Exploring LGBT Lives in Adult ESOL

Exploring LGBT lives and issues in adult ESOL This project built an initial research evidence base by drawing directly on learners’ and teachers’ experiences of issues of sexual diversity within ESOL. This concept of ‘bringing the outside in’ (Roberts and Baynham 2006), understanding how learners’ lives affect and impact on learning and life opportunities, is a key strategy in understanding the heterogeneity of ESOL learners and supporting them in an unequal world. In this context, the contributions of tutors and LGBT learners provided a unique body of evidence from which to clarify thinking and to strategize for supporting their participation in ESOL classes. It should provide a basis for future research into inclusive pedagogy, professional development and materials writing. This contribution to knowledge about the role of gender and sexuality in language teaching and learning will be of relevance to ESOL teacher education across the Anglophone world in particular, and to teacher education for all sectors more generally

Efficient rhizobacteria promote growth and alleviate NaCl-induced stress in the plant species Sulla carnosa

Peer reviewe

Exchange interactions in ml based on mn-alloyed dmsc: 1. the d-d exchange interactions

Consiglio Nazionale delle Ricerche - Biblioteca Centrale - P.le Aldo Moro, 7 Rome / CNR - Consiglio Nazionale delle RichercheSIGLEITItal

Recommenders with a Mission: Assessing Diversity in News Recommendations

News recommenders help users to find relevant online content and have the potential to fulfilla crucial role in a democratic society, directing the scarce attention of citizens towards the information that is most important to them. Simultaneously, recent concerns about so-called filter bubbles, misinformation and selective exposure are symptomatic of the disruptive potential of these digital news recommenders. Recommender systems can make or break filter bubbles, and as such can be instrumental in creating either a more closed or a more open internet. Current approaches to evaluating recommender systems are often focused on measuring an increase in user clicks and short-term engagement, rather than measuring the user's longer term interest in diverse and important information. This paper aims to bridge the gap between normative notions of diversity, rooted in democratic theory, and quantitative metrics necessary for evaluating the recommender system. We propose a set ofmetrics grounded in social science interpretations of diversity and suggest ways for practical implementations.Web Information SystemsInformation and Communication Technolog