Language and cultural capital in school experience of Polish children in Scotland

This article addresses the complex relationship between migration and education in the context of recent intra-European labour mobility. It considers how this mobility impacts the education and life chances of migrant students attending schools in Scotland, UK. By examining the experiences of Polish migrant children and youth at schools in Scotland, the article engages with the issues of language, cultural capital transferability and social positioning. Drawing on qualitative data from 65 in-depth interviews with school children aged 5–17 years, their parents and teachers, as well as observations in the contexts of school and home, the article points to a range of factors affecting the transition of migrant pupils to new schools and social environments

Gold nanocrystals with variable index facets as highly effective cathode catalysts for lithium-oxygen batteries

© 2015 Nature Publishing Group All rights reserved. Cathode catalysts are the key factor in improving the electrochemical performance of lithium-oxygen (Li-O2) batteries via their promotion of the oxygen reduction and oxygen evolution reactions (ORR and OER). Generally, the catalytic performance of nanocrystals (NCs) toward ORR and OER depends on both composition and shape. Herein, we report the synthesis of polyhedral Au NCs enclosed by a variety of index facets: cubic gold (Au) NCs enclosed by {100} facets; truncated octahedral Au NCs enclosed by {100} and {110} facets; and trisoctahedral (TOH) Au NCs enclosed by 24 high-index {441} facets, as effective cathode catalysts for Li-O2 batteries. All Au NCs can significantly reduce the charge potential and have high reversible capacities. In particular, TOH Au NC catalysts demonstrated the lowest charge-discharge overpotential and the highest capacity of ∼ 20 298 mA h g-1. The correlation between the different Au NC crystal planes and their electrochemical catalytic performances was revealed: high-index facets exhibit much higher catalytic activity than the low-index planes, as the high-index planes have a high surface energy because of their large density of atomic steps, ledges and kinks, which can provide a high density of reactive sites for catalytic reactions

Professional development programmes for teachers moving from majority to minoritised language medium education:Lessons from a comparative study

Education through the medium of a minoritised language is widely regarded as a critical component of language revitalisation initiatives. Given the demographic and social position of many minoritised languages, however, it may not be easy to find teachers who are fluent and literate in the language, confident about using and teaching it, and prepared for the demands of working in classrooms where the language is the medium of instruction. This article presents findings from a comparative study of teacher education programmes adopted in Catalonia, the Basque Autonomous Community, Wales and New Zealand, to prepare teachers to teach through the media of Catalan, Basque, Welsh and Māori respectively. The research was conducted to inform new professional development initiatives in Scotland, designed to enable qualified teachers to transfer from English-medium to Gaelic-medium education. The findings have wider relevance for other contexts in which the recruitment, professional development and retention of teachers to work in minoritised language medium education represent a challenge

Context matters: Problematizing the policy-practice interface in the enactment of gender equality action plans in universities

This study argues for recognition of the constitutive role of context in shaping the dynamics of the policy-practice interface in the field of gender equality in universities. Using a comparative and reflective case-study approach, we draw on our experiences, as action-researchers, of developing and implementing Gender Equality Action Plans (GEAPs) in four universities in four different European countries and we explore the role of national and local context in the mediation and translation of the GEAP model. Drawing on the concepts of gendered organizations, dialogic organizational change, and policy mobilities, we argue for the need to be critical of approaches to gender equality in higher education (HE) that presume policy measures and good practice models transfer unproblematically to different HE organizations in different international contexts; instead, we draw attention to the contingent ways in which uneven gender relations articulate and manifest in different contexts, shaping possibilities for, and obstacles to, gender equality intervention. Thus, we argue that context plays a crucial constitutive role in the interpretation, enactment, and impact of gender equality policy in HE

Guided reflection as an organisational learning and data collection tool in a gender equality change management programme

NoThis paper presents a guided reflection (GR) framework compiled and used specifically in a gender equality change management programme. The programme involves seven partners (one being an evaluation partner) from across Europe, each partner implementing a change management programme in their university setting. A guided reflection framework, including verbal reflective discussions and written reflections, was devised and deployed to enable and facilitate the collection of narratives and stories on the experience of gender transformation within the university institutions. The resulting outcome so far has been a successful application of the GR framework, with emerging findings suggesting that participants found the opportunity to share and reflect useful. Both written and verbal reflection tools were effective within this programme, with lessons emerging around increasing and improving the journaling aspect of written reflections. The process findings illustrate how people in our organisations are very constrained for time for reflection within their busy work schedules, and therefore the applicability and usefulness of the GR framework has been in enabling a space for such reflection and thought, which in turn contributes to organizational learning and potential for change

Using guided reflections for change management in gender equality

NoFP