Common Threads among Different Forms of Charismatic Leadership

The following paper examines the role of charismatic leadership across religious, political, and business leadership in order to come to terms with charisma, what is often described as an intangible quality. The term itself is derived from a Greek term indicating divine favor, a notion that scholars have increasingly tried to move away from, or ignore, but from a systematic analysis of ways in which charisma manifests, the authors hope to bring the subject into a more defined relief

Haplotype analysis of Norwegian and Swedish patients with acute intermittent porphyria (AIP): Extreme haplotype heterogeneity for the mutation R116W

Abstract. Acute intermittent porphyria (AIP), the most common of the acute porphyrias, is caused by mutations in the gene encoding hydroxymethylbilane synthase (HMBS) also called porphobilinogen deaminase (PBGD). The mutation spectrum in the HMBS gene is characterized by a majority of family specific mutations. Among the exceptions are R116W and W198X, with high prevalence in both the Dutch and Swedish populations. These two mutations were also detected in unrelated Norwegian patients. Thus, Norwegian and Swedish patients were haplotyped using closely linked flanking microsatellites and intragenic single nucleotide polymorphisms (SNPs) to see if the high frequency of these two mutations is due to a founder effect. Twelve intragenic SNPs were determined by a method based on fluorescent restriction enzyme fingerprinting single-strand conformation polymorphism (F-REF-SSCP). W198X occurred exclusively on one haplotype in both Norwegian and Swedish patients, showing that it has originated from a common gene source. In contrast, R116W was found on three different haplotypes in three Norwegian families, and in five Swedish families on four or five haplotypes. This extreme haplotype heterogeneity indicates that R116W is a recurrent mutation, maybe explained by the high mutability of CpG dinucleotides. This can also explain why it is the only AIP mutation reported to occur in seven different populations (Norway

AICLE - CLIL - EMILE : educació plurilingüe. Experiencias, research & polítiques

Aquest volum és resultat del projecte R+D+i EDU2010-15783 Discurso Académico en lengua extranjera: Aprendizaje y evaluación de contenidos científicos en el aula multilingüe, finançat pel MICINN.El present volum és el resultat de la selecció de les millors comunicacions presentades en la primera Taula Rodona Internacional TRI-CLIL sobre Aprenentatge Integrat de Continguts i Llengües (AICLE). El congrés va aconseguir reunir professionals de la docència i de la recerca, tant de matèries escolars, llengües estrangeres i llengües considerades oficials o co-oficials a diferents territoris, que esdevenen llengües addicionals per a la població escolar migrada

Bilingual subject-specific literacies? Teachers’ and learners’ views and experiences of two school languages in biology, civics, history and mathematics : Case studies from the Swedish upper secondary school

This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ descriptions, explanations and reflections on teaching and learning curriculum content bilingually emerged as three-dimensional discourses. In the first study, new and experienced teachers’ challenges and strategies were in focus. The biology and civics teachers, who were new teachers, and new to CLIL, found teaching through the second language of schooling, English, time-consuming and demanding. They expressed concern about limited communication and learning in the classroom. The mathematics teachers, who had long teaching experience, and of teaching in the CLIL programme, had developed strategies to meet perceived challenges, for example, they had designed parts of lessons in a monolingual mode, and parts of lessons in a bilingual mode. The second study explored intermediate CLIL teachers’ rationales for language choice in teaching. The biology and history teachers found that access to English, as afforded through the CLIL framework, coincided well with the new syllabi for their school subjects. For instance, the history teachers could use web-based study materials in English in class, and found teaching and learning more authentic than in the mainstream, Swedish-speaking, study programmes. The biology teachers mentioned that access to English terminology facilitated the teaching and learning of complex subject-specific content areas. It functioned as a potential source to enhance students’ understanding. The third study documented students ́cognitionsof CLIL. The views of upper secondary students studying curriculum content through English were overall positive. However, results showed that their experiences of CLIL varied with school subject. Whereas studying mathematics through English was reported to be conducive to learning and understanding, learning civics through English only, or trying to listen to lectures in civics, where teachers would change languages seemingly without a rationale, were perceived as less conducive to learning.At the time of the licentiate defense, the following paper was unpublished and had a status as follows: Paper 2: In press.Content and Language Integration in Swedish Schools (CLISS

CLIL Classroom Interaction Challenges : Translanguaging and Genre as Pedagogic Tools?

This chapter focuses on teachers’ interaction challenges in the Content and Language Integrated Learning (CLIL) classroom, an area which has not been extensively researched. Six content teachers from three subject areas, mathematics, biology and civics, were interviewed about their experiences of teaching their subject through a foreign/second language. The study was two-pronged, first of all taking interest in dilemmas perceived by the teachers, and, secondly, focusing on practices and strategies developed by the teachers to meet perceived challenges. Informed by second language acquisition, CLIL, and teacher cognition research, an interview guide was created, and interviews were undertaken over a two-year period. The material was coded and analysed in several stages by means of qualitative content analysis. In the analysis, two themes related to teachers’ experiences of CLIL classroom interaction dilemmas emerged: linguistic unpredictability and socio-affective barrier. In the analysis of the strategies that the teachers developed to meet the challenges, two themes emerged: translanguaging and genre. The findings resonate with results from studies of similar kind. The results of the analyses of the interviews, and how these results could inform CLIL teacher education, are presented and discussed in the final sections of the chapter.Current Issues in Second/Foreign Language Teaching and Teacher Development: Research and Practice represents a collection of selected papers from the 17th World Congress of the International Association of Applied Linguistics (AILA), which was held in August 2014 in Brisbane, Australia.Content and Language Integrated Learning in Swedish Schools (CLISS

CLIL in English in Sweden : Why, How and What? Student Perspectives

The study aims to describe and interpret student perspectives on CLIL programmes in the Swedish upper secondary school. The participants consisted of 15 CLIL students at three different schools who were interviewed in the early 2010s during their first or second year of studies. The interviews were conducted with small groups of 3–5 students using an interview guide. The analysis proceeded through several steps and resulted in a common core of results—similar across the three schools—as well as particular viewpoints of students. Both of these types of results will be discussed in the article. Considering the CLIL students’ choice to study part of their curriculum in English already as a positive bias towards English, the results and their interpretation might still provide insights into some aspects of learner cognition, and bring in a student perspective on motivations, practices and reflections with regard to studying in a CLIL study programme environment.Content and Language Integrated Learning in Swedish School

Teaching and Learning Content through Two Languages : The Biology and History Teacher Perspective

The present qualitative study focuses content teachers’ reflections on language practices in CLIL biology and history. Building on theory from teacher cognition and bilingual education, the study aims to document and interpret the teachers’ descriptions of, and motivations to, bilingual practices in the CLIL strand at their school. The study encompasses semi-structured interviews with eight teachers at three different upper secondary schools, four biology and four history teachers, and the data were collected over a two-year period. The analyses were thematic and adopted a constant comparative approach. Overall, findings show that English and Swedish co-exist as resources for teaching and learning in CLIL biology and history. More specifically, teachers’ motivations to language use could be related to two themes: access to study material and adaptation to student group. Following a discussion of the results, the study concludes with recommendations for teaching and implications for further research.