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Novel chiefly on Arya-Dravidas with historical and scientific evidence.

When identifying and elaborating compliance requirements, analysts need to follow the cross references in legal texts and consider the additional information in the cited provisions. Enabling easier navigation and handling of cross references requires automated support for the detection of the natural language expressions used in cross references, the interpretation of cross references in their context, and the linkage of cross references to the targeted provisions. In this article, we propose an approach and tool support for automated detection and resolution of cross references. The approach leverages the structure of legal texts, formalized into a schema, and a set of natural language patterns for legal cross reference expressions. These patterns were developed based on an investigation of Luxembourg’s legislation, written in French. To build confidence about their applicability beyond the context where they were observed, these patterns were validated against the Personal Health Information Protection Act (PHIPA) by the Government of Ontario, Canada, written in both French and English. We report on an empirical evaluation where we assess the accuracy and scalability of our framework over several Luxembourgish legislative texts as well as PHIPA.

This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.

Applying critical discourse analysis as their principal methodology, Frances Henry and Carol Tator investigate the way in which the media produce, reproduce, and disseminate racist thinking through language and discourse.

This paper examines the conceptions of Chineseness and the perceptions of China in Ontario's High School History Curriculum from 1945 to the end of the 1980s. Design/methodology/approach - The paper examines the syllabus and textbooks in the period that were taught in schools in Ontario. Curriculum guidelines and documents published by the Ontario Department (later Ministry) of Education were studied, as well as the Circular 14, which lists the approved textbooks from which the textbooks were chosen for this paper. The impact-response and tradition- modernity approaches to the study and writing of Chinese enabled the unpacking of the western-centric presuppositions in the textbooks. Findings - From the onset, the Chinese history that was taught and presented was a western-centric one. The paper demonstrates that post Second World War Chinese history that was taught via the Ontario High School History Curriculum and textbooks reflected a view of Chineseness that regards the Chinese and the Chinese civilisation was regarded as essentialised, backward and static vis-à-vis the modern West. Implicit in such a conception of Chineseness is that of western superiority over the Chinese civilisation. Originality/value - There have been few studies on how the history of Asia is represented in Canadian school history. Knowing how Chinese history is represented in Ontario High Schools is an interesting case study of how white settler societies viewed and understood China. This study also sheds light on the broader issue of the problematic at play when Asian history is taught and represented in other white settler societies like Australia, New Zealand and the USA. [Author abstract]

This article analyzes the treatment of the Holocaust in Quebec's history textbooks, in view of the subject's potential and actual contribution to human rights education. Given that Quebec's curriculum includes citizenship education in its history program, it could be argued that the inclusion of the Holocaust has particular relevance in this context, as it contributes to the study of both history and civics, and familiarizes Quebec's youth with representations of Quebec's Jewish community, which is primarily concentrated in Montreal. This article demonstrates that the textbooks' treatment of the Holocaust is often superficial and partial, and prevents Quebec's students from fully grasping the impact of this historical event on contemporary society.

This article examines the evolution of the representation of Islam and Muslim cultures in textbooks in Quebec. Results indicate significant improvements in the new secondary school history textbooks, both quantitatively (for they contain more information about pillars, key concepts, and relations with Christianity and Judaism) and qualitatively (on account of their depth of coverage, fewer negative views than in the 1980s, and fewer factual errors than in the 1990s). The positive role played by Muslim scientists in preserving old knowledge and enriching is also recognized. However, textbooks still view Islam as a religion of submission, proscriptions, and forced conversion, failing to recognize the diversity within Islam and Muslim cultures.

History, civics, and social studies courses in Canadian schools have always represented some official understanding of Canadian citizenship, even Canadian identity. They have prepared children for citizenship and the exercise of their adult duties in the community. As historian Ken Osborne argues, citizenship remains a “flexibly protean” term, changing over time according to setting, and always resisted or undermined by those who disagree with the official understanding imposed upon them. While it may be difficult to assess the impact of the school's messages on students, we can identify the official ideas about English-Canadian citizenship and identity transmitted by schools.

This book is a description of the process of constructing a productive Other for the purpose of being admitted to Canada as a Convention refugee. The whole claiming procedure is analyzed with respect to two actual cases, and contextualized by reference to pertinent national and international jurisprudence. Since legal analysis is deemed insufficient for a complete understanding of the argumentative and discursive strategies involved in the claiming and \"authoring\" processes, the author makes constant reference to methodologies from the realm of literary studies, discourse analysis and interaction theory, with special emphasis upon the works of Marc Angenot, M.M. Bakhtin, Pierre Bourdieu, Erving Goffman, Jürgen Habermas and Teun van Dijk. In so doing, he illustrates a reductive movement that inevitably occurs in legal argumentation which results in the displacement the subject from the realm of \"refugee claimant\" to that of claimant as \"diminished Other.\".