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

Policies for design and policies for innovation: contrasting perspectives and remaining challenges

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about ‘active learning’ in college science classroom setting...

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2017.1363925

An integrative review of in-class activities that enable active learning in college science classroom settings

Integrating a Single Tablet PC in Chemistry, Engineering, and Physics Courses: Students Report That an Instructional Model Based on a Single Tablet PC in Science and Engineering Courses Enhances Classroom Dynamics, Teaching Effectiveness, and Student Learning

Upon uncertain ice: contingency, being and witness in later Cormac McCarthy

Open-space Learning offers a unique resource to educators wishing to develop a workshop model of teaching and learning. The authors propose an embodied, performative mode of learning that challenges the primacy of the lecture and seminar model in higher education. Drawing on the expertise of the CAPITAL Centre (Creativity and Performance in Teaching and Learning) at the University of Warwick, they show how pedagogic techniques developed from the theatrical rehearsal room may be applied effectively across a wide range of disciplines. The book offers rich case-study materials, supplemented by video and documentary resources, available to readers electronically. These practical elements are supplemented by a discursive strand, which draws on the methods of thinkers such as Freire, Vygotsky and Kolb, to develop a formal theory around the notion of Open-space Learning. CAPITAL was a collaboration between the University of Warwick's Department of English and the Royal Shakespeare Company. CAPITAL was succeeded by the Institute for Advanced Teaching and Learning (IATL) in 2010.

Open-space Learning: A Study in Transdisciplinary Pedagogy

Preface Rick Wallach Acknowledgments Introduction Nicholas Monk 1. Blood Meridian and Classical Greek Thought David Williams 2. The Ties that Bind: Intertextual Links between All the Pretty Horses and Sir Gawain and the Green Knight Megan McGilchrist 3. Cormac McCarthy and the American Literary Tradition: Wording the End" Jan Nordby Gretlund 4. Cormac McCarthy's House Peter Josyph 5. The Painterly Eye: Waterscapes in Cormac McCarthy's The Road Dianne C. Luce 6. The Silent Sheriff: No Country for Old Men: A Comparison of Novel and Film John Cant 7. A Namelessness Wheeling in the Night: Shapes of Evil in Cormac McCarthy's Blood Meridian and John Carpenter's Halloween Michael Madsen 8. 'A Novel in Dramatic Form': Metaphysical Tension in The Sunset Limited" Ciaran Dowd 9. Believing in The Sunset Limited: A Talk with Tom Cornford on Directing McCarthy Tom Cornford and Peter Josyph 10. Cold Dimensions, Little Worlds: Self, Death, and Motion in Suttree and Beckett's Murphy Euan Gallivan 11. From Blood Meridian to Blue Meridian John Ferer 12. Versions of the Seeleroman: Cormac McCarthy and Leslie Silko Nicholas Monk Index

Intertextual and Interdisciplinary Approaches to Cormac McCarthy : Borders and Crossings

Higher Education institutions face specific challenges preparing graduates to live and work in transdisciplinary and transcultural environments. It is imperative for these institutions to provide their students with the skill sets that will give them the mobility and flexibility to be able to operate efficiently in different cultural and professional contexts. This position paper proposes that developing proficiency in Cultural Literacy will allow graduates of Higher Education institutions to transcend such cultural and disciplinary boundaries. In this paper we define Cultural Literacy in Higher Education as a modus operandi and a threshold concept, following Meyer and Land’s understanding of the term. We also propose ‘Destabilisation’ and ‘Reflection’ as two strategies for teaching Cultural Literacy, and examine three case studies where these strategies were successfully embedded into teaching and learning spaces.

Embedding Cultural Literacy in Higher Education: a new approach

This article offers a short analytical overview of the career and work of Cormac McCarthy, provides a brief and necessarily selective discussion of the criticism, and suggests future directions for study. The aim of the piece is to guide those new – or relatively new – to McCarthy to the areas of the fiction, plays, films, and criticism, that will best match their interests. The article lays heavy emphasis on Cormac McCarthy’s writing style, but also recognizes the themes he develops as being of central importance in US and world culture in the early twenty-first century: war, violence, ecology, crises of masculinity, the spiritual. McCarthy’s fiction addresses these important areas in a way that is generically close to realism, but through its picaresque tendencies and almost supernatural relationship with landscape and animals, produces a vivid collection of semi-fantastic worlds that are hugely productive for reader and critic.

“News from another World”: Career and Critical Responses to Cormac McCarthy

Education in the twenty-first century is characterized by narratives of global connectivity. Opportunities offered by digital technologies, connectivity through mobile platforms, and social media, reinforced by changing expectations of students and parents, have put pressure on universities to reimagine global learning and flexible delivery contained in a modern higher
degree. The higher education sector has sought to address these developments in a number of ways: through intensified student exchange and recruitment, the establishment of off-shore
campuses, an expanding online delivery presence, and by increasing flexibility of delivery for on-campus students. While each of the current options taken up by universities addresses
different aspects of these trends in the sector, all have inherent problems and imbalances in their approach.
In this paper we reflect on the effectiveness of the current trends in international education and propose that the innovative ‘Portal Pedagogy’ approach outlined here makes a significant
contribution to higher education. The pedagogy connects geographically distant students through technology and curriculum to create a student-centred community of inquiry neither bound by disciplines nor countries. Bringing together cross-disciplinary interaction, studentdriven
learning, and technological solutions to pedagogical and logistical challenges, Portal Pedagogy offers a hybrid model that seeks to go beyond the limitations of online delivery and student exchange programmes in order to offer a flexible, meaningful, and globalized learning experience.

/pdf/portal-pedagogy-from-interdisciplinarity-and-1vcelb2wmo.pdf

Nicholas Monk

Papers

Open-space Learning: A Study in Transdisciplinary Pedagogy

Intertextual and Interdisciplinary Approaches to Cormac McCarthy : Borders and Crossings

Embedding Cultural Literacy in Higher Education: a new approach

“News from another World”: Career and Critical Responses to Cormac McCarthy

Portal Pedagogy: From Interdisciplinarity and Internationalization to Transdisciplinarity and Transnationalization.