A TIME report indicated that OpenAI outsourced tasks to Kenyan workers who were paid less than $2 per hour to help make ChatGPT less toxic. These workers reported being mentally scarred by the disturbing content they had to process, and the problematic work environment led to the early termination of the contract with Sama, the firm that employed these workers, in February 2022. These revelations highlight important ethical considerations in the AI development process, particularly regarding labor practices and the psychological wellbeing of those involved in content moderation and model training.

In 1945, Vannevar Bush proposed the idea of memex, a hypertext system.

We propose a novel approach relying on persistent, timestamped, adapted queries to versioned and timestamped data sources

Visualizing freely available citation data using VOSviewer

3.3.1 Citation Styles

towards syllabusesbased on needs analysis, oriented towards real-lifetasks and constructed around purposefully selectednotions and functions.

Both plurilingual and translanguaging pedagogical practices in the education of language minori-tized students remain controversial, for schools have a monolingual and monoglossic traditionthat is hard to disrupt, even when the disrupting stance brings success to learners. At issue is thenational identity that schools are supposed to develop in their students, and the Eurocentricsystem of knowledge, circulated through standardized named languages, that continues toimpose what Quijano (2000) has called a coloniality of power

It de-natur-alizes, that is, the named languages that have been codified by the nation-state to develop govern-able subjects (Foucault 1997)

ation-state building and their often associated ventures of colonial expansion

If plurilingualism was coined by the Council of Europe to ensure the political and economic cohesionof the European Union,

This fact can easily transforms these classrooms into monolingual ones whereinstruction is, for all intents and purposes, only in the national language. In fact, plurilingual programsfor refugees are almost non-existent!

n contrast, plurilingualism for brown and black refugees acts differently. A

Plurilingualism for these speakers is thus compatible with the supranationalconcept of the European Union (an EU with distinct national languages that work together), aswell as with the national concept of European states (with a single national language). PlurilingualEuropeans continue to be conceived of as ‘native’ speakers of a national language, although theymay use different national languages as they see fit in their specific communicative situation. Thenational and linguistic identity of Europeans is not moved, even if their language repertoireexpands to consist of what are considered bits of other national languages, creating speakers withbroader horizons, and encompassing a more European persona. In this context, the interest in plur-ilingualism follows an economic imperative and might be complicit in what Flores (2013) notes is aneoliberal need for flexible workers and citizens

. We see, then, that despite the advent of a plurilingual philosophy in asociety that aims to be plurilingual, the goal of language education for white European citizensand brown and black refugees remains different and is embodied in persistently differentapproaches.

We have remarked on the extension of the benefits of plurilingualism efforts to black and brownimmigrants. But there are still differences in how plurilingualism in education gets taken up depend-ing on the identity of the students. For white European citizens, we have seen that plurilingualismacknowledges that it is impossible for individuals to be two (or three) monolinguals in one. It isthus accepted that language education programs do not need to aim at making students fully com-petent in a second or third language. Instead, as we have discussed, what is important is that oneacquire competence to communicate to varying degrees. Differentiated language abilities are seenas required, as white European citizens cross borders to study, work, and live

The emphasis on linguistic rights promoted by the Language Policy Task Force of the Council ofEurope means that more attention is also being paid to the learner at the center of all plurilingualeducation initiatives, including CLIL and language awareness programs, but also in educational pro-grams that target refugee students

hese multilingual awareness projects corre-spond to the goals of the Council of Europe of ‘education for plurilingualism,’ including educating ‘forlinguistic tolerance, raise awareness of linguistic diversity and educate for democratic citizenship’(Council of Europe 2003, 16)

. In addition, the concept of pluri-lingualism has transformed traditional foreign language education, stressing that the goal should bepartial competence in multiple languages, rather than full competence in two or three. Plurilingual-ism, it is argued, should be the focus of language education and the goal for all European citizens.

A plurilingual European citizen is thus said to have plurilingual competence in a ‘repertoire oflanguages,’ and holds values of plurilingual tolerance toward all languages and varieties. Toprepare these plurilingual European citizens, a plurilingual and intercultural education should be fos-tered. This plurilingual and intercultural education should protect the right to learn additionallanguages, but also the right to speak a first language and the right to a quality education in thelanguage of instruction

n doing so, language education programs have erased all tracesof heteroglossia in language (Bailey 2007), upholding the standardized versions of named languagestaught and valued in school, instead of valuing and recognizing the complex linguistic practices ofmultilingual speakers. But this traditional view of multilingualism has started to show fissures. Nextwe discuss how and why we are facing these ‘cracks’ in our conception of multilingualism andhow it is viewed and used in school

Not all language minoritized communities have been given access to even monoglossically-inspired additive bilingual education programs. Some have been given much less, others havebeen given more. Those given less include very threatened communities that have been simplyignored, erased, by the educational authorities, and who remain uneducated in monolingual (oreven multilingual!) programs where instruction is conducted in languages they do not know.Many tribal groups in India fall in this category

As studies of multilingualism emerged in the second half of the twentieth century, the world wasundergoing an important socio-political change – the colonial structures of the European Empiresstarted to be dismantled. The independence movements of Asian and African countries unleasheda sense of ethnic, racial and linguistic pride, as more minoritized groups clamored for greater politicaland economic rights (Fishman 1985). These were often accompanied by demands for a different typeof education, one that respected and leveraged the cultural and linguistic practices of local commu-nities (García and Lin 2017a). And in some contexts, language majorities, threatened by the increasedpower of the speakers of the ‘other’ languages started also clamoring for an education that woulddevelop the bilingualism of their own children. The stage was set for the development of a newtype of bilingual education – immersion programs

considered monolingual representatives of the nation-state, are taught an additional language,which is always seen as second to their first. Foreign language education programs reinforce the con-struction of named languages as spoken in specified, and foreign, nation-state(s), the idea being thatthe learning of this language will contribute to increased communication between people of differentcountrie

e describe how, in the past and continuing today, thetraditional view of multilingualism has impacted the teaching of additional languages in second-and foreign- language programs, as well as in bilingual educatio

ask-based analysesreveal more than text-based analyses about the dynamic qualitiesof target discourse

real world "uses" ofgrammatical constructions often differ from the "usages"modeled in grammar-based language teaching materials

But because of power differentials built up duringthe processes of nation-building and colonial formation, monolingual white elites and their ways of

In the United States, translanguaging has more ofa social justice focus and is seen as empowering minority students

It also distinguishes pedagogicaltranslanguaging from spontaneous translanguaging and provides a definitionand theoretical principles

It is obvious that extended exposure tothe target language(s) is necessary, but there is also a real need to build on whatstudents already know

hich proposes planned activities involving two or more languagesso that languages reinforce one another and multilingual students make the mostof their linguistic repertoire and their experience as language learners andlanguage users.

Students link newinformation to old information and pedagogical translanguaging aims at reinfor-cing that process. It is also natural for multilingual speakers to use languages ina flexible way and to translanguage spontaneously (García & Li, 2014; Duarte& Kirsch, 2020). Pedagogical translanguaging has as its point of referencemultilingual individuals and multilingual societies because they represent theway people communicate

Languages can reinforce each other and prior linguistic know-ledge is an advantage that can be used in the classroom. Another argument isthat using two or more languages in the same lesson does not imply lessexposure to the target language even if this is a minority language. The timeallocated to activating resources from the majority language in the space of theminority language can easily be compensated for when pedagogical trans-languaging is implemented across the curriculum and the minority language isalso used in the majority-language lessons.

edagogical translanguaging is about activatingmultilingual speakers’ resources so as to expand language and content learning.Multilinguals have broader repertoires than monolinguals, and they are oftenmore experienced language learners

The richtrajectories multilingual students often have are useful resources for learningadditional languages and academic subjects

that each ofthese and other groups needs varies greatly, however, meaning thatlanguage teaching using generic programs and materials, not de-signed with particular groups in mind, will be inefficient

Participant and non-participant observation have theadvantage of allowing direct, in-depth, contextualized study of whatparticipants actually do, of the activities of interest in their naturalenvironment (natural, that is, except for the presence of the outsideobserver in the case of non-participant observation

An audit is useful for providing a quick overview of a situation andidentifying mismatches between perceptions and reality, betweenwhat is going on and what should b

n the UK, r

participants associatedlearning English with increased autonomy and the development of a renewed socialidentity. A qualitative study by Miller

The impact of English on participants’ lives consisted of moving from dependenceto autonomy, a sense of achievement, and learning English was associatedwith hopes for further changes including in employment and education

he association between poorlanguage proficiency and psychological problems may also be mediated by employ-ment status (Hinton et al., 1997; Westermeyer et al., 1989); unemployment is itself arisk to mental health (Dooley, 2003).

Refugees’ psychological problems are better understood in thecontext of the challenges of adaptation to many difficult circumstances than inpsychiatric terms

Many refugees and asylum seekers arrive in the host country having incurredextensive material and social losses (United Nations High Commissioner forRefugees [UNHCR], 2007).

destination country prior ttination country or have friincentive to learn

assimilationdegree of return aWestern Europe (Engin the pre-accessionof the implica

xts. The selectivity of migrant groups relative to their origin countrycounterparts as well as compared with other groups may also affect their integrationprocesses (Ichou, 2014), but the implications of such selectivity across economic andcultural domains can only be understood if we know what characteristics, resourcesand orientations they arriv

data - that reveal how integration outcomes differsubstantially between immigrants from different origins across a number of WesternEuropean cou

norities inconcept of multiculturalismlarge flows of migrants fromthe issue of migrant i

The goal of the project was to obtain a more complete picture of integrprocesses in Europe and of the role of individual traits, group characteristics and retion contexts

The recovery framework provides a foundation for government andnon-government organizations seeking to improve the quality of their ser-vices to refugees.

Over the past eighteen years, VFST has provided counsellingand advocacy interventions for individuals, families and groups of refugeesfrom many different countries. It has developed a framework that linkstraumatic events, namely, the experience of violence, systemized persecu-tion and forced displacement to their social and psychological effects.These effects can include anxiety, helplessness, loss of control, isolation,loss of trust, erosion of meaning and identity, guilt and shame

As a new and emerging community, many of the Sudanese are pro-foundly affected by their experiences of war, flight and the hardship ofcamps or other places where they first seek asylum.

Two cultures: one lifeJenny Mitchell, Ida Kaplan and Louise Crowe

Mastery of foreign languages, spoken far away ‘in other countries’, issomething sufficiently divorced from daily life that it can be appreciated as a skill. Its mastery is likelyto be less than the mastery and attachment to English, not thereby challenging presumed deepattachments of national allegiance. However, when the languages are less foreign, when emotionalattachment and mastery may be high, their study, public use and maintenance ‘threatencivilisation’. No longer a skill, but sedition.

his situation can be remedied if pedagogical translanguagingis also implemented in the Basque and Spanish classes and students work with thethree languages in the three language classes.

An important benefit of pedagogical translanguaging is that learners can have greateraccess to information when they can use different languages.

The school languages can be national lan-guages which are widely used in the country where the school is located, minority lan-guages which are used in the region where the school is located or other second andforeign languages such as English.

Multilingual speakers have a rich repertoire, which can be used as a resource to commu-nicate and to learn additional languages more effectively. It is natural for multilingualspeakers to try to use resources from other languages because they try to link theirprior knowledge to new knowledge. ‘Focus on multilingualism’ also looks at thesocial context of communicative interaction. When multilingual speakers communicate(face-to-face or digitally) they use multilingual resources in their repertoire and translan-guage to a greater or lesser extent depending on the social context.

Pedagogical translanguaging has these characteristics (Cenoz and Gorter,2021):1) It can be applied not only to two languages, as in Wales, but also to three or morelanguages and even to students’ home languages, which are not in the schoolcurriculum

In the context of language learning, themost important knowledge that students have is the knowledge of previously acquiredlanguages. To exclude this knowledge could have a negative effect on the learningprocess.

4. Cite Card Icon : Hat (something above you)Tag : 5th block Quotation, cooking recipe from book, web, tv, anything about someone else’s idea is classified into this class. Important here is distinguishing “your idea (Discovery Card)” and “someone else’s idea (Cite Card)”. Source of the information must be included in the Cite Card. A book, for example, author, year, page(s) are recorded for later use.

Stevens, W. Richard 1994. TCP/IP Illustrated, Volume 1: The Protocols. Addison-Wesley, Reading, Massachusetts

Ondaatje, Michael 1992. The English Patient. Vintage International, New York

Mockapetris, P.V. 1987b. "Domain Names: Concepts and Facilities," RFC 1035

Mockapetris, P.V. 1987a. "Domain Names: Concepts and Facilities," RFC 1034

Malone, Thomas W., Grant, Kenneth R., Lai, Jum-Yew, Rao, Ramana, and Rosenblitt, David 1987. "Semistructured Messages are Surprisingly Useful for Computer-Supported Coordination." ACM Transactions on Office Information Systems, 5, 2, pp. 115-131.

Malone, Thomas W., Yu, Keh-Chaing, Lee, Jintae 1989. What Good are Semistructured Objects? Adding Semiformal Structure to Hypertext. Center for Coordination Science Technical Report #102. M.I.T. Sloan School of Management, Cambridge, MA

Martin Gilbert 1991. Churchill A Life Henry Holt & Company, New York, page 595

Figure 2. Transitions of climate change throughout time.

Jacques ToubonD é f e n s e u r d e s d r o i t sQue la Républiquetienne les promessesqu’elle a faites à tous

Annotating an in-text reference pointer with a citation function

Annotating a citation with an additional text-defined citation function

we don't even have blog post here

To Zotero or not to Zotero?

Chacun a droit au respect de sa vie privée

There is a good chance that you have never heard ofsoftware collapse before, for the simple reason that it’s aterm I have made up myself two years ago in a blog post.

« la vie humaine n’est point une lutte où des rivaux se disputent des prix ; c’est un voyage que des frères font en commun, et où chacun employant ses forces, en est récompensé par les douceurs d’une bienveillance réciproque, par la jouissance attachée au sentiment d’avoir mérité la reconnaissance ou l’estime ». (Condorcet, « Premier mémoire »)

If you are using RDFa within your pages, you can use the resource attribute to indicate that you are linking to a piece of legislation while including a link to another source of information. For example,

You can now tag citations in @CiteULike with #CITO! Add the tag "cito--(relationship)--permalink". Example:"cito--usesmethodin--423382".

Machine Tags

Exemplar output (in JSON)

COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations

e.g.​oci:01027931310-01022252312

http://purl.org/spar/cito/Citation

Currently, DataCite is the de facto standard for data citation. Therefore, the ability to transform metadata records from and to the DataCite metadata schema would enable, respectively, the harvesting of DataCite records, and the publication of metadata records in the DataCite infrastructure (thus enabling their citation).

Key to DataCite service is the concept of a long-term or persistent identifier. A persistent identifier is an association between a character string and a resource. Resources can be files, parts of files, persons, organisations, abstractions, etc. DataCite uses Digital Object Identifiers (DOIs)(2) at the present time and is considering the use of other identifier schemes in the future.

There are three major HTML elements involved in quotations: <blockquote> <q> <cite>

https://ourcodingclub.github.io/, https://www.openscapes.org/

German Centre for Integrative Biodiversity Research (iDiv).