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This action research study examines the factors that influence student participation when songs with social content are utilised in the EFL classroom. The study proposes the use of English songs as a situated social practice under the perspective of critical pedagogy. The study was done in the 11th English class of a public high school located in the south of Bogota, Colombia. Data was collected through field observations, semistructured interviews, questionnaires and artefacts made by the students. The results indicate that factors relate to the songs and the students themselves. The study suggests that providing different opportunities for students to explore different dimensions of literacy that go beyond the linguistic aspects of a foreign language can encourage meaningful participation and interest in learning English as a Foreign Language.

This article explores the results of a study on media participation on Twitter in 2018/2019 perceived as contributing to far right and Islamist radical ideologies, in 7 European countries. By combining online ethnography and big data approaches, we see that online far right extremism in Europe is active and ranks are growing, while Islamist extremism has been incapacitated in sharing controversial forms of expression. We describe how the far right uses Twitter as a means for political activism, while Islamist extremists offer lifestyle information, related to local branches of faith, using Twitter as a storefront that re-routes users to other platforms. We consider resources for action, notably on the far right. World leaders influence followers online and support a global conversation between users that paves the way to a far right European milieu thriving on Twitter. To conclude, we delve into the notions of radicalisation and political participation to emphasise the asymmetry between the two forms of media participation in respect to academic discourses and big tech and States’ practises.

In the late eighteenth and early nineteenth centuries, several thousand Scots came to settle in what became Nova Scotia (Canada), bringing with them their language, Gaelic. This language was passed on from generation to generation for two centuries but was soon replaced by English, so that at the dawn of the year 2000, few people – perhaps between five hundred and a thousand – are still able to speak it. At the semantic and morphological levels, Nova Scotia Gaelic does not differ so much from the Gaelic spoken in Scotland, but at the phonological level, where changes have taken place over the centuries.

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The Gaelic language that barely survives in Nova Scotia today is the legacy of the Highlanders who came to this land, previously populated by the Micmac tribe and the Acadians, in the late 18th century. By the middle of the following century, between 50,000 and 60,000 Gaelic-speaking settlers came to the New World. This resulted in the creation of Scottish Gaelic language communities in eastern Canada: it is estimated that up to 100,000 people spoke Scottish Gaelic in the 19th century. However, by the end of the 20th century, only 500 people are still able to speak the language: the use of English has gradually become more widespread.

Snow cover is a key component in Arctic ecosystems and will likely be affected by changes in winter precipitation. Increased snow depth and consequent later snowmelt leads to greater microbial mineralization in winter, improving soil and vegetation nutrient status. We studied areas with naturally differing snow depths and date of snowmelt in Adventdalen, Svalbard. Soil properties, plant leaf nutrient status, and species composition along with the normalized difference vegetation index (NDVI) were compared for three snowmelt regimes (Early, Mid, and Late). We showed that (1) Late regimes (snow beds) had wetter soils, higher pH, and leaves of Bistorta vivipara (L.) Delarbre and Salix polaris Wahlenb. had higher concentration of nutrients (nitrogen and δ15N). Little to no difference was found in soil nutrient concentrations between snowmelt regimes. (2) Late regimes had highest NDVI values, whereas those of Early and Mid regimes were similar. (3) Vegetation composition differed between Early and Late regimes, with Dryas octopetala L. and Luzula arcuata subsp. confusa (Lange) characterizing the former and Equisetum arvense L. and Eriophorum scheuchzeri Hoppe the latter. (4) Trends for plant nutrient contents were similar to those found in a nearby snow manipulation experiment. Snow distribution and time of snowmelt played an important role in determining regional environmental heterogeneity, patchiness in plant community distribution, their species composition, and plant phenology.

In his major works in ethics, Immanuel Kant (1724—1804) does not pay much attention to the question how humans become moral. The main tasks for Kant in these works are to establish the moral law and discuss its application. However, in his minor works in ethics and pedagogy he draws our attention to the question mentioned and claims that humans first become moral when they get 16 years old. Before we reach this age, our will (Willkür) is able to choose, that means prioritize, between rationality (the moral law) and sensitivity (inclinations), but our will (Wille) lacks the capacity to impose the moral law on ourselves. To evolve in this regard so that our will becomes fully moral and autonomous, we need moral restrictions from other people with more moral experience. The relevant Kantian distinction in this regard is the distinction Kant draws between persons and moral actors in the wake of his formula of the categorical imperative called the formula of humanity. According to this distinction, a person needs to be educated heteronomously in order to reach the level of moral actor and become autonomous. Constraint is therefore a necessary condition for self-constraint.

L’usage d’énoncés figurés et figés est un aspect crucial de la maitrise d’une langue étrangère compte tenu de leur complexité et de leur fréquence dans les langues. Cet article propose une réflexion sur les notions de figement et de sens figuré et montre qu’un flou terminologique général constitue un frein potentiel pour des applications didactiques. Il offre également une première exploration d’un corpus d’interactions spontanées entre des apprenants norvégiens adultes avancés et des locuteurs natifs francophones dans un cadre informel et propose ainsi de fournir des données préliminaires sur l’usage d’énoncés figés et figurés en français L2.

Abstract A high resolution SNP map was constructed for the bovine casein region to identify haplotype structures and study associations with milk traits in Norwegian Red cattle. Our analyses suggest separation of the casein cluster into two haplotype blocks, one consisting of the CSN1S1, CSN2 and CSN1S2 genes and another one consisting of the CSN3 gene. Highly significant associations with both protein and milk yield were found for both single SNPs and haplotypes within the CSN1S1-CSN2-CSN1S2 haplotype block. In contrast, no significant association was found for single SNPs or haplotypes within the CSN3 block. Our results point towards CSN2 and CSN1S2 as the most likely loci harbouring the underlying causative DNA variation. In our study, the most significant results were found for the SNP CSN2_67 with the C allele consistently associated with both higher protein and milk yields. CSN2_67 calls a C to an A substitution at codon 67 in β-casein gene resulting in histidine replacing proline in the amino acid sequence. This polymorphism determines the protein variants A1/B (CSN2_67 A allele) versus A2/A3 (CSN2_67 C allele). Other studies have suggested that a high consumption of A1/B milk may affect human health by increasing the risk of diabetes and heart diseases. Altogether these results argue for an increase in the frequency of the CSN2_67 C allele or haplotypes containing this allele in the Norwegian Red cattle population by selective breeding.