Vampires, Viruses and Verbalisation: Bram Stoker’s Dracula as a genealogical window into fin-de-siècle science

This paper considers Bram Stoker’s novel Dracula, published in 1897, as a window into techno-scientific and sociocultural developments of the fin-de-siècle era, ranging from blood transfusion and virology up to communication technology and brain research, but focusing on the birth of psychoanalysis in 1897, the year of publication. Stoker’s literary classic heralds a new style of scientific thinking, foreshadowing important aspects of post-1900 culture. Dracula reflects a number of scientific events which surfaced in the 1890s but evolved into major research areas that are still relevant today. Rather than seeing science and literature as separate realms, moreover, Stoker’s masterpiece encourages us to address the ways in which techno-scientific and psycho- cultural developments mutually challenge and mirror one another, so that we may use his novel to deepen our understanding of emerging research practices and vice versa (Zwart 2008, 2010). Psychoanalysis plays a double role in this. It is the research field whose genealogical constellation is being studied, but at the same time (Lacanian) psychoanalysis guides my reading strategy. Dracula, the infectious, undead Vampire has become an archetypal cinematic icon and has attracted the attention of numerous scholars (Browning & Picart 2009). The vampire complex built on various folkloristic and literary sources and culminated in two famous nineteenth-century literary publications: the story The Vampyre by John Polidori (published in 1819)2 and Stoker’s version. Most of the more than 200 vampire movies released since Nosferatu (1922) are based on the latter (Skal 1990; Browning & Picart 2009; Melton 2010; Silver & Ursini 2010). Yet, rather than on the archetypal cinematic image of the Vampire, I will focus on the various scientific ideas and instruments employed by Dracula’s antagonists to overcome the threat to civilisation he represents. Although the basic storyline is well-known, I will begin with a plot summary

Preservice Teachers’ “Revelations and Connections”: Fostering Deep Conversations While Reading Multicultural Literature

We investigated strategies that a literacy teacher educator used to develop preservice teachers’ culturally responsive pedagogy. This study focused on (a) implementation of literature circles, (b) preservice teachers’ (n= 29) reading and analysis of multicultural children’s literature, (c) preservice teachers’ reader response reflective journals (RRRJ), and (d) reading comprehension strategies. We analyzed interviews with the professor and RRRJ (87 responses) as well as the course syllabus, reader response guidelines, and course evaluations to understand the lived experiences of the participants. We found preservice teachers recognize the benefits of literature circles and the utilization of RRRJ to develop an understanding of reading comprehension strategies and ways to talk about culture

Big data analytics:Computational intelligence techniques and application areas

Big Data has significant impact in developing functional smart cities and supporting modern societies. In this paper, we investigate the importance of Big Data in modern life and economy, and discuss challenges arising from Big Data utilization. Different computational intelligence techniques have been considered as tools for Big Data analytics. We also explore the powerful combination of Big Data and Computational Intelligence (CI) and identify a number of areas, where novel applications in real world smart city problems can be developed by utilizing these powerful tools and techniques. We present a case study for intelligent transportation in the context of a smart city, and a novel data modelling methodology based on a biologically inspired universal generative modelling approach called Hierarchical Spatial-Temporal State Machine (HSTSM). We further discuss various implications of policy, protection, valuation and commercialization related to Big Data, its applications and deployment

Systemic functional linguistics and the teaching of literature in urban school classrooms.

In this current era of rapid demographic shifts and high stakes school reform, studies that explore the academic and social responses of students to critical language pedagogies are very much needed as resources for education policymakers and teachers. Through a combined ethnographic and systemic functional linguistic approach, this study explores the textual and classroom process of 5th-grade Puerto Rican students engaged in a SFL-based curricular unit on literature. Three interrelated questions guide the research: how SFL-based pedagogy supports students in developing an understanding of how to write literature and to accomplish social and political goals; and on a wider level, how institutional policies and practices constrain and facilitate teachers in developing such pedagogies. To address these issues, the dissertation draws on a critical sociocultural theory of language and literacy that sees language as a semiotic process and text as a web of previous texts and contexts woven together for a specific communicative purpose. To analyze ethnographic and classroom data, the study draws on concepts from Bloome and Egan Robertson (1993), Dyson (1997, 2003), and Keene and Zimmermann (1997). The comparative SFL analysis of literary source texts and students\u27 writing is based on the work of Eggins (2004), Halliday and Matthiesen (2004), and Thompson (1996). Analysis of the data reveals that students in this SFL-based curricular unit learned in very different ways to interweave patterns of meaning from literary source texts into their literary and other academic writing. Furthermore, the students\u27 access to a wide variety of literature and scaffolding activities afforded them different entry points into literature that resonated most strongly for each of them (Dyson, 2003). On an ethnographic level, a history of school-university-partnerships and school reform initiatives in the research site facilitated teachers\u27 implementation of critical language-based curricula. Implications of this study for K–12 practitioners and researchers are discussed at length. They include the importance of the explicit use of intertextuality in heightening students\u27 awareness of language as a pliable repertoire of choices and the crucial role school-university alliances need to play in supporting teachers and students in urban school classrooms

Wilkins Hill and the art of hermeneutical uncertainty

This article discusses the Neo-Conceptual Installation Art of Wendy Wilkins and Wes Hill, Brisbane-based artists currently residing in Berlin. The article discusses their conceptual development and their place within the art-world context

THE ORPHAN AMONG US: AN EXAMINATION OF ORPHANS IN NEWBERY AWARD WINNING LITERATURE

Orphan stories in children’s literature are rich and complex, and they have historically permeated the pages of children’s books. The purpose of this study was to explore the use of orphans as protagonists in children’s award-winning literature through content analysis. This study utilizes all the Newbery Award winning books (1922 – 2011) as well as the Newbery Honor books of the last decade (2002 – 2011) to provide a wide and deep swath of novels in order to present both historical perspective and attention to current trends. Specifically, this study explores how orphans are portrayed in Newbery texts, considers the messages these books convey about orphans, and compares the literary orphans against their real life counterparts. This investigation also seeks to determine the efficacy of previously established paradigms of orphan stories when compared to Newbery award-winning texts. The data in this study demonstrate that the orphan narrative is a popular form of children’s literature in the Newbery collection. It is a common literary tool for Newbery authors, and it serves as a platform for writers to develop strong, determined, and resilient protagonists who overcome adversity. The study also suggests that while there are similarities between the portrayal of orphans in Newbery texts and real life orphans, there are some discrepancies, particularly in the literary orphan’s ability to overcome the obstacles he or she faces. Additionally, current paradigms of orphan narrative literature do not wholly capture this corpus of texts. Finally, recommendations for practical classroom applications of the Newbery orphan stories are introduced

‘She would rewrite the past’ : Briony as narrator-manipulator in Ian McEwan’s Atonement

Ian McEwan’s 2001 novel Atonement1 is mainly concerned with the protagonist Briony Tallis’s efforts to atone for a crime she committed in 1935 as a young teenager. This crime was that of bearing false witness. Briony’s mendacious testimony condemns an upright young man – Robbie Turner, son of the Tallises’ charwoman – to public ignominy and a long prison sentence for rape. Briony also separates her older sister Cecilia from Robbie, whom the young woman is secretly in love with. Both the lovers die in the Second World War, leaving behind a Briony racked with guilt, hoping to find a way to atone for the harm she has done them. After much soul-searching she decides that the best way in which she can atone for her crime is through the medium of her chosen vocation – that of fiction. Like McEwan himself, in fact, Briony Tallis is a writer. Shortly after the lovers’ deaths, she determines to write a novel which will constitute her ‘atonement’ (p. 349). Briony’s ‘atonement novel’, the reader discovers in the coda (pp. 351–72) is, in effect, the novel he holds in his hands. This paper sets out to assess Briony’s success in atoning for her crime by means of the novel Atonement. The main point it seeks to make is that, far from representing an adequate atonement for a serious crime, Atonement is yet another of this devious character’s diversionary ploys.peer-reviewe