Becoming multilingual. Language learning and language policy between attitudes and identity

Many studies on language attitudes have been based on an approach in which languages are examined as an isolated unit; in other words, in these studies the participants are asked about their attitudes towards each of the languages in contact independently, by using what we will label in this chapter as monolingual biased questionnaires. The objective of this paper revolves around the analysis of language attitudes towards trilingualism by means of a holistic questionnaire in two multilingual contexts (the Basque Country and Malta). Our results reveal that the holistic questionnaire can be a useful tool to complement traditional questionnaires and it could lead to further knowledge on languages as a whole, rather than treating them separately. Furthermore, in can be a useful tool in order to enhance language awareness and enable language teachers to reflect both on their own language skills and competence as well as those of their students.peer-reviewe

Activitat antioxidant dels pètals de flors comestibles

En els darrers anys ha crescut l’interès per l’estudi de la dieta mediterrània degut a les propietats beneficioses per la salut que poden aportar els aliments bàsics d’aquesta dieta, principalment els vegetals i les fruites. Les flors s’han fet servir en alimentació durant molts segles. En els últims anys ha augmentat l’interès del consumidor per elles, degut als possibles beneficis sobre la salut i a la bellesa que aporten a la cuina. El seu cultiu podria ser d’interès en zones periurbanes però se’n disposa de molt poca informació. Els polifenols, són un dels components principals dels vegetals i fruites que poden contribuir a la millora de la salut degut al seu potencial antioxidant, afavorint una millora en la qualitat de vida. En aquest estudi es pretén quantificar els polifenols i la capacitat antioxidant dels pètals de pensament com a model d’aliment vegetal sòlid (obtenint prèviament l’extracte amb polifenols). Per realitzar aquestes mesures s’utilitzen mètodes de mesura de polifenols totals (Folin-Ciocalteau) i de capacitat antioxidant (TEAC i ORAC). En aquest treball s’estudia la capacitat antioxidant en pètals de pensament cultivats a l’hivernacle de l’ESAB situat a Castelldefels i a la finca HortSala del Maresme

Airplane Balance

The authors argue that the center of gravity has a preponderating influence on the longitudinal stability of an airplane in flight, but that manufacturers, although aware of this influence, are still content to apply empirical rules to the balancing of their airplanes instead of conducting wind tunnel tests. The author examines the following points: 1) longitudinal stability, in flight, of a glider with coinciding centers; 2) the influence exercised on the stability of flight by the position of the axis of thrust with respect to the center of gravity and the whole of the glider; 3) the stability on the ground before taking off, and the influence of the position of the landing gear. 4) the influence of the elements of the glider on the balance, the possibility of sometimes correcting defective balance, and the valuable information given on this point by wind tunnel tests; 5) and a brief examination of the equilibrium of power in horizontal flight, where the conditions of stability peculiar to this kind of flight are added to previously existing conditions of the stability of the glider, and interfere in fixing the safety limits of certain evolutions

Work inclusive methodology in a social exclusion zone. Educational compensation and Interculturality.

La ley, para garantizar el derecho fundamental a la educación de todos los alumnos y alumnas, ordena la atención educativa del alumnado con Necesidades Específicas de Apoyo Educativo asociadas a condiciones sociales desfavorecidas, con un conjunto de medidas y actuaciones de carácter compensador. La sociedad actual demanda un cambio en las aulas y ejemplo de ello se recoge en este artículo con la metodología inclusiva llevada a cabo en el Colegio Luisa de Marillac de la ciudad de Granada (España).The law, to guarantee the fundamental right to education of all students, the educational attention for students with Specific Needs of Educational Support associated to disadvantaged social conditions with a set of steps and actions of acompensating nature. Today’s society demands a change in classrooms and example of it has been collected in this article with the inclusive methodology carried out in Luisa de Marillac Centerin the city of Granada (Spain)

Ceramic unguentaria from Scallabis (Santarém, Portugal)

Archaeological field work carried out in Alcáçova de Santarém (Portugal) during the last two decades of the 20th century have identified a significant amount of data concerning the site’s occupation during the Roman period. In this work, we present and analyze a particular type of archaeological materials associated to this phase, the ceramic unguentaria. This set is, so far, the largest uncovered in habitat settlements in the Portuguese territory (65 fragments – 30 individuals), encompassing the two main shapes of these vessels (fusiform and bulbous profiles), apparently imported from the Italic Peninsula, between the 2nd century BC and the first half of the 1st century AD.info:eu-repo/semantics/publishedVersio

School Personnel Perspectives on Supporting Teachers of Students with Social-Emotional and Academic Needs

Thirty percent of elementary schools that serve underprivileged students in a Texas school district are considered low-performing according to state standards in the 2016 2017 school year. Little is known about the perspectives on the support teachers need while teaching students with high social-emotional and academic needs. The purpose of this general qualitative study was to examine perspectives on principal support for teachers who teach these populations. Data were collected through interviewing 9 teachers, 3 principals, 3 counselors, 3 instructional coaches, and 1 district academic leader. Social cognitive theory, role theory, and cognitive evaluation theory constituted the conceptual framework. Individual interviews were conducted, transcribed, and coded. Teachers’ top 5 supports were “follow through with school systems,” “trust in teachers by the principal,” “teacher collaboration with the principal,” “principal stands up for teachers,” and “principal has a lending ear.” Principals identified “budget for human resources,” “follow through with school systems,” “teacher collaboration with the principal,” “professional development opportunities,” and “planning time,” “trust in teachers from principal,” and “leading by example” were tied in the fifth ranking. School and district personnel identified “professional development opportunities,” “follow through with school systems,” “budget for human resources,” “principal has a lending ear” and “lead by example” were tied in 4th, and “principal is visible” was fifth on their list. These findings contribute to positive social change by informing the education field about positive support systems that ultimately enhance learning of students with high social-emotional and academic needs