Learner autonomy : the first language/ second language : some reflections on the nature and role of metalinguistic knowledge

Learner autonomy is classically defined as "the ability to take charge of one's learning" (Holec 1981:3). Such an ability presupposes a positive attitude towards the process, content and goals of learning, and is sustained and strengthened by a developing capacity for "detachment, critical reflection, decision-making, and independent action" (little 1991:4). The freedom that characterizes the autonomous learner is not absolute, but conditional and constrained. Learning, whether developmental/ experiential or formal, is always embedded in an interactive, social process (self- instruction entails an internalization of this process, so that our capacity for learning on our own develops out of our experience of learning in interaction with others; cf. Uttle 1991:5). This explains the paradox that learner autonomy can be fully understood as a theoretical construct and effectively pursued as a pedagogical goal only when we take full account of the social context in which learning takes place. The argument in favour of fostering learner autonomy has been conducted in both social and psychological terms. In adult education, for example, there has been a tendency to stress "the need to develop the individual's freedom by developing those abilities which will enable him to act more responsibly in running the affairs of the society in which he lives" (Holec 1981:1.). The link between educational purpose and political ideal could scarcely be plainer. Other explorations of the theory and practice of learner autonomy, by contrast, have focussed on the psychological dimension of learning, emphasizing that we can only ever learn on the basis of what we already know, and that no two individuals have exactly the same store of knowledge.peer-reviewe

Efficient Reflection String Analysis via Graph Coloring

Static analyses for reflection and other dynamic language features have recently increased in number and advanced in sophistication. Most such analyses rely on a whole-program model of the flow of strings, through the stack and heap. We show that this global modeling of strings remains a major bottleneck of static analyses and propose a compact encoding, in order to battle unnecessary complexity. In our encoding, strings are maximally merged if they can never serve to differentiate class members in reflection operations. We formulate the problem as an instance of graph coloring and propose a fast polynomial-time algorithm that exploits the unique features of the setting (esp. large cliques, leading to hundreds of colors for realistic programs). The encoding is applied to two different frameworks for string-guided Java reflection analysis from past literature and leads to significant optimization (e.g., a ~2x reduction in the number of string-flow inferences), for a whole-program points-to analysis that uses strings

Towards a denotational semantics for a reflective Scheme - An implementation of the towerless model

16 pagesA denotational description of a reflective schemeThis paper presented a Flat Reflexive Scheme Interpreter (FRSI) by means of which process migration was performed in a prototypic system for dynamic migration of programs. The implementation of this interpreter was based on the semantical description of the underlying language. A conclusion of this paper is that it is not possible to give an usual structural denotational description of reflective languages. Nevertheless, we have given here what we have called a relative denotational semantics of this language

Procedural textures generation: adaptation into a Unity tool

This is a description document that explains the procedure and development of the “Procedural Texture Generator” tool for Unity. It is a node-based editor that allows the user to create textures by generating different types of noises, combining them, and using several filters to generate the different textures needed for PBR materials. In this document there are described the techniques and procedures used for procedural texturing and the adaptation into a Unity tool, as well as all the difficulties encountered during the development

Educators’ reasoning(s) and their effects on successful attainment of curriculum goals

It has been suggested that the curriculum development process should focus on three factors: people, programmes and process in order to achieve the idealised goals. In other words, for a curriculum to be successfully enacted, it should encompass societal needs (social reasoning), facts as representative of a specific discipline (professional reasoning) and the unique strategies adopted by the educator to attain desired goals (personal reasoning). These three factors are driven and influenced by educators’ reasoning (social, professional and personal), which drive and have an impact on their practice. The purpose of this article is to explore three propositions of educators’ reasoning. Such reasoning is divided into personal, social, and professional reasonings, and their effects on successful attainment of curriculum goals. Using an interpretive qualitative case study, 20 participants were selected using purposive sampling: with two selected using convenience sampling for the reported study. Data were generated using reflective activities and one-on-one semi-structured interviews. The findings demonstrate that being grounded in either social or professional reasoning, while disregarding the other, may hamper the attainment of goals. Thus, this article recommends integration and alignment of the three propositions of reasoning (personal, social, and professional) in order to successfully attain curriculum goals

The pursuit of procedural justice and police legitimacy: A case study of community police officers’ perceptions of the perceived benefits of higher education

This is a case study of suburban community police officers and their perception of benefits of higher education as it relates to outcomes of procedural justice and legitimacy. Acknowledging controversial, high-profile incidents which have caused the police profession to be generalized in a negative manner, this study sought to examine community-policing initiatives as an effective strategy for promoting positive community-police relationships. Community police officers were queried about academic and professional preparation they perceived as necessary for the demands of the 21st century community police officer. Previous literature on community policing and procedurally just policing has primarily focused on the perceptions of the public. This study hoped to contribute to the literature as the authentic police officer voice. Analysis of the data revealed several themes and found that a redefined model of community policing is a promising answer to restoring trust between the community and the police. This new model shall be referred to as the Procedurally Just Community-Policing Model and concludes that when intentional community-policing efforts are intertwined with procedurally just policing practice, trust is maximized, therefore resulting in legitimac

Overview of language rights in the international criminal law sentencing regimes

This paper examines the ‘deep-end’ of the international justice process—the incarceration of persons convicted in specially constituted international criminal tribunals and courts for gross violations of human rights, genocide, crimes against humanity and war crimes with a focus on language rights of such prisoners who are commonly serving sentences in foreign prisons. The punishment phase of the international justice process and its effects are not easily quantifiable and have been largely hidden from view. Although international criminal law asserts that equal treatment before the law requires that there be no significant disparity in punishment regimes from one sentence-enforcing country to another, comparative penology shows that there are considerable differences in the conditions of confinement and the nature of correctional services in the prison systems of different countries. This has a direct impact on post-sentence procedural and rehabilitation rights of which language rights from a key part. In this specific context, and drawing from existing literature, the paper therefore examines the extent to which enforcement practice conforms to the ideal of equal treatment espoused by the tribunals