t was conducted in a school in Paschim Medinipur District, WestBengal, India. Therefore, the sample was collected from a small geographical location.

Hence, in a translanguaging classroom, one language is used to reinforce the performance in otherlanguages and students learn many new words from each other which enrich their vocabulary.

They used new words like Judiye Sisha (Magic Mirror), Daini(Witch), and Pokkhiraj (Pegasus). Pokkhiraj is a popular term in Bengali literature and culture, and theyhave borrowed this term from Bengali literature while writing in English. The students combined both theEnglish and Bengali languages during the presentation, which enriched the quality of their presentationthe classroom. Therefore, they were able to enrich their classroom discourse by borrowing resources fromnative as well as from other languages. They blended their creativity and imagination while writing story.

Teacher: Yes Raghu, You can use Santali word of paddy and repeat the whole sentence in the class.Raghu: [silent for a minute]Teacher: Raghu! You can do it. Try once.Raghu: Kuri gidro horo irre sanno kana [The woman is going to the field to cut paddy]Teacher: Tell it in English.Raghu: The woman is going to the field ... [mumbling] to cut paddy.Teacher: Excellent Raghu!

The participants were the English as a foreign language (EFL) teachers and students of Class VIII from astate-run school of Paschim Medinipur district, West Bengal, India. The school was chosen randomly bythe researchers. The data was collected from December 2019 to March 2020. The researchers visited theinstitution thrice in a week during the abovementioned period. Three teachers and sixty students fromSection A and B participated in this study.

García (2009b) described translanguaging as “an important educationalpractice – to construct understandings, to make sense of the world and of the academic material, tomediate with others, and to acquire other ways of languaging” (p. 135).

Scaffolding can be described as cognitive support to learners given by the teachers to help them solvevarious tasks which they might not be able to solve on their own (Bruner, 1978).

This model states that theknowledge in one language helps in acquiring other languages.

1. How can translanguaging enhance the quality of learning by making the classroom a learner-centricplace and by engaging the students from all sections of society in the classroom?2. How can translanguaging bring creativity and imagination in a multilingual classroom?

Findings show the active involvement of students in the translanguaging classroom and suggest that translanguagingencourages students’ creativity and imagination in a multilingual classroom.

irrespective of their socioeconomic background, to promote social justice and equality.

where one language is used at school and another at home.

How can bilinguals dynamically and effortlessly switch between their languages in response to contextual demands

context imposes demands on bilingual speakers to use their two languages in distinct ways

-is not valued by society and is not integrated into educational practices. These children generally face enormous challenges when they enter school

suggested that a model of language control in children should consider both linguistic and cognitive factors.

To cope with the demands of communicating effectively in the two languages in school, children in dual-language educational contexts must develop language control.

bilinguals acquire their two languages in early childhood, and others come to experience another language only later in life. Many bilinguals are heritage speakers whose home language differs from the predominant language in their community. Some bilinguals are immersed in their L1, and others are immersed in their L2 because of immigration or travel, for example. Still other people become bilingual by being exposed to dual-language educational contexts, sometimes in early childhood. The question of who the bilinguals are and how they use language is core to any discussion of bilingualism

we believe it is high time for bilingualism in Brazil to be made accessible to all children irrespective of their socioeconomic background, so education can be used as a stepping stone to promote opportunity in low-income societies like ours in Brazil.

RETHINKING LANGUAGE POLICY IN U.S.SCHOOLSLanguage scholars now accept the fact thatbilinguals are not simply two monolinguals inone (Grosjean, 1982). Even so, much languageteaching in the United States today continues toteach the language other than English in isolationfrom English and expects students to perform inEnglish and the other language as though theywere monolingual. When students fail to performto those expectations, we consider our languageteaching enterprise a failure instead of imaginingbetter ways of promoting the nation's bilingual-ism in schools.In our globalized and technology-mediatedworld, simple additive bilingual policies wheretwo languages never meet or come into contactmay not succeed. The strict traditional separationof languages in teaching does not reflect the inter-active multilingual spaces in which speakers com-municate today. Bilingualism is dynamic (Garcia,2009), with bilingual speakers accommodating tothe ridges and craters of communication withother speakers as they leverage their full linguisticcompetence. Yet, in viewing school language poli-cies with a monoglossic lens that only recognizesnational languages as autonomous and separate,we miss much of what will support a true multilin-gual policy for the future, a policy able to incor-porate the linguistic competence of multilingualspeakers and the ways in which these speakers usetheir full language repertoire to transcend namedlanguage boundaries.Some educators and scholars have taken upthe term translanguaging, firstcoined to refer tobilingual pedagogies in Wales, to refer to the het-eroglossic language practices of bilinguals and theways in which these language practices can beleveraged in education (see Blackledge & Creese,2010; Canagarajah, 2011; Garcia, 2009; Garcia 8cLi Wei, 2014; Hornberger & Link, 2012; Lewis,Jones, 8cBaker, 2012; Li Wei, 2011). Otheguy,Garcia, and Reid (2015) define translanguagingas "the deployment of a speaker's full linguis-tic repertoire without regard for watchful adher-ence to the socially and politically defined bound-aries of named (and usually national and state)languages" (n.p.).The use of translanguaging theory by differ-ent scholars points to what we might call a weakand a strong version. The weak version supportsThis content downloaded from97.202.41.185 on Sun, 02 Nov 2025 21:45:19 UTCAll use subject to https://about.jstor.org/terms

FAMILY LANGUAGE POLICYThe role of families to intergenerationallytransmit home languages, or to exert efforts, fi-nancial and otherwise, to enable their children tobecome bilingual has often been directly linkedto the governmental top-down policies with re-gard to bilingualism, especially as carried out inschools. That is, historically multilingual Ameri-can families have often been reluctant to speaktheir home languages to their children preciselybecause monolingual U.S. schools have tabooedthe use of those languages and have insisted thatall learning and assessment take place in Englishonly. Additionally, monolingual American fami-lies have often been unwilling to demand thattheir children be taught additional languages inschool, because bilingualism is still seen in manyinstances with suspicion. However, the role of U.S.families in the enactment of language policy, bothin schools and in the heart of the family, is begin-ning to evolve, a response to the greater mobil-ityand economic globalization of late modernity,which we will explore in a later section.

LANGUAGE POLICY IN U.S. SCHOOLSAs noted, educational institutions in the UnitedStates have historically played a significant rolein both shaping and implementing languagepolicy. Especially since the advent of publicschools, educational institutions have functionedmainly to promote the development of 'standard'English among the masses and the acquisition ofEnglish among immigrants. Despite this empha-sis on 'standard' English, U.S. schools have alsoplayed a role in attempting to advance the bilin-gualism of the country's citizens. They have doneso by establishing programs to teach foreign lan-guages, as well as programs that use languagesother than English as the medium of instruction,that is, bilingual education programs. We next de-scribe these two types of programs

LANGUAGE DEMOGRAPHICS ANDMIGRATION IN THE UNITED STATESThe relative position or rank of languages otherthan English tends to follow global migrationflows. However, these have been strongly influ-enced by immigration policies. Late 19th-centuryU.S. immigration policies, for example, restrictedimmigration from Asia, firstwith the Chinese Ex-clusion Act of 1882. Subsequent restrictions fol-lowing World War I used a national origins for-mula that also excluded immigrants from easternand southern Europe. Gradually, racially and eth-nically based exclusionary policies were relaxedand, ultimately, substantially changed followingthe passage of the Immigration and NationalityAct of 1965. Figure 1 shows the relative changesin the languages other than English spoken in theUnited States between 1980 and 2010. Europeanlanguages such as Italian, German, French, andPolish declined sharply, whereas Spanish grewdramatically. More recendy, significant increaseshave also been noted for Chinese and a numberof Asian languages.As noted, the large number of potential bilin-gual learners, that is,students living in homeswhere a language other than English is spoken,constitutes a potential pool of learners that couldexpand the linguistic capabilities within the gen-eral population. Among 5- to 18-year-olds, wholive in homes where languages other than Englishare spoken, approximately 20% of the school-agechildren live in homes where Spanish is spoken(Fee, Rhodes, 8cWiley, 2014).The demographics of children living in homeswhere languages other than English are spokenpoint to a missed opportunity to promote mul-tilingualism along with the dominant language.Table 1 presents a comparison of enrollmentsfrom selected states with the American Commu-nity Survey (ACS) data focusing on the num-ber of school-age children living in homes wherelanguages other than English are spoken andcompares actual enrollment data based on theACTFL enrollment data for selected states. Thefour states of California, Florida, New York, andTexas all have large numbers of speakers of lan-guages other than English. Enrollment data donot disaggregate 'foreign' language learners from'heritage' language learners. Nevertheless, thediscrepancies between enrollment data in mostcases indicate the dramatic mismatch betweenactual enrollments in specific languages versusThis content downloaded from97.202.41.185 on Sun, 02 Nov 2025 21:45:19 UTCAll use subject to https://about.jstor.org/terms

Language policies can be differentiated interms of their degree of formality or explicitness.Thus, itis useful to distinguish between explicitor official policies and those that are implicitor even tacit. They may also be distinguishedin terms of their goals or orientations rang-ing from (a) promotion-oriented policies, (b)expediency-oriented accommodations, (c) tole-rance-oriented policies, (d) restriction-orientedpolicies, (e) repression-oriented policies, (f)polices aimed at erasing the visibility and even his-torical memory of various languages, and (g) nullpolicies, which refer to the significant absencesof policies (see Wiley, 2004, for elaboration)

THE ROLE OF AGENCY IN LANGUAGEPOLICY AND PLANNING

As noted, status planning is focused on thelanguage itself, rather than on itsspeakers, butobviously the status of a language has implicationsfor itsspeakers. Conversely, the status of the speak-ers may also have implications for the languagevariety spoken. Status planning is often tied tothe formal promotion of one or more languagesby national, state, or international governingbodies. In the United States, status planning hasalso been linked to formal laws or codes designedto diminish or restrict the teaching or uses ofvarious languages during times of war (Wiley,1996, 1998). Status planning also has implicationsfor which varieties or registers of a language aretaught. In essence itinvolves the 'privileging' ofa language variety, typically as a written standard.This selection thereby influences social judg-ments concerning what is 'proper,' 'correct,' or'preferred.' When a language is taught with theliterature of 'high' culture as its object, prestigevarieties become privileged.

For most of the relatively short history of child welfare practice in theunited states we have erroneously assumed that children’s emotionaland behavioral challenges stemmed solely from the maltreatment thatthey experienced while in the care of parents or other caregivers. it isonly recently that the field has come to understand that a significantpart of children’s inability to “adjust” and “function” is the result of sec-ondary trauma experienced as a result of removal, broken and incom-plete attachments, or the interruption of essential relationship buildingand formation. As described by the Child Welfare information gateway,children are separated from their parents and placed with relatives inresponse to a multitude of circumstances, including child maltreatment,health problems, addiction, imprisonment, unemployment, desertion,and death (Child Welfare information gateway, Administration onChildren, Youth and Families, Children’s Bureau, 2010).The pathway to nonparental care can be unique to a particular child’sexperiences, but some themes and commonalities emerge. A significantnumber of caregivers voluntarily serve in the caregiving role. some doso to avoid formal public child welfare intervention in their family’s life.still others volunteer to care for their relatives’ children but do so afterthe child welfare system has engaged the family. in some cases, the localchild welfare authority may remove a child from the relative’s care andplace the child in the caregiver’s home. Many caregivers report experi-ences where their relative (e.g., adult son, daughter) and their relative’schildren all lived with the caregiver and then the relative left, leaving theresponsibility of providing care to the caregiver. Parents leave for a hostof reasons, but some exit their parental responsibility as a result of beingjailed or incarcerated for long periods of time. For some children, theirhistory of living with a relative caregiver is episodic, as the children haveexperienced multiple transitions (and at times placements with different

Kinship care is not a new phenomenon. Families have historicallycared for their relatives’ dependent children. indeed, even in the fieldof child welfare, the use of informal and formal caregiving arrange-ments has long existed. However, in the professional realm we havenot embraced the notion of kinship care for its utility, and we have notviewed caregivers as “the intervention.” Caregivers are often viewedas a resource, as support, or as a “placement.” The purpose of thisbook is to demonstrate the curative role played by kinship caregiv-ers in helping children to establish healthy and trusting relationshipswith adults. Here we explore why and how kinship care should befully developed as a formal intervention. starting with the relation-ship-building framework presented here, this chapter establishesbenchmarks and guides that direct attention to meeting the needs ofchildren who do not have the benefit of parental care.PARENTAL CAREBasic Aspects of Parentingin our relentless quest to understand “how to parent” and the typeof child that is “produced” as a result of a particular parenting style,we have amassed a voluminous amount of literature and research.Parenting classifications, styles, or dimensions are typically groupedinto four broad categories: (a) responsiveness (landry et al., 2012);(b) control (including both behavioral and psychological; Barber, 1996,2002; garber, Robinson, & Valentiner, 1997; gray & steinberg, 1999;schaefer, 1965a, 1965b); (c) autonomy support (Koestner, Ryan,Bernieri, & Holt, 1984; Ryan, deci, grolnick, & la guardia, 2006); and(d) mindful parenting (Baer, 2003; Fjorback, Arendt, Ørnbøl, Fink, & Walach,2011; Kabat-Zinn & Kabat-Zinn, 1997; Keng, smoski, & Robins, 2011).

There’s really nothing that can substitute for the certainty of actually watching someone struggle to use your design, but these analytical approaches are quick ways to get feedback, and suitable fallbacks if working with actual people isn’t feasible.

Recognition versus recall is an interesting one. Recognition is the idea that users can see the options in an interface rather than having to memorize and remember them. The classic comparison for this heuristic is a menu, which allows you to recognize the command you want to invoke by displaying all possible options, versus a command line, which forces you to recall everything you could possibly type. Of course, command lines have other useful powers, but these are heuristics: they’re not always right.

He spoke Italian, Mussoliniwrote, ‘with a slight exotic accent that was a bitTurkish and a bit French’ His fellow soldiersnicknamed him ‘the little Arab’, which enragedLucchetti who would object loudly that he wasas Italian as anybody else.

he goal of most usability tests is to discover aspects of a design that cause someone to fail at some task. We call these failures breakdowns, the idea being that someone can be following the correct sequence of steps to complete a task, but then fail to get past a crucial step. Once you’ve found the breakdowns that occur in your design, you can go back and redesign your interface to prevent breakdowns, running more usability tests after redesign to see if those breakdowns still occur. Usability tests allow the designer to observe these breakdowns in person, helping them to make highly informed interpretations of what caused them, informing redesign.

A estas oraciones se les llama sufragios. El mejor sufragio es ofrecer la Santa Misa por los difuntos

Con las buenas obras y la oración se puede ayudar a los seres queridos a conseguir el perdón y la purificación de sus pecados para poder participar de la gloria de Dios

Cuando una persona muere ya no es capaz de hacer nada para ganar el cielo; sin embargo, los vivos sí podemos ofrecer nuestras obras para que el difunto alcance la salvación.

jurisprudence

Anjou, en Neustria

Chapter 21

ever-increasing

Livre des proprietés des choses [Encyclopedia, France (Le Mans), 1445-1450]

Livre des proprietés des choses [Encyclopedia, Flanders (Bruges), 1467-1475]

Miscellany, 17th century

Miscellany, Ethiopia

Miscellany, 15th-16th century

Miscellany, 15th century

Miscellany, 14th century

ser sacerdote. Le parecía una dignidad muy superior a su sentido de sencillez

la oración el pulmón que le oxigena para estar vivo ante Dios

En creusant, j’ai compris que ces lieux s’inscrivent dans une esthétique plus large, celle des liminal spaces.

Un soir froid de décembre, après une longue journée de travail, vous décidez enfin de rentrer chez vous. Vous traversez des couloirs et un bureau familier, puis soudain le sol se dérobe. Vous tombez, sans comprendre comment, et vous vous retrouvez dans une pièce simple, sans fenêtres, sous le soleil artificiel des néons bourdonnant comme pour vous prévenir de quelque chose. Les murs sont d’un jaune sale, recouverts de moquette humide. Vous avancez, mais chaque porte donne sur une autre salle identique. Pas de sortie, pas de présence humaine, juste ce labyrinthe, ces murs, ces néons. Un lieu infini et oppressant. Vous venez d’entrer dans les backrooms, niveau 0.

It is desirable that nations should go much further in this direction.

Today the world obtains commodities of excellent quality at prices which even the generation preceding this would have deemed incredible.

The problem of our age is the proper administration of wealth, so that the ties of brotherhood may still bind together the rich and poor in harmonious relationship.

Nearly half of Gen Z doesn’t fully understand the factors, and nearly one in five members has never checked his or her score, according to a recent survey by USAA, a financial services company. More than half in the survey said checking their credit score made them anxious, so much so that 62 percent of them avoid checking it altogether.

This seems perfectly adequate as a response to the objection. It does suggest,however, that much of the psychological appeal of the social contract theory isbased on a confusio

. It is woefully incomplete, however, because it 1) does notadequately address the limits managers' ordinary ethical obligations as humanbeings place on the actions they may take in the business environment, and 2)entirely fails to address the managerial obligations that arise out of the actualagreements made with the non-stockholder participants in the businessenterprise.

The fact that all three normative theories of business ethics rely on the moralforce of individual consent should come as no surprise given a proper understandingof what a business is, i.e., S'a voluntary association of individuals, united by anetwork of contracts"66 organized to achieve a specified end.67 Because businessesconsist in nothing more than a multitude of voluntary agreements amongindividuals, it is entirely natural that the ethical obligations of the parties tothese agreements, including those of the managers of the business, should derivefrom the individual consent of each

The social contract theory is often cnticized on the ground that the "socialcontract" is not a contract at all. To appreciate the nature of this criticism, let usborrow some terminology from the legal realm. The law recognizes three typesof contracts: express contracts, implied contracts, and quasi-contracts. An expresscontract consists in an explicit agreement made in speech or writing. In thiscase, there is a true meeting of the minds of the parties that is expresslymemorialized through languag

The normative social contract theory of business ethics takes much the sameapproach toward deriving the social responsibilities of businesses. It begins byimagining a society in which there are no complex business organizations, i.e., astate of "individual production," and proceed$ by asking what conditions wouldhave to be met for the members of such a society to agree to allow businesses tobe formed

is important to note that even in this imprecise form, the stockholder theorydoes not instruct managers to do anything at all to increase the profitability ofthe business. It does not assert that managers have a moral blank check thatallows them to ignore all ethical constraints in the pursuit of profits. Rather, itstates that managers are obligated to pursue profit by all legal, nondeceptivemeans.

To Morris’s credit, it must be said, that he was very little involved in these debates, even if he enjoyed being at the center of the storm. Morris in general loved to leave his moral and ideological attitude toward the events he described ambiguous, and this was a correct position from his positivistic historian’s point of view, in which role he claims objectivity, even if a careful reading of almost all of Morris’ writings reveals a very simplistic and one-dimensional view on the Jewish-Arab conflict. Despite all his “discoveries” about moral wrongs perpetrated by the Israelis, on the bottom line, he always tended to adopt the official Israeli interpretation of the events

— “if Zionism is so dangerous for the Jews and if Zionism makes the Arabs so wretched, maybe it was [from the start] a mistake?” - Morris lacks any meaningful answers.

Enjoyment—to have fun with unsuspecting users.

“Malware” is short for “malicious software.” Malware is typically installed on a user’s device for the purpose of stealing personal information.

Whenever you interact with online content your activities are not entirely private. You leave a digital footprint when you access websites, search Google, or download and interact with apps. What kind of impact can this have on your life? Why should you care?

waiting until the night before the due date, writing until far past her bedtime, getting only three hours of sleep, and turning in the assignment

avoid the other common trick of adding unnecessary words just to lengthen the essay out to the required number of pages.

Further, the experience of the COVID-19 pandemic shows that harm is intensified in times of crises, and as crises are endemic to capitalism, this harm is ongoing (Fortier 2020). Under conditions of austerity, women act as shock absorbers, especially as care responsibilities increase and poverty intensifies, harming women directly and indirectly (79).

Nacido en La Calzada, en Castilla La Vieja

Jerónimo Hermosilla, Santo

117 mártires en Vietnam

Pedro Almató Ribera, Santo

Grid cell classification

Schematic overview of the degree of urbanisation classification

The degree of urbanisationclassification defines cities, towns and semi-dense areas, and rural areas.

roughly 20 percent of cities in the world are shrinking

In Egypt, places listed as rural agricultural settlements on official maps are actually cities as large as 275,000, but making the official change puts the government on the hook for everything from schools to courthouses.

new definition, which defines a city as a contiguous geographic area with at least 50,000 inhabitants at an average population density of 1,500 people per square kilometer

towns, moreover, are the cities of the future

Gregory Scruggs about his reporting on a count that puts ​​the world’s total number of cities at 10,000

117 mártires en Vietnam

The thing that you’re thinking is the obstacle to your improvement, that you need to deal with before you can start getting better: dealing with that obstacle is the improvement itself.

have a blocked / inflamed nose

Culture Is What We Make

Then, as the class erupts in protest, the instructor calmly blinks one eye, leaving the other eye open.

Some cultures have very strict cultural norms regarding sexual practices, while others are more flexible.

Above the stable was a loft where women and children often slept, though arrangements for sleeping and marital sex tended to vary.

________________

A key aspect of improvement in the Brazilian external accounts has been the process of “de-dollarization” of its external liabilities. This means that now a large share of Brazilian external liabilities (such as public bonds and shares held by non-residents) are denominated in Brazil´s own currency, making creditors bear the exchange rate risk and making the economy less vulnerable to large exchange-rate movements

Despite massive underemployment and informality, the low unemployment rate and growth of real wages are understood as inflationary problems to be solved by constraining demand.

Ce qui me frappe plus que tout, c’est son étonnante capacité à inscrire tout événement évoqué dans la structure d’un récit, à le relier à au moins un autre événement

Create an accoun

Use ..< to make a range that omits its upper value, and use ... to make a range that includes both values.

Use while to repeat a block of code until a condition changes. The condition of a loop can be at the end instead, ensuring that the loop is run at least once.

After executing the code inside the switch case that matched, the program exits from the switch statement. Execution doesn’t continue to the next case, so you don’t need to explicitly break out of the switch at the end of each case’s code.

Notice how let can be used in a pattern to assign the value that matched the pattern to a constant.

Try removing the default case. What error do you get?

Switches support any kind of data and a wide variety of comparison operations — they aren’t limited to integers and tests for equality.

You can use a shorter spelling to unwrap a value, using the same name for that unwrapped value.

Another way to handle optional values is to provide a default value using the ?? operator. If the optional value is missing, the default value is used instead.

You can use if and let together to work with values that might be missing. These values are represented as optionals. An optional value either contains a value or contains nil to indicate that a value is missing. Write a question mark (?) after the type of a value to mark the value as optional.

You can write if or switch after the equal sign (=) of an assignment or after return, to choose a value based on the condition

Use if and switch to make conditionals, and use for-in, while, and repeat-while to make loops. Parentheses around the condition or loop variable are optional. Braces around the body are required.

Onelanguage is no longer better than the other because the student relies on both to communicate in amanner that they deem fit to do so.

This sense of academic accomplishment and ability isalso seen in Nicolarakis and Mitchell’s (2023) participants, where one in particular proudlymentions that, unbeknownst to them, translanguaging strategies they took part of gave them ampleopportunities to navigate between American Sign Language (ASL) and English read-alouds. In thisstudy, the researchers examine how translanguaging aspects affect the overall literacy skills ofmultilingual deaf students, and a part of Nicolarakis and Mitchells’ research consisted of studentsmaking connections between their learning abilities as adults and childhood learning experiences.

These outcomes are evident inother PSIs where and when educators provide multilingual students with opportunities to negotiatelearning between their primary language and the LOLT.

safespaces in learning environments are created because translanguaging offers students opportunitiesto seek support from others who share cultural and linguistic similarities (Canagarajah, 2013a,2013b; Dovchin, 2021, as cited in Qin & Llosa, 2023).

The reported demographics emphasize, however, the need to reflect and evaluate current PSpedagogical beliefs and instructional practices. Parmegiani (2022) urges PS stakeholders toquestion hegemonic practices created through monolingual instruction because of the disconnectthat exists “between the language of learning and teaching (LOLT)” (p.291) and a student’s nativeand primary language.

Research is scarce on translanguaging pedagogy and policy and its effects on PS educationin a global context (Karabulut & Dollar, 2022; Siziba & Maseko, 2023), with scholars noting thattranslanguaging in PS is typically through a Western perspective (Yafele, 2021) or in cases wheremultilinguals might means more than just negotiating between two languages (Hurst & Mona,2017).

the lens through which we examine texts in various forms and modalities, and challengeassumptions and ideas about our society and our world. Ultimately, it involves recognizingthe power not only to read and critically analyze ideas, but, where necessary, to presentalternative perspectives on issues of national importance; thus, critical literacy can propelstudents and citizens, more broadly, toward greater participation in national discourse, andultimately, toward meaningful social transformation. (p. 31)

Most of my students, over the years,have been multilingual and identified as emergent bilingual learners who report their first language(L1) as Spanish and their second language (L2) as English

Vous pouvez télécharger Eclipse au lien suivant.On va travailler avec une version légère à savoir : Eclipse IDE for Java Developers

Christine Yano builds on Iwabu-chi’s work and thinks through what she calls the commodity “whiteface” ofHello Kitty. 31 Remarking on Japanese companies’ desires to create globallycompatible consumer products in the 1970s by mimicking Euro-Americanstandards, Yano underscores the ambiguity of the international appeal ofHello Kitty, especially her cute white face. 32 Yano links mukokuseki to mo-dernity, whiteness, and global acceptance and adeptly points out the Japanesecompanies’ willingness to self-erase for the sake of global marketability.

TzarinaPrater and Catherine Fung argue that for the Asian body’s labor to be recog-nized, it must be converted from “the foreign threat to the assimilated modelminority.”

Thinking through Hutchinson’s and Moore’s perspectives, we could arguethat Kojima’s strategy of using racial ambiguity to cater to both the Japaneseand the Western audience permits him to embody Japaneseness without anyhistorical baggage.

Noting the racially ambiguous design of the mgs series’ protagonist Snake,Hutchinson argues that the white-passing body welcomes Western playersto empathize with its message.

katarzi

the common thread

deliver for

underpins

set aside

ministerial

the competition authority

And so, under EU competition law, actions and agreements which re-create the boundaries between the member states may be deemed anti-competitive. While market integration is economic in nature, protecting the internal market may not always further a narrow economic concept of consumer welfare. In practice, this political goal has led to a focus on removing territorial restrictions that undermine the creation of the single market and dictates a rather restrictive view of agreements which could limit trade between member states or lead to market foreclosure.

By contrast to the US Sherman Act, EU legislation provides some indication as to the goals of competition law as it positions it within the wider goals of the Union.

scholarship

undermine

underlined

presumption

The Supreme Court interpreted the Sherman Act broadly to consider both economic and non-economic goals related to these monopolies. Non-economic goals included ‘indirect social or moral effects’, which made a system of small producers preferable, even where it caused economic inefficiencies. Interestingly, in the early days (page 32)p. 32enforcers also used the Sherman Act to target victims of market power, such as labour unions and their officers.

неизменный.

Ты, кажется, искал здесь? Не ищи.Гремит засов у входа неизменный.Не стоит подбирать сюда ключи.Не тут хранится этот клад забвенный.Всего и блеску, что огонь в печи.Соперничает с цепью драгоценнойцепь ходиков стенных. И, непременный,горит фонарь под окнами в ночи.Свет фонаря касается трубы.И больше ничего здесь от судьбыдействительной, от времени, от века.И если что предполагает клад,то сам засов, не выдержавший взглядпришедшего с отмычкой человека.

Oliver Tearle. Who Said, ‘A Lie Is Halfway Round the World Before the Truth Has Got Its Boots On’? June 2021. URL: https://interestingliterature.com/2021/06/lie-halfway-round-world-before-truth-boots-on-quote-origin-meaning/ (visited on 2023-12-08).

peppercorn-0.6

バージョン1.2.0をインストール

Python 3.4以降では

Biological Evolution

Najczęściej zadawane pytania

6.2.3　フォーマットの指定方法

value

また、f-stringはネストさせることができるので、書式の内容を変数に入れて出力結果を動的に変えることもできます。

f'{first_name=} {last_name=}' # f'first_name={first_name} last_name={last_name}' と同じ "first_name='Ryuji' last_name='Tsutsui'"

このコメントは文字列に含まれない

June did this, June did that, she savedmoney and helped clean the house and cookedand Connie couldn't do a thing, her mindwas all filled with trashy daydreams.

"Stop gawking at yourself. Who are you? You think you're so pretty?" she would say.

Her mother, who noticed everything and knew everything and whohadn't much reason any longer to look at her own face, always scolded Connie about it.

'-3.14'.zfill(7) # 小数点も文字列にカウントされる

replace(old, new, /, count=-1)

for item in itertools.zip_longest('abcde', '123', 'あいうえ', fillvalue='-'): ... print(item)

同じじゃない

odd_or_even

>> >s

cosmic punishment

amputating

bisect_left()、bisect_right()で挿入位置のインデックスを取得する

Что бы мы ни вбирали в себя, что бы вообще ни происходило с нами, нас это не грязнит само по себе. Всё зависит от того, что выйдет из уст, что и как мы будем говорить. Решит наше слово. Каким бы ядовитым ни было то, что мы вбираем, не это решает; это само по себе ничего не решает; решать будет то, что скажем мы. А со мной, если я говорю плохо, что происходит? Я гублю только самого себя, вас — не обязательно; вас я только может быть соблазняю, потому что для вас всё будет решать в сторону погибели или спасения опять то, что скажет ваш язык, не мой.

PyRegex：http://www.pyregex.com/

re.search(r'\w', 'ABC') # Raw文字列記法で任意の文字にマッチ >>> re.search('\\w', 'ABC') # 通常の文字列ではバックスラッシュのエスケープが必要

re.search(r'[abc]+', 'aBc') # 小文字にのみマッチ

A life devoid of challenge does not lead to peace; it leads to atrophy and anxiety. If we do not provide our minds with meaningful, chosen challenges to overcome, they will create challenges for us in the form of irrational fears, obsessive rumination, and catastrophizing. Our brains need a problem to solve. The practice of deliberately stepping outside our comfort zone, even in small ways, feeds this need for positive stress. It engages the mind in productive problem-solving, channeling its energy into growth rather than self-generated anxiety. Each microshift is a small, controlled dose of adversity that strengthens our psychological resilience.

premonitions

disuse

Текст (особенно книга – текст, так сказать, культурно обузданный, введённый в дополнительные культурные рамки) сам выращивает в человеке своё понимание. Просто для этого сначала, прежде всего прочего, надо ему безоговорочно поверить, принять его как самодостаточную и самоценную реальность и пойти вслед за ним – почти вслепую. Не поверить и начать анализировать и возражать (вплоть до полного отвержения) - уже потом, на втором шаге. Под недоверие надо ещё подвести некоторую базу изначального, априорного принятия. (Надо ли уточнять, что к жизни в целом относится точно то же самое?)

However, there were minimal to no evidence-based therapeutic approaches for HFpEF management until recently.

If studentsare too comfortable using their preferred languagein class, will the desire to become English-fluentdecline?

there are not enough bilingualteachers (yet) to offer dual language instruc-tion

Teachers are inviting students to usetheir home languages to talk to their classmates,to do drafts of their writing, to journal to theirparents, and, if the teacher is fluent and everyoneelse in the class is bilingual, to explain things inanother language in the classroom.

Why should theybe consigned to foreign language classes thatleave them with little to show when they couldbe bilingual and biliterate before high school,like most of the rest of the world?

Spanish in Illinois isthriving!

Translanguaging goes beyond these antecedents,however, to add something new and importantto American education. Li Wei and Ofelia García(2022) call translanguaging a “decolonializingproject” (p. 313), and many other researchers andpractitioners raise the issues of language justiceand social hierarchy

The concept that all of these words are partof your identity is completely consistent withlinguist Noam Chomsky’s (1968) core conceptof Universal Grammar in which language-mak-ing is universal and hard-wired in all humans.

Translanguaging callsfor “the deployment of a speaker’s full linguis-tic repertoire” (Oteguy et al., 2015, p. 281; seealso Chalmers, 2016; García & Wei, 2014). Inother words, you have the right—and delight—to employ all of the words and gestures you’vegot.

African-American teachers I teach oftenexpress that they need to code switch in white-dominant settings and describe it as confusingand stressful, although it is a skill they say theymust acquire and exercise.

The difference might be that code switching isconsidered a more “local” act whereas translan-guaging is considered the cognitive underpin-ning of many speech acts (Wei, 2018).

thedeficit is not in the person but in the language!

Looking for“the right word” or phrase may bring to minda word from another language familiar to theothers in the room.

diglossia reached its peak in 1993, according toGoogle Ngram, and has declined rapidly sincethen, probably in inverse relation to the rise ofthe term translanguage.

(1) diglossia and (2) code switching.

the poor wishful learner is always aspiring, butnever quite able, to reach the level of any nativespeaker

we putlearners under huge headphones in a languagelab to endlessly mimic a (very unnatural sound-ing) man’s stilted sentences.

there was almost a fetishistic focuson perfection and correctness

peda-gogy

“If youwant to really hurt me, talk badly about my lan-guage. Ethnic identity is twin skin to linguisticidentity—I am my language”

If my language is banned, mocked, and lookeddown upon, what does that say about my valueas a person?

Even now, in the post-colonial system rightto the present day, many students are requiredto “leave their home language at the classroomdoor.” What could be more soul-destroying thannot having the opportunity to become literate inone’s own home language?

Many post-colonial free nations have removedthe European languages in favor of their ownnational languages, although the colonial lan-guages can be handy as lingua francas across dif-ferent regions and countries and in nongovern-mental organizations.

The Welsh havekeenly felt the suppression of their language bytheir English colonizers for centuries

The term was first coined by Welsh educator CenWilliams in 1994, in an article he wrote in Welshand then translated to English about ways to useboth languages in the classroom.

Wei and García(2022) note that there were 23,000 mentionsof translanguaging in a March 2022 GoogleScholar search (p. 314).

The Google NgramViewer (2024b), which searches a vast naturallanguage database to track how often a word orphrase is used over time, shows that as recentlyas 1980, the words translanguage and translan-guaging appeared 0% of the time, even with 10decimals after them! However, by 2019, trans-languaging had exploded to .241354, with onlyfive zeroes in front of it!

We were born for more than just to be groomed into consumers who don't care about other human beings.