Truth and method

What Video Games Have to Teach Us about Learning and Literacy

List of Figures List of Tables Foreword Introduction Robin P. Fawcett, M.A.K. Halliday, Sydney M. Lamb and Adam Makkai 1 Language as Code and Language as Behaviour: A Systemic-Functional Interpretation of the Nature and Ontogenesis of Dialogue M.A.K. Halliday 2 Metaphors of Information John Regan 3 How Universal is a Localist Hypothesis? A Linguistic Contribution to the Study of 'Semantic Styles' of Language Yoshihiko Ikegami 4 Some Speculations on Language Contact in a Wider Setting Jeffrey Ellis 5 Ways of Saying: Ways of Meaning Ruqaiya Hasan Index

Language as social semiotic

The ambiguity of play

THE chorus of approval with which Mr. Mundella's report on the progress of elementary education was received on Monday cannot but be gratifying to all who have at heart the highest welfare of the country. With one or two unimportant exceptions—members whose vision is so bizarre as to discern communism in the education of the children of the working classes, and who connect the increase of weeds with the spread of education'what criticism there was referred to details of method. All the members whose opinions are of any weight agreed that vast good had resulted to the country by the working of the Code. As to the special subjects, among which science is included, the weight of opinion was decidedly in favour of their retention. The greatest friends of the Fourth Schedule will admit that there is still much room for improvement in the teaching of these subjects; it cannot be expected that so great a novelty in the system of elementary education in the country can all at once be taught to perfection. About the success of the compulsory system of education it may be said that the House was all but unanimous. The analogy between the treatment of paupers and the free education of the children of the working classes will not hold water. In the one case we are simply keeping from starvation people whose improvidence or misfortune have made them a dead burden on their fellows; in the other case we are feeding the minds of those who one day will have to bear the brunt of the work of the nation; The better these future workers are educated, the more intelligently and the more effectively are they likely to do their work, and the less likely are they to become inmates of our workhouses and prisons. As Serjeant Simon testified, even already is there a marked decrease of embryo criminals in our streets. The conclusion come to by Mr. Mimdella and those who,like him, have the interests of education at heart, is not that we have gone too far, but that we have not gone far enough; not that we have reached finality, but that we have only made a good beginning. The figures he adduced to prove the success of the existing Education Act were practically admitted to be irrefutable; and we only trust the progress in the next ten years will be at an equal ratio to that achieved during the past decade. “Many of us,” he truly said, “would pass away without seeing the full effect of the work we are doing.” As to the propriety of encouraging the retention of exceptionally clever boys in elementary schools beyond the regulation age, the figures showed that it would be cruel and unjust to forbid this. Until we have a State system of secondary education in England similar to that about to be sanctioned in Scotland, until air equally decisive step is taken with regard to educational endowments in the one country as in the other, the nation would be doing a gross injustice to force exceptionally clever boys to leave school just when their intellects were beginning to shoot into full vigour. Mr. Mundella showed by his figures that Scotland is still ahead of England in the matter of education; that extra or special subjects are more widely sought after and with greater success, and that a larger percentage of children in elementary schools proceed to secondary education. But it should be remembered that this is the result of many generations of universal education, and that in Scotland it has long been considered as great a disgrace to be uneducated as in England it is considered to be immoral. There among the great majority of the working classes compulsory education was scarcely needed, and this will no doubt be the case in England in the course of a century or so, when education will have become as great a necessity as decent clothing. Again during the debate was it shown by those who have the best means of knowing that where science is properly taught there the children are as a rule more intelligent and bright, and better up in the ordinary subjects than in schools where science is neglected. Sir John Lubbock gave a remarkable instance of the favour with which properly conducted science-teaching is received by the children themselves:—

The Education Debate

This article explores how to research the opportunities for emotional engagement that mobile technologies provide for the design and enactment of learning environments. In the context of mobile technologies that foster location-based linking, we make the case for the centrality of in situ real-time observational research on how emotional engagement unfolds and for the inclusion of bodily aspects of interaction. We propose that multimodal methods offer tools for observing emotion as a central facet of person–environment interaction and provide an example of these methods put into practice for a study of emotional engagement in mobile history learning. A multimodal analysis of video data from 16 pairs of 9- to 10-year-olds learning about the World War II history of their local Common is used to illustrate how students’ emotional engagement was supported by their use of mobile devices through multimodal layering and linking of stimuli, the creation of digital artifacts, and changes in pace. These findings ar...

/pdf/mobile-experiences-of-historical-place-a-multimodal-analysis-449hnq948q.pdf

Mobile Experiences of Historical Place: A Multimodal Analysis of Emotional Engagement

Child–father creative text-making at home with crayons, iPad collage & PC

We studied the contribution of p53 family proteins and their isoforms to the development and progression of colorectal carcinoma in relation to VEGF.
Methods: p53, p63, p73 and VEGF proteins were assessed in 45 colorectal adenomas (CRAs), 80 carcinomas (CRCs) and 36 normal colonic tissue samples (NCT) by immunohistochemistry. Different p63 and p73 isoforms were assessed by RT-PCR. Aberrant protein and RNA expressions were correlated to patients' characteristics, disease free and overall survival (DFS& OS).
Results: p53, p63, p73 and VEGF proteins were detected in 22.2%, 73.3%, 33.3%, 46.7% CRAs; in 68.8%, 38.8%, 62.5%, 62.5% CRCs and 16.7%, 83.3%; 13.9%, 27.8% NCT (p<0.05 except for VEGF). Commonest isoforms were TAp63a, DNp63, TAp73a in CRA and DNp63, TAp63a, DNp73, TAp73s in CRC. Significant correlations were found between aggressive tumor phenotypes and aberrations in p73, p53, p63, VEGF. DFS correlated with advanced stage, p73 and VEGF aberrations. While advanced stage, positive lymph nodes, p73 and p53 correlated with OS. Prognosis was worse in patients with aberrant p63& p73 than in those with normal p63& p73 expression regardless of p53 gene status (p<0.05).
Conclusions: p53 family proteins and VEGF play a pivotal role in colorectal carcinogenesis. p53 prognostic potential is augmented by p73 and p63 aberrations indicating a synergistic effect between the three family members. Nodal status, stage, p73, VEGF and p53 could be used as predictors of DFS and OS

Mona Sakr

Papers

Mobile Experiences of Historical Place: A Multimodal Analysis of Emotional Engagement

Child–father creative text-making at home with crayons, iPad collage & PC

Differential expression of p53 family proteins in colorectal adenomas and carcinomas: Prognostic and predictive values.

Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad

Exploring Whole-Body Interaction and Design for Museums