
as the national language represented the preferred language of
teaching and learning,
ethnic minority languages were seen in terms of levels of
deficit. Positioned at the
centre of a largely exclusionary educational discourse at the
time, the languages of
immigrant children, notably the dialects spoken by Afro-
Caribbean pupils (then
commonly referred to as 'West Indians'), and the lack of fluency
in English amongst
pupils from South Asia were seen as impeding educational
progress. Concerns about
underachievement, especially amongst children of Afro-
Caribbean origin, were
based on notions of communication failure in classrooms. 'West
Indian' Creole was
seen as the cause of problems of listening, interpreting and later
reading and writing.
Representations thus focused on the inherent 'inferiority' of
minority languages,
provided a pedagogical rationale for the imperative to learn
Standard English, and
intensive English as a Second Language (ESL) programmes
were put in place to
facilitate fluency in English. The assumption was that as they
became proficient in
English, black immigrant pupils would develop an English
identity and lose motiv-
ation to maintain contact with their own languages and cultures.
7. The formation of
cultural identity within this framework was seen as constituting
a one-way, top-down
process of change positioning immigrant pupils as passive
consumers of English
language and culture. It was envisaged therefore that language
shift would inevitably
take place within one generation.
Although the principles of cultural pluralism were advanced
later in the discussion
on multicultural education (Swann Report-DES, 1985), language
in education
policy retained its focus on a transitional model of bilingualism
grounded in
assimilationist ideology. In other words, although lip service
was paid to the
principles of integration and cultural pluralism, the practice
remained the same.
202 N. Rassool
Creating language possibilities
And yet, as was the case with colonial hegemony, these
meanings did not translate
unchallenged into practice. In other words, although emphasis
was on cultural
assimilation, it did not mean that language maintenance
amongst immigrant groups
did not take place either informally, or within more formal
contexts such as schools.
8. Despite the absence of national policy direction and guidelines
for practice, some
inner-city schools, supported by their Local Education
Authorities (LEAs) during
the early to mid-1980s, engaged in a process of self-defined
change towards
pursuing an additive bilingual education agenda within their
schools. Supported by
funding received under Section 11 of the 1966 United Kingdom
Local Government
Act for the education of immigrant children some LEAs, notably
the Inner London
Education Authority (ILEA), and several outer London
Boroughs such as Newham
and Waltham Forest, had developed a two-tier system of in-
class support provision
for pupils learning ESL. These LEAs also instituted specialist
teams to provide
'mother-tongue' teaching support in schools, and, in addition,
also incorporated
languages such as Bengali, Urdu, Panjabi and Greek into the
mainstream Modern
Languages curriculum (see Rassool, 1995, 1997). It became
evident that as their
languages were seen to be valued in schools, children from
ethno-linguistic minority
groups gradually became confident about using their languages
amongst one another
within both the classroom and playground (Rassool, 1995).
Counter discourses and re-definitions
However, there is always a tension between informal, self-
empowering, bottom-up
approaches and power/knowledge discourses that reside in
formal contexts. Educa-
9. tional struggles around the issue of the language rights and
educational entitlements
of ethnic minority groups ultimately became discredited in the
vociferous attack
launched against multiculturalism by neo-conservative think-
tanks such as the
Centre for Policy Studies, the Hill Gate Group and the Salisbury
Review during the
late 1980s. In a polemic called English, whose English?
emphasizing the need to
teach children 'correct' English (Marenbon, 1987)
multilingualism was seen as
posing a threat to the national interest. Existing school and LEA
initiatives were
undermined formally by the Education Reform Act (DfES,
1988), which introduced
a highly regulated National Curriculum that gave pre-eminence
to English. During
the next five years funding for teachers employed by LEAs
under Section 11 of the
Local Government Act 1966 to support the language needs of
immigrant children,
was restructured and ultimately withdrawn. As a result, formal
possibilities for
sustaining language maintenance amongst immigrant pupils in
schools were cur-
tailed.
In 1998 the Ethnic Minority Achievement Grant (EMAG)
replaced Section 11
funding. EMAG is allocated to LEAs on a formula basis as part
of the wider
Standards Fund. The grant thus is aimed at raising the standards
10. of school-based
Sustaining linguistic diversity 203
achievement of ethnic minority pupils, especially those whose
first language is not
English. It is argued that EMAG:
gives LEAs a central strategic role in providing specific support
and advice to secure
provision for EAL pupils and in raising standards of
achievement for minority ethnic
groups including accountability for the use of the grant; in-
service training, peripatetic
support to schools; and intervention if necessary. (DfES,
http://dfes.gov.uk/read-
writeplus/EMAG2)
Accordingly many local education authorities are allocating a
major percentage of
this money to supporting the cost of employing teachers and
bilingual classroom
attendants to teach English as an additional language (EAL) in
schools. Of
significance to our discussion here is that despite good practice
including bilingual
support in some LEAs (see Tikly et al. in DfES 2002; Ofsted,
2002), the general
emphasis on raising standards in education effectively means
that an English as a
Second Language approach to facilitate access to the National
Curriculum would be
a priority for schools under pressure to achieve their set
educational attainment
11. targets. Thus the grant ultimately sustains a monolingual
educational policy.
This contrasts, for example, with education in South Africa
where as a means of
redress the post-Apartheid government has opted for 11 official
languages (nine
African, English and Afrikaans) with each province choosing its
own official lan-
guages suited to its population/linguistic groupings (Department
of Education
(South Africa), 1997). Placing emphasis on reinstating
previously subjugated lan-
guages, the government has extended powers to school
governing bodies 'to deter-
mine the language policy of the school' subject to the
Constitution, the South
African Schools Act (Department of Education (South Africa),
1996) and provincial
law. Multilingualism therefore is a central element in the
implementation of educa-
tional policy within that country.
Globalization and shifting cultural and linguistic landscapes
The continued monolingual and ethnocentric approach in
education in the UK
seems to be somewhat problematic if we take account of the
complex technological,
social, cultural and economic changes that have taken place
within the global terrain
in recent years. Dynamic financial, information and cultural
flows facilitated by
microelectronics technology define an increasingly interactive
global arena. The
complex ways in which computer-based interaction such as
12. email and the Internet,
as well as mass communication practices, intersect with our
everyday lives highlight
the centrality of language to, amongst others, individual
functional capability,
identity formation, meaning production and cultural
development within, at least
metaphorically, the 'borderless' modemrn world. Within the
labour market, the
outsourcing of core 'knowledge' workers across countries and
continents has created
ever-changing worker demographies. Alongside this, the
development of the global
tourist industry has resulted in unprecedented high levels of
leisure travel largely
amongst people from the affluent West. Collectively, these
developments support
204 N. Rassool
increased demand for high levels of functional multilingual
skills as well as intercul-
tural communication skills, and a diverse range of sophisticated
knowledge compe-
tences (Rassool, 1999). As can be seen below, they also offer a
range of cultural
choices and possibilities, and create new language
opportunities.
Multilingualism as cultural capital
Within the metropolitan world this dynamic flow of people
contains potential for the
development of a laissez faire cosmopolitanism in which the
13. adoption of a multilin-
gual repertoire suited to specific contexts and purposes plays a
central role in
shaping the concept of the global 'citizen'. Within a
commodified leisure culture
multilingualism represents a strategic lifestyle choice for the
unbounded global
tourist (Rassool, 2000). For multi-skilled international 'core'
workers, being multi-
lingual in the languages of trade, industry and business is seen
as a necessary
pre-requisite to successful competition within the ever-shifting
markets globally.
This means that although they may rely on English as lingua
franca for interaction
within the international terrain, 'core' workers also need to have
a working knowl-
edge of local languages, appropriate discourse styles as well as
an informed cultural
knowledge base to facilitate effective intercultural
communication. Multilingualism
located within this organic global context clearly represents
important cultural
capital, that is to say, the range of linguistic skills, discourse
styles, and discursive
knowledges that people must have in order to function
effectively as workers and
consumers within the global cultural economy. These factors
support the view that
language lies at the heart of the technological development
paradigm (Rassool,
1999).
Transmigratory peoples and language problems
The past two decades have also witnessed unprecedented levels
14. of mass trans-
migration in consequence to civil wars, increased levels of
poverty, and political
destabilization within nation states, predominantly within the
'transitional' and
'developing' worlds. Within the present epoch these shifting
groups of people
regarded as constituting the 'peripheral peoples', the 'neo-
nomads' or the 'social
pariahs' (Arendt, 1978) within the postcolonial metropolitan
nation state, raise the
potential for social disequilibrium with its inherent threat to
social stability. In
contrast to the free flow of human capital and international
leisure tourists outlined
above, globalization in this construction is marked by social
displacement, social
fragmentation and seemingly irreconcilable differences, and
thus it is fraught with
tension. This lends credence to the view that the globalization
discourse is consti-
tuted in contradictions favouring inclusion and choice for some,
whilst for other, less
powerful groups, it serves to intensify uncertainties, and
reinforce inequalities.
How we theorize the experiences of these groups of socially
displaced people is
important in terms of the view that we present of them. There is
a risk in
representing them as victims caught in a maelstrom of
circumstance. My argument
Sustaining linguistic diversity 205
15. therefore is that whilst the cultural and political rights of ethno-
linguistic minority
groups remain a central principle in the struggle for human
rights and social justice,
we need to take care not to adopt, unproblematically, the
metaphor of transmigra-
tory groups as marginals. Situating them as docile subjects we
objectify them, and
reify their experiences-creating thus a hegemony of 'Otherness'.
In practice, as we
could see in the discussion above, and again in the case study
below, the rigid
meanings constructed historically around ethno-linguistic
minority groups in domi-
nant discourses, do not always exist unchallenged. Counter-
discourses and counter-
hegemonic practices invariably emerge as people engage
critically with issues within
their daily lives. In other words, there is a dialectical process in
which individuals
and social groups engage critically with historical discourses,
constructed social
meanings and power institutions, not only to challenge
sociocultural/political pro-
cesses of domination but also to re-define their experiences,
expectations and
aspirations within everyday life and, ultimately, their position
within society.
What I am arguing then is that whilst issues related to
'peripheral peoples' within
the nation-state largely remain unresolved in policy terms,
changes are already
taking place within the life of society. In the next section, the
argument that
16. transmigratory peoples are engaged in a process of self-
definition2 and self-
identification, born out of the need to belong, will be explored
in the linguistic
narratives of pupils belonging to second generation settler, and
migrant communi-
ties.
Questions of policy and practice
In the absence of policies in education to support the
maintenance of ethnic
minority languages, there is a series of questions to be answered
related to levels of
language maintenance and identity formation amongst pupils
from ethnic minority
groups. For example, within an educational context that does
not support the
maintenance of ethnic minority languages, why do some
children from transmigra-
tory groups and not others maintain their first languages? What
are the structures in
school, culture and society that have enabled this to take place?
What has been the
impact on the shaping of pupils' cultural identity? What value
do they attach to their
own languages? How, when and where do they use their
languages? How, when and
where do they use English? What value do they attach to being
fluent in English?
How do they identify culturally in relation to the society in
which they live? What
categories of language use and identity classification related to
ethno-linguistic
minority groups prevail in contemporary British society?
17. The pupils
The 12-14-year-olds who participated in the research are from
six comprehensive
schools within inner city and suburban areas in South-east
England. Each school,
historically, has had large intakes of children from different
parts of the world whose
parents have either settled here, or who hope to find asylum in
their flight from
206 N. Rassool
tyrannical regimes, poverty, and/or ethnic conflict. Seeking to
address some of the
questions raised above, the data discussed here derive from 360
survey question-
naires sent to the case-study schools as the first stage of the
research project. The
aim is first to obtain a general view of the range of linguistic
diversity in schools, and
how young people interpret and engage with their linguistic
heritage. The second
stage (still ongoing) involves a series of discussions with a self-
selected group of
pupils in each of the schools. This would enable some of the
complexities that
currently surround the shaping of the ethno-linguistic identities
within some British
schools to be explored. An underlying motif is the view that
issues of identity and
belonging are ever evolving processes characterized by complex
negotiations be-
tween past lives and present realities. Bhabha (1994) describes
18. the dialogical nature
of this process of self-definition:
living on the borderlines of the 'present' (....) we find ourselves
in the moment of
transit where space and time cross to produce complex figures
of difference and
identity, past and present, inside and outside, inclusion and
exclusion ... (p. 1)
As can be seen below, this research provides evidence of rich
cultural and linguistic
tapestries interwoven with complex histories grounded in
colonialism, multiple
transmigrations, postcolonial immigrant and migratory
settlement.
Multilingual realities and multi-identities
The range of first languages spoken in the case-study schools
includes Somali, Urdu,
Gujerati, Panjabi, Tamil, Swahili, Zimbabwean, Chichewa,
Bengali, Croatian, Farsi,
Hindi, Dutch, Yoruba, and Jamaican English. All of these pupils
were functionally
bilingual which means that they were able to communicate in
both their 'mother
tongues' and in English. Six classified themselves as
monolingual English speakers.
Of these, four were born in the UK of Panjabi speaking
families, one was born in
Grenada, and the other, in Jamaica. Table 1 shows the range of
languages spoken
including those speakers who were bilingual or multilingual
from birth.
19. First generation multilingual speakers include children of
refugees or migrants
who have arrived in the UK during the past ten years from
countries such as India,
Zimbabwe, Kenya, Sri Lanka, Somalia, Pakistan, Croatia,
Nigeria and Afghanistan.
Second generation multilingual speakers are those whose
parents settled in the UK
during the 1950s, 60s and 70s. Amongst all three groups there
are families who have
transmigrated across more than one country and/or continent
and therefore include
both recent arrivals and settled groups. The range of countries
across which multiple
transmigration took place is provided in Table 2.
Of these, a pupil who registered Dutch as her first language (she
refers to it as her
'mother tongue') was born in Holland to Indian parents who are
Tamil speakers.
Having family who had transmigrated from India to Germany,
means that she also
has learned to speak some German in order to communicate with
her cousins when
they visit, and vice versa.
Sustaining linguistic diversity 207
Table 1. Multilingual realities in inner city schools
Multi/bilingual First Multi/bilingual Second
20. Generation Generation Multi/Bilingual from Birth
Panjabi/ Hindi/English Urdu/English/Hindi/Panjabi
Panjabi/English
Somali/Finnish/English Urdu/Panjabi/English Urdu/English
Tamil/English Urdu/English Tamil/English
Zimbabwean/English Gujerati/Hindi/English
Urdu/Panjabi/English
Urdu/Panjabi/English Bengali/Arabic/English
Urdu/Hindi/Panjabi/English Gujerati/English
Croatian/Hungarian/English Gujerati/Urdu/English
Dutch/German/Tamil/English Gujerati/Panjabi/English
Panjabi/Farsi/Hindi/English Gujerati/Panjabi/Urdu/English
Urdu/Farsi/English Tamil/English
Gujerati/English Panjabi/Hindi/Urdu
Somali/Arabic/English Panjabi/Hindi/English
Urdu/Arabic/English Yoruba/English
Moreover, as a result of their complex transmigratory
experiences many parents
have rich linguistic repertoires to which their children are
exposed. For example, the
language repertoire of the family who transmigrated from
Nigeria includes a variety
of local languages such as Moyo Oni, Tolu Oni, Titi Oni,
Yoruba and English.
Similarly, one of the pupils who is multilingual in Gujerati,
Urdu and English has
parents who also speak Swahili. Another family speaks Hindi,
Swahili, English, and
Italian, whilst yet another has parents who speak Sindi,
Gujerati, Bengali, Urdu and
English. The parents of the eastern European language users in
the sample have a
repertoire that includes Croatian, Russian, Hungarian, German
and English.
21. These linguistic repertoires show evidence of vibrant cultural
experiences across
time and space; they contain memory traces of past migrations,
colonialism and, in
many instances, also reflect the multilingual ethos of the
societies from which they
had transmigrated. These linguistic narratives problematize the
notions of a fixed
'homeland' and 'belonging', inserting not only 'provisionality'
but also uncertainty,
and 'temporary-ness' into the construction and ongoing
maintenance of their
cultural identities. One of the pupils interviewed expressed it
thus:
Table 2. Multiple transmigrations
* Somalia-Finland-England (Languages: Somali, Finnish,
English)
* Somalia-Saudi Arabia-England (Languages: Somali, English)
* Somalia-Saudi Arabia-South Africa-England (Languages:
Somali, English)
* India-Canada-England (Languages: English, Panjabi)
* India-Kenya-England (Languages: Gujerati, Swahili, English)
* India-Holland-England (Languages: Dutch, Tamil, German,
English)
* India-Malawi-England (Languages: Urdu, Chichewa, English)
* Pakistan-Iran-England (Languages: Urdu, Panjabi, Farsi,
English)
208 N. Rassool
I've not lived in one country for more than a few years ... maybe
22. this time we'll stay but
I don't know. I don't remember my country, I was born in
Germany, but my parents
came from Somalia. We left Germany before I was two years
old so I can't speak
German. I can speak Somali because my parents speak to me ...
but I cannot read and
write it. My parents talk a lot about home but for me Somalia is
very far away, I can
only imagine it when I listen to my parents talk about it ... when
I look at the family
photographs. For me home is where I am ... I have lived here
now for 12 years and I
think of London as my home ... I have to ... I live here. I'd like
to visit Somalia one
day ...
Another stated that:
I wish that we didn't have to leave my country, I now feel
strange when we go there
for holiday. I think different to them ... and I don't always
understand what they say,
they speak different to me although we speak the same
language.
Yet another stated that:
Sometimes I feel just so sad that we cannot go home ... but then
again I remember
what it was like before we left. I lost many people in my family.
But I'd like to keep
my language and my culture ... it is who I am.
There is a sense here of ineffable loss of cultural belonging, of
an irretrievable past,
23. and a future defined by fissured identities. And yet, it also
speaks of pragmatic
choices and reconciliation with their present situation. It also
provides insight into
the dynamic nature of change; that languages change over time
incorporating
vocabulary and meanings within the various sociocultural
contexts that they are
used.
Most of the pupils who are biliterate in their first language and
English were
relatively new arrivals who had attended schools in their
country of origin. Others
were born in a second country where they had attended school
for a number of years
and therefore were fluent in the languages of these countries.
Second generation
biliterates in the sample, on the whole, had benefited from
having their languages
taught as part of the Modern Languages curriculum. Languages
such as Urdu and
Arabic received literacy support mainly in their places of
worship and community
clubs. In the case of Arabic, although pupils were able to read
and write the
language, they could not understand it. Somali, Croatian,
Bengali, Tamil, Farsi,
Gujerati received no literacy support and are used mainly in
informal family and
community contexts. One of the respondents bemoaned the loss
of his 'mother
tongue' stating that:
24. My family speak Tamil. Although I spoke it when I was small,
I've lost it now and want
to speak to my family and friends in India on the phone, or
when I visit them.
Another stated that:
I want to learn to speak Chichewa so that I can communicate
with my Dad's side of
the family. If I don't I will never get to know them properly, I'll
always be different.
There is therefore evidence of language shift having taken place
amongst certain
groups, mainly where their languages are not supported within
the communities
Sustaining linguistic diversity 209
where they live, or in school as is the case with Panjabi and
Urdu. This pupil's
comment though tells a more complex story in which her
father's parents/grandpar-
ents had transmigrated to Malawi from India-and within this
family some degree
of language shift had already taken place in that context-hence
the desire to learn
to speak Chichewa.
Most of them attached great importance to their first language,
which
many referred to as 'my mother tongue', citing the 'need to
preserve my cultural
25. identity', 'to communicate with my family', 'to take part in my
religion' as significant
factors. This was particularly evident in the responses from
second-generation
settled groups. Some of them expressed the wish to learn other
ethnic minority
languages so that they would be able to communicate better
with their friends. For
example, an Urdu speaker stated that 'I want to learn Bengali
because I've got lots
of friends who speak it'. Another, a Panjabi speaker of mixed
cultural heritage, said
that 'I'd like to learn Portuguese so that I can communicate with
my grandparents.
Urdu to communicate with the guy of my dreams!' A Farsi
speaker from
Afghanistan who has been in the country for three and a half
years stated that he
would like to learn German because he has relatives living in
Germany and would
like to understand them when they come and visit. A Gujerati
speaker aspired to
learning 'Italian and Spanish or any other different languages,
you can find pen-pals
on the Internet'.
These linguistic narratives speak of diasporic identities that
have not developed in
a 'straight unbroken line, from one fixed origin; ... they are
marked by discontinuity,
differences and social displacement' (Hall, 1993, pp. 394-395).
They also speak of
adaptation and accommodation of different languages and
cultures within their
communities. They aspire to being able to communicate
effectively with one another
26. across communities, speaking one another's languages. Here
then we have evolving
language repertoires having a vitality and expressiveness that
contrasts sharply with
the dominant assimilationist ideology and the unproblematic
acceptance of language
shift taking place within one generation.
How does this vitality relate to English as the national language
as well as its status
as a world language? When asked about the significance that
they attached to
English, and where, when and how they used the language, all
of them accepted its
importance to everyday communication needs within society. In
particular they
recognized its importance in terms of their future job prospects
as well as the
opportunity that English as an international language offers
them to communicate
across cultures. All of them attached great importance to the
means that English
provides them in accessing knowledge about the world. One
stated that 'most of the
things on the Internet are in English, and most books are in
English so it's good to
know it well'. Another expressed the view that:
Well, my language is very important to me because it is a part
of who I am. But you've
also got to know English very well in today's world ... to get a
good job, get pro-
motion ... and fit in better. If you don't know English today
you'll have a hard time
getting ahead.
27. 210 N. Rassool
When asked about the value of English literature and culture
and the importance of
learning these in school, one respondent stated that:
Yeah, I know it's important to know these things to pass your
exams, and I quite like
to learn about it too. It's nice to know about the place where you
live ... its history and
that ... But I also have my own culture and I'm OK about that ...
I take a bit of theirs
and a bit of mine ...
This pupil's perspective provides an example of self-defined
cultural hybridity
articulated as a source of strength, highlighting an awareness of
the need to adapt,
whilst retaining important aspects of their own cultures. At the
same time it also
suggests a process of engagement, at least at the level of the
subconscious, with
cultural differences-and translating them into a new synthesis-
accepting both
cultures as important resources for living. Another pupil
interviewed stated that:
My friends say I speak 'posh' English. I know I have to be able
to communicate well
in English, if I want a good job, so I don't really care what they
say ... I was born here
and English is also like my own language ... it is as much part
of me as (is) my own
language.
28. When asked whether, when, where and why they code-switched
many of the pupils
responded that they tend to do this when they're with their
family and friends, and
especially when they were excited talking about something-but
never outside their
communities. Some stated that they code-switched all the time
in their families; one
stated that she did it 'when I don't know a word in English or
Bengali'. Some used
their languages also as a means of excluding those who could
not speak their
languages, from parts of their conversation. For example, 'when
I don't want some
of my mates to know what I'm saying'; 'when I'm gossiping'.
Some stated that they
use their languages amongst themselves 'when we're mucking
about ... the teachers
get very mad because they can't understand what we're saying. I
know it's rude but
we're just mucking about really'. They therefore use their
languages also as a
screening out device; a means of creating 'Otherness', and as
can be seen in the last
example, also as a form of 'talking back' (hooks, 1989) to
undermine the authority
of class teachers.
Whilst they acknowledged the importance of English in their
language repertoire,
most of them spent much of their time communicating in the
languages used in their
homes and communities. Most of them also learnt French or
Spanish in school as
part of the Modern Language curriculum and, in particular,
29. attached a high level of
importance to French as an international language. Some also
expressed the am-
bition to learn to communicate in Italian, Chinese and Japanese
'because it would
be important to get jobs abroad'. Others stated that they would
learn the language
of any country in which they lived.
Conclusion
The picture that is emerging thus far in the research is that
multilingualism is an
integral part of the communities in which these pupils live, and
their parents work.
Sustaining linguistic diversity 211
In this sense we can therefore say that the stability of the
'monocultural', 'monolin-
gual' metropolitan nation-state has been fractured by the
polyglot (different lan-
guages), and polyphony (different voices) of transmigratory
groups. Although there
is no clear indication of the nature of the dilemmatic choices
that transmigratory
groups engage in on an everyday level, there is evidence that
some of them
experience dilemmas around the issue of 'belonging'-not around
language per se.
They are very comfortable about their languages and their
different identities, and
are aware of the language requirements of the Internet as well
as the international
30. labour market. They aspire to be part of that milieu, and thus
they wish to be fully
integrated citizens. They use their languages within the cultural
spaces that have
evolved within their families and communities. Where they
could not access texts
such as books, and newspapers in their languages because they
lacked the necessary
literacy skills, watching film/videos and listening to music in
their languages were
important aspects of their ethno-linguistic cultural maintenance.
They demonstrated
positive engagement with aspects of British culture, and were
able to incorporate
these into their own conceptual frameworks. Thus it could be
argued that they were
actively engaged in a process of self-definition. The complexity
of this process lends
credence to Trinh Minh-ha's (1991) notion of the indeterminacy
of identity dis-
cussed earlier, especially, the ambiguity and 'temporary-ness' in
which it is consti-
tuted. The study so far also highlights the multifaceted and
multidimensional nature
of identity-or rather, that we inhabit different identities within
various contexts,
and that each of these needs the necessary cultural resources (in
their case, including
multilingualism) to live meaningful lives. The discussions with
the pupils provided
evidence that they aspired to becoming an integrated part of the
international global
cultural economy. The extent to which they will be enabled to
do so is integrally
related to their position within society, the cultural resources
available, and the
31. 'power/knowledge discourses' (Foucault, 1980) that construct
their social experi-
ences.
The study also raises important questions about common
understandings that
prevail in social discourse about ethno-linguistic minorities,
who they are and where
they belong. As we saw earlier, ethno-linguistic minority group
children in the UK
have historically been represented in official discourses as
having cultural/linguistic
deficits, or problems to be solved. The pupils who participated
in this study so far
have shown that they are already flexible language users with
regard not only to their
own languages as well as English, but also a variety of other
languages. They have
also shown that they are engaged in an ongoing dialogue with
themselves in relation
to their social world; that they are involved in a reflexive
process of self-definition
(Giddens, 1991).
At meta-level this study also raises important questions about
essentializing
theorizations of ethno-linguistic minority groups locked into
discourses of 'endan-
gered authenticities' (Chow, 1993) focused on preserving
authentic languages and
ethnicities as against the 'adulterating' influences of the West.
The experiences
expressed in the views of these pupils show that whilst the
world has undoubtedly
become more complex, it has also become more fluid. For these
pupils cultural
32. 212 N. Rassool
barriers are more permeable and experiences, aspirations,
dreams and desires are
negotiated and redefined within the dynamic of everyday life as
an integral part of
survival. And thus they have learned to use their linguistic
repertoire for their own
purposes.
However, this is not to argue that the struggle for the linguistic
rights of minority
groups across the world should not remain important in terms of
maintaining
endangered cultural ecologies. Issues related to language
diversity and the struggle
for linguistic rights need always to be located within the context
of historical forms
of oppression and socio-political inequalities. Moreover, the
issue of language rights
in relation to a world linguistic order in which English
dominates raises important
issues concerned with rights of access to information,
technologies and technological
knowledges for impoverished nations in the developing world.
The predominance of
English within these contexts will contribute further to the
divide between infor-
mation-rich and information-poor societies. Language thus
remains an important
site of struggle over socio-political and cultural resources, not
only within the
context of the nation state but also within the global cultural
33. economy. The unequal
power relations that traverse key defining sites continue to
shape and influence
minority-majority negotiations on the survival of linguistic
diversity. As we have
seen, within the UK, historically, they have generally supported
monolingualism and
cultural assimilation.
This study has shown that what is equally important is the need
also to examine
and theorize everyday struggles and negotiations in and around
language possibilities
within the metropolitan nation-state, and the relationship
between these and devel-
opments within the global cultural economy. As Said (1993)
argues:
No one today is purely one thing. Labels like Indian, or woman,
or Muslim, or
American are no more than starting points, which if followed
into actual experience for
only a moment are quickly left behind. Imperialism
consolidated the cultures and
identities on a global scale. But its worst and most paradoxical
gift was to allow people
to believe that they were only, mainly, exclusively white, or
black, or Western, or
Oriental. Yet just as human beings make their own history, they
also make their
cultures and identities. (p. 407)
The pupils in this study so far have provided us with a glimpse
of this experience.
Notes
34. 1. The concept of 'postcolonialism' used in this paper is
interpreted as 'representing an
epistemological framework within which complexities around
identity formation, marginal-
ization, exclusion, displacement, difference/'Otherness', and
hybridity grounded in the
colonial experience are articulated. And thus it can be seen as
representing a counter-hege-
monic discourse interrogating the grand narratives of
colonialism' (Rassool, forthcoming).
2. Self-definition here focuses on the affective and refers to a
dialogical process of engagement,
negotiation, self-affirmation and validation between 'Self and
the social world. Self-
identification is grounded in praxis and involves the
appropriation of categories of subjuga-
tion and encoding these with empowering meanings as part of
the process of gaining control
over their lives (Rassool, 1997).
Sustaining linguistic diversity 213
Notes on contributor
Naz Rassool is Reader in Education in the Institute of
Education, University of
Reading. She has published in the field of linguistic diversity,
identity, literacy
for development and the sociology of technology.
References
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1944), in: P. Mayer (Ed.) The
Jew as pariah: Jewish identity and politics in the modern age
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Article Contentsp. [199]p. 200p. 201p. 202p. 203p. 204p. 205p.
206p. 207p. 208p. 209p. 210p. 211p. 212p. 213p. 214Issue
Table of ContentsComparative Education, Vol. 40, No. 2,
Special Issue (28): Postcolonialism and Comparative Education
(May, 2004), pp. 145-312Front Matter [pp. 145-
146]Postcolonial Perspectives and Comparative and
International Research in Education: A Critical Introduction
[pp. 147-156]Debating Globalization and Education after
September 11 [pp. 157-171]Education and the New Imperialism
[pp. 173-198]Sustaining Linguistic Diversity within the Global
Cultural Economy: Issues of Language Rights and Linguistic
Possibilities [pp. 199-214]Postcolonial Patterns and Paradoxes:
Language and Education in Hong Kong and Macao [pp. 215-
239]De-Scribing Hybridity in 'Unspoiled Cyprus': Postcolonial
Tasks for the Theory of Education [pp. 241-266]Postcolonial
Aporias, or What Does Fundamentalism Have to Do with
Globalization? The Contradictory Consequences of Education
39. Reform in India [pp. 267-287]South-South Collaboration:
Cuban Teachers in Jamaica and Namibia [pp. 289-311]Back
Matter