Coxeter-Knuth graphs and a signed Little map for type B reduced words

We define an analog of David Little's algorithm for reduced words in type B, and investigate its main properties. In particular, we show that our algorithm preserves the recording tableau of Kra\'{s}kiewicz insertion, and that it provides a bijective realization of the Type B transition equations in Schubert calculus. Many other aspects of type A theory carry over to this new setting. Our primary tool is a shifted version of the dual equivalence graphs defined by Assaf and further developed by Roberts. We provide an axiomatic characterization of shifted dual equivalence graphs, and use them to prove a structure theorem for the graph of Type B Coxeter-Knuth relations.Comment: 41 pages, 10 figures, many improvements from version 1, substantively the same as the version in Electronic Journal of Combinatorics, Vol 21, Issue

Will they stay or must they go? The children of EU migrants face an uncertain future

Many of the EU citizens living in Britain are under 18. They go to school here and often envisage a future in the UK. But it remains unclear whether they will be able to stay after Brexit. Will they take their skills elsewhere? How would they judge a country that rejects them? Sara Young, who is researching the experiences of Polish-born adolescents, argues that restricting their right to live and work in Britain would be a self-inflicted ‘brain drain’ of young people in whom the UK has invested years of education

Special issue : Language ideologies and teaching in multilingual contexts

This monograph brings together articles on the theme of language ideology and how it may be seen to impact on language teaching. Against the current backdrop of increasing nationalism and polarising debates on migration, this volume explores how ideologies underpinning language planning, policy and implementation influence curriculum design, classroom practice and perception of identity. Key to all articles is the dominance of English, a language imbued with notions of prestige, and seemingly promoted as a linguistic globalised currency, essential for accessing future opportunities.Our invited author for this volume is the scholar Andrea Young, who examines the language ideologies which underpin teaching in a French educational context. in the interview, John O'Regan talks to Alexantra Georgiou about language ideology and the global dominance of English.Aquesta monografia recopila articles que tracten sobre les ideologies lingüístiques i com es pot observar l'impacte que tenen sobre l'ensenyament del llengües. En el context del creixent nacionalisme i debats polaritzats sobre la immigració, aquest volum explora com les ideologies presents en la planificació, polítiques i implementació de l'ensenyament del llenguatge influeixen en el disseny curricular, les pràctiques a les aules, i la percepció de la identitat. Clau en tots els articles és el predomini de l'anglès, una llengua amarat amb nocions de prestigi, i aparentment, promogut com una 'moneda' lingüística globalitzada, essencial per accedir a oportunitats futures.La nostra autora convidada per a aquest volum és la investigadora Andrea Young, qui estudia les ideologies lingüístiques que es presenten en l'ensenyament del francès en un context educatiu. En l'entrevista, John O'Regan li parla a Alexantra Georgiou sobre les ideologies lingüístiques i el predomini global de l'anglès.Esta monografía recopila artículos en lo tocante a las ideologías lingüísticas y cómo se observa que éstas impactan la enseñanza del lenguaje. En el contexto del creciente nacionalismo y debates polarizados en inmigración, este volumen explora cómo las ideologías presentes en la planificación, políticas e implementación de la enseñanza del lenguaje influyen en el diseño curricular, las prácticas en la sala de clases, y la percepción de la identidad. Clave en todos los artículos es el predominio del inglés, un idioma empapado con nociones de prestigio, y aparentemente, promovido como una moneda lingüística globalizada, esencial para acceder a oportunidades futuras. Nuestra autora invitada para este volumen es la investigadora Andrea Young, quien estudia las ideologías lingüísticas que se presentan en la enseñanza del francés en un contexto educacional. En la entrevista, John O'Regan le habla a Alexantra Georgiou acerca de las ideologías lingüísticas y el predominio global del inglés.Cette monographie rassemble des articles sur le thème de l'idéologie linguistique et sur son impact perçu sur l'enseignement des langues. Dans le contexte actuel de nationalisme croissant et de débats polarisants sur la migration, ce volume explore comment de telles idéologies, qui sous-tendent la planification linguistique, la politique et la mise en œuvre, influencent la conception de programmes d'études, la pratique en classe et la perception de l'identité. La clé de tous les articles est la domination de l'anglais, une langue imprégnée de notions de prestige, et apparemment promue comme une monnaie linguistique globalisée, indispensable pour accéder aux possibilités futures.Notre auteur invité pour cet ouvrage est l'académicienne Andrea Young, qui examine les idéologies linguistiques qui sous-tendent l'enseignement dans un contexte éducatif français. En l'entretien, John O'Regan parle à Alexantra Georgiou de l'idéologie linguistique et de la domination mondiale de l'anglais

The Impact of the Economic Crisis on English Language Teaching in Greece: a Case Study of a Language School

The ongoing financial crisis and subsequent austerity measures imposed on Greece have impacted heavily on the country. While recent studies have highlighted the effect on health and other social services, the domain of education remains under-researched, especially in the field of EFL (English as a Foreign Language) provision. Due to the long-standing deficiencies in the state education system, most EFL students attend private language schools (frontistiria); in a time of economic crisis this presents certain challenges for the students and the frontistiria themselves. A case study approach was used to explore this issue. The investigation identified certain ways in which a single language school is being affected by the crisis. Non-payment of school fees can be seen to have resulted in delayed salary payments to the staff, while student exam choice has also been influenced by the current economic situation. Insights from behavioural economics and theories of decision making under uncertainty were drawn upon to help in understanding choices made by stakeholders at the school. Bourdieusian notions of linguistic capital were also utilised and behavioural economic theory applied to these conceptualisations of capital. The study suggests that with private EFL tuition still in demand, the school and its stakeholders are adapting old ways to respond to a new situation

UK Polish Saturday Schools and Civil Society During the Covid-19 Pandemic

This article continues a theme recently raised in this journal by Małek (2019) and Krzyworzeka-Jelinowska (2019). It analyses the activism of Polish women living abroad, as headteachers, teachers and parents at Saturday schools, and demonstrates that Polish migrants are not as socially passive as sometimes assumed. We define civil society as ‘a society of active citizens, associating together and working for the collective good’. Our study of seven schools suggests that the Covid-19 lockdown stimulated some schools to broaden their activities as civil society organisations. Although some local links were weakened, for example because Polish Clubs were shut, the schools’ online activities expanded: more networking took place between headteachers UK-wide, and the schools reached out to a range of Polish and non-Polish organisations: locally; elsewhere in the UK; in Poland; and in third countries. Within the schools, the pandemic represented an opportunity to teach children about their civic responsibilities and involve parents more directly in children’s education. However, the lockdown also raised difficulties for all Saturday schools, not just Polish ones, when their credentials as ‘educational’ organisations seemed challenged by both UK government policy and some mainstream schools

Colostrum: The First Meal

The first milk produced after calving is known as colostrum. It is important for calves to consume adequate amounts of colostrum as soon as possible, and this fact sheet tells why, including its quality and quantity

The challenges of language teaching in Polish complementary schools in the UK during the Covid-19 lockdown

The Covid-19 lockdown in the UK during the spring of 2020 led to the closure of schools and school premises to most students, including complementary school pupils; yet while the lockdown in autumn 2020 allowed state schools to remain open, Polish complementary schools found themselves in an ambiguous position. This paper explores the experiences of eight Polish complementary school heads, focusing on their response to lockdown and the measures they took to provide online learning through the year. The paper also examines how changing lockdown policies impacted the running of their schools. Key findings suggest a creative approach was taken to learning, and that students were eager to respond. Meanwhile, there was increasing cooperation between different schools and support from external organisations. However, the challenges of online learning were also highlighted. Additionally, heads expressed concern about student retention and recruitment, and the potential long-term effects on their school. There was also discussion about the position of complementary schools within the broader education system. The paper argues that these findings highlight questions of inequality between the complementary and mainstream sectors, which has been exacerbated by the pandemic