STREAM Journal, Vol. 2, No. 2, pp 1-19. April-June 2003

CONTENTS: Livelihoods and languages: a SPARK-STREAM learning and communications process, by Kath Copley and William Savage. Towards broader contextual understandings of livelihoods, by Elizabeth M. Gonzales, Nguyen Song Ha, Rubu Mukherjee, Nilkanth Pokhrel and Sem Viryak. Using tools to build shared understandings, using a sustainable livelihoods framework to learn, by Nuchjaree Langkulsane. Learning about rattan as a livelihood, by Mariel de Jesus and Christine Bantug. Meanings of “community-managed area,” by Arif Aliadi. Lessons learnt about processes for learning and communicating, by Graham Haylor and Ronet Santos

Online Sustainability Disclosure: Assessing Customer’s Influence And The Use Of Web As A Medium Of Communication Among The Public Listed Companies In Malaysia

Sejak dekad yang lalu, pelbagai isu alam sekitar, sosial dan ekonomi yang disebabkan oleh syarikat korporat telah menjejaskan kehidupan pelbagai pihak yang berkepentingan. Over the past decade, various environmental, social and economic issues caused by the corporate companies are affecting various stakeholders

Non-Standard and Minority Varieties as Community Languages in the UK: Towards a New Strategy for Language Maintenance

Supplementary schools (also referred to as complementary or Saturday schools) play a key role in teaching community heritage languages. In this way they contribute to strengthening awareness of cultural identity and confidence among pupils of migrant and minority backgrounds. The diaspora setting poses a number of challenges: parents and pupils expect supplementary schools to provide instruction in formal aspects of the heritage languages (reading and writing, and ‘correct’ grammar), but also to help develop competence in using the language in everyday settings, not least in order to enable intergenerational communication. Where the formal language differs from non-standard speech varieties (such as regional dialects), gaps may emerge between expectations and delivery. Most schools do not equip teachers to address such issues because the traditional curricula (including textbooks and teacher training packages that are often imported from the origin countries) fail to take them into consideration. The paper draws on recent research by specialist sociolinguists working in various UK settings and on a discussion among researchers and practitioners that was hosted by the University of Westminster in April 2019, co-organised by the Multilingual Manchester research unit at the University of Manchester as part of the Multilingual Communities strand of the AHRC Open World Research Initiative consortium ‘Cross- Language Dynamics: Re-shaping Communities.’ Research has shown that teachers, parents and pupils attribute importance to the teaching of standard languages, not least as a way of gaining additional formal qualifications and increasing prospects of university admission and employment. However, pupils also show an interest in everyday speech varieties and often challenge the prevailing language ideologies that fail to recognise their importance in informal communication. Teachers tend to be aware of this tension but lack the training and resources to address it in the classroom. The workshop findings suggest that failure to take non-standard speech varieties into consideration can discourage pupils from attending supplementary schools and so it also risks having an adverse effect on the transmission of standard heritage languages. Pupils’ motivation can be boosted if they are offered more tools and opportunities to communicate in everyday speech varieties. To that end, non-standard varieties must be valorised and teachers should be equipped with the skills to address language variation and pupils’ multilingual repertoires and to promote them as valuable communicative resources. The paper recommends that supplementary schools should explore ways to take into account pupils’ multilingualism and use of non-standard varieties. Curricula should be adjusted to recognise non- standard varieties as valuable resources while continuing to teach the formal (standard) varieties. Teacher training modules should be designed that take pupils’ multilingual repertoires into account and equip teachers to understand and address sociolinguistic issues such as structural variation, multilingualism and language ideologies. The paper also recommends public engagement to address the inequality that underpins the use of the terms ‘community’ versus ‘modern languages’, and calls for collaboration between mainstream (statutory) schools and supplementary schools when it comes to celebrating diversity in their pupils’ backgrounds. Academics should play a greater role in providing advice, support and training to practitioners. They should work with practitioners and stakeholders to raise public awareness of the contribution that supplementary schools make and to develop policies and pedagogical approaches to support them

Flowfield-dependent variant method for moving-boundary problems

A novel numerical scheme using the combination of flowfield-dependent variation method and arbitrary Lagrangian–Eulerian method is developed. This method is a mixed explicit–implicit numerical scheme, and its implicitness is dependent on the physical properties of the flowfield. The scheme is discretized using the finite-volume method to give flexibility in dealing with complicated geometries. The formulation itself yields a sparse matrix, which can be solved by using any iterative algorithm. Several benchmark problems in two-dimensional inviscid and viscous flow have been selected to validate the method. Good agreement with available experimental and numerical data in the literature has been obtained, thus showing its promising application in complex fluid–structure interaction problems

Assessment of communication of socially responsible activities in selected companies

Significance of socially responsible business activities has been growing constantly in recent years, mainly in the context of increasing competitiveness and gaining of goodwill. The companies pay bigger and bigger attention to the area of social responsibility and spend more and more financial funds on it. However, the specialists in theory and practice agree that companies do not know how to communicate these activities efficiently. And communication of CSR activities towards stakeholders is one of the key steps of successful introduction and efficient development of corporate social responsibility. Therefore the main aim of this paper is to analyse and assess how socially responsible companies fulfil and communicate their CSR activities towards their stakeholders. In this respect, responsible companies are considered to be the entities which were acknowledged as regards application of social responsibility. A basic precondition is the fact that these companies are active in the area of social responsibility, they communicate their responsibility towards their stakeholders in a certain way and they try to publish their CSR activities

The SLIM (Social learning for the integrated management and sustainable use of water at catchment scale) Final Report

Background: SLIM stands for 'Socuak Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale'. It is a multi-country research project funded by the European Commission (DG RESEARCH - 5th Framework Programme for research and technological development, 1998-2002). Its main theme is the investigation of the socio-economic aspects of the sustainable use of water. Within this theme, its main focus of interest lies in understanding the application of social learning as a conceptual framework, an operational principle, a policy instrument and a process of systemic change