On Left and Right Dislocation: A Dynamic Perspective

The paper argues that by modelling the incremental and left-right process of interpretation as a process of growth of logical form (representing logical forms as trees), an integrated typology of left-dislocation and right-dislocation phenomena becomes available, bringing out not merely the similarities between these types of phenomena, but also their asymmetry. The data covered include hanging topic left dislocation, clitic left dislocation, left dislocation, pronoun doubling, expletives, extraposition, and right node raising, with each set of data analysed in terms of general principles of tree growth. In the light of the success in providing a characterisation of the asymmetry between left and right periphery phenomena, a result not achieved in more wellknown formalisms, the paper concludes that grammar formalisms should model the dynamics of language processing in time.Articl

Increase of an introduced bird competitor in old-growth forest associated with restoration

Many successful invasions involve long initial periods in which the invader exists at low densities followed by sudden population increases. The reasons for such time-lags remain poorly understood. Here we document a sudden increase in density of the introduced Japanese white-eye (Zosterops japonicus) in a restoration area contiguous with old-growth forest at Hakalau Forest National Wildlife Refuge on the Island of Hawaii. The refuge, with very high density of native birds, existed in a pocket of low whiteeye density that persisted for at least 20 years since the late 1970s. The refuge began an extensive native trees restoration project in 1989 within a 1314 ha abandoned pasture above old-growth forest. This area was soon colonized by white-eyes and their population grew exponentially once the trees had grown tall enough to develop a canopy. This increase was in turn followed by significantly more white-eyes in the open and closed forests adjacent to the restoration area. Competition between white-eyes and native species was documented on study sites within these forests. Density data indicate that competition was more widespread, with loss of tens of thousands of native birds in the 5371 ha area surveyed. Our results are consistent with the view that ecological barriers may delay the population increase of invaders and that human-derived activities may help invaders cross these barriers by creating new ecological opportunities. Control of white-eye numbers may be essential for recovery of native species

Social media: a guide for researchers

This guide has been produced by the International Centre for Guidance Studies, and aims to provide the information needed to make an informed decision about using social media and select from the vast range of tools that are available. One of the most important things that researchers do is to find, use and disseminate information, and social media offers a range of tools which can facilitate this. The guide discusses the use of social media for research and academic purposes and will not be examining the many other uses that social media is put to across society. Social media can change the way in which you undertake research, and can also open up new forms of communication and dissemination. It has the power to enable researchers to engage in a wide range of dissemination in a highly efficient way.Research Information Networ

Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect

This paper presents case studies that describe the experiences of the two authors in trying to use learning technologies to facilitate reflective thinking in their students. At the University of Leicester, a Web-based biology tutorial called ‘How Now Mad Cow’, which covers the topics of bovine spongiform encephalopathy and a new variant Creutzfeldt–Jakob disease (nvCJD). At the University of Southampton, a web-based hyper-mail discussion list to support teaching on a first year psychosocial science module for occupational therapy and physiotherapy students has been established. In both examples, the tutors had attempted to create a learning environment that would engage students in the learning experience and facilitate reflection by helping them to create meaning from the learning experience and see things in a different way. The evaluation data from both case studies provides some evidence that the learning technologies helped to facilitate reflection for some students. However, the evidence for reflection is not overwhelming and the data provides some evidence that four key factors may have influenced how successful the use of learning technologies were in facilitating reflection. These factors are the way the learning technology is used, the nature of the student groups, the role of the tutor and student preferences for ‘off-line reflection’. These are discussed and ways forward are identified