Multiliteracies meaning-making: How four boys’ video gaming experiences influence their cultural knowledge—Two ethnographic cases

Scholars have acknowledged the potential contribution of video gaming to complex forms of learning, identifying links between gaming and engagement, experiential learning spaces, problem-solving, strategies, transliteracy reflectivity, critical literacy, and metacognitive thinking. Despite this movement toward the inclusion of video gaming in literacy teaching, concerns about certain risks raised by scholars have slowed the adoption of using video games to foster learning. Using a multiliteracies lens, this multi-case study examined the experiences of four boys engaged with video gaming in two different contexts: a community centre and an after-school video club. By drawing on Feminist Post-Structural Theory, Vygotskian, and video gaming technology, I have gained an understanding of the nature of boys’ behavior and learning in social settings while they engage in video game play. Studying the ways in which boys make meanings through multimodal ways of learning can offer insights into strategies that can potentially reinvent traditional literacy pedagogical boundaries and establish new ways and practices for building knowledge. These ethnographic cases, along with their naturalistic aspects, strengthened the authenticity of the social-contextual-cultural experiences of the four, adolescent-aged boys and allowed an understanding of their everyday experiences. Interpretations of the cultural meanings made by each of the boys, based on their individual unique experiences engaging with video games, can provide readers with insights into how to approach adolescent aged boys’ literacy development. This study describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games. My methodological approach documented what boys are saying, as much as possible, which is currently understudied in the literature surrounding boys and their video gaming practices. There were a number of findings emanating from this study, including the following: (i) boys use their video gaming practices for meaning-making and collaborative efforts in order to gain an understanding of several knowledge processes (such as decision-making, predicting, analyzing, strategizing, etc.), (ii) boys extend and apply their cultural knowledge as creative innovators, producing and publishing YouTube instructional videos for video game players and designing video games for a history project, (iii) boys demonstrate peer mentoring through storytelling, face-to-face interactions or in their online community of practice, (iv) boys make meanings using metacognitive literacy skills in a variety of ways, and (v) boys focus on cultural preservation and narrative storytelling. While acknowledging concerns related to video gaming, such as negative identity construction, violence, distraction, and time commitment for integration, this study seeks to contribute to the scholarly discussion about the use of video games in classrooms by explicitly considering the ways in which gaming may support boys’ meaning-making and cultural knowledge. Keywords Available designs, boys, community of practice, cultural meaning-making systems, literacy, multiliteracies, multimodal meanings, video gamin

Reciprocal Relationships and Creative Expression in Literacy Learning: Ameliorating Disability Circumstances and Empowering Individuals

Individuals engaged in the production of art, who are untrained, and marginalized by disability, are known as outsider or visionary artists. With them in mind I sought to better understand the relationship between art-making and meaning-making. Students with disability attributes in my classroom were motivated by arts-based activities, prompting me to include art in the content I taught. My own art-making grew out of those efforts, and in order to better understand how to implement my classroom practices, I began an autoethnographic study that evolved into phenomenology, positioning myself in the disability culture first, and then conducting an archival document search seeking evidence of the use of arts-based activities in teaching students with disabilities. I located extensive records on two community schools in Depression-era New Mexico. The schools were progressivist experiments in curricular reform initially focused on bilingual education. Art projects and lesson plans included in teacher diaries spanned seven years, evidencing reciprocal relationships, along with focus on creative expression as central in the culturally-based literacy pedagogy of the reforms being implemented. Contextually, this work is grounded primarily within the ideologies of John Dewey, and Paolo Freire. Data were collected and reported using narrative storytelling, observations, and reflections, personal art making, and archival document searches with research journaling. This research contributes to evolving perceptions about the value of reciprocal relationships in literacy pedagogy, and suggests the need to expand scholarship regarding engagement in arts-based activities with persons with disabilities, and the community school as a means to reach underserved populations

Evaluation of maternal serum triple screen as an identifier of trisomy 21 pregnancy

Maternal serum triple screen is used to identify women less than 35 years of age who are at an increased risk of having a fetus with Down syndrome. The screen identifies 5% of women tested as being at an increased risk but only 2--3% of these women actually have a fetus with chromosome abnormalities, indicating a high false positive rate. Medical records for 900 cases referred for maternal serum triple screen and maternal age were reviewed. The percentages of abnormal karyotypes in the two populations were not significantly different from each other or the expected value. While 3% of all cases with normal karyotype had an abnormal ultrasound, 33% of cases with abnormal karyotypes had an abnormal ultrasound. This suggests that ultrasound may be helpful in identifying fetuses with Down syndrome. While maintaining the same detection rate of abnormal fetuses, it would also decrease the number of invasive procedures performed

Lone parent obligations: destinations of lone parents after Income Support eligibility ends (Research report no 710)

"As part of the Lone Parent Obligations (LPO) changes, from November 2008 lone parents with a youngest child aged 12 or over were no longer entitled to receive Income Support (IS) solely on the grounds of being a lone parent. Since then, the age of the youngest child has reduced to ten and over from October 2009 and seven and over from October 2010. Lone parents who are no longer eligible for IS have been able to move to other benefits as appropriate, including Jobseeker’s Allowance (JSA). The JSA regime has been amended to include flexibilities for parents, for example, in the hours of work they are required to seek. The aim of this evaluation is to explore whether and how lone parent employment interventions provide an effective incentive to look for paid employment, alongside an effective package of support for workless lone parents, to enable them to find, enter and sustain paid employment." - Page 1

Synthesizing SoS Concepts for Use in Cost Estimation

Today’s need for more complex, capable systems in a short timeframe is leading many organizations towards the integration of existing systems into networkcentric, knowledge-based system-of-systems (SoS). Software and system cost model tools to date have focused on the software and system development activities of a single system. When viewing the new SoS architectures, one finds that the effort associated with the design and integration of these SoSs is not handled well, if at all, in current cost models. This paper includes (1) a comparison of various SoS definitions and concepts with respect to cost models, (2) a classification of these definitions in terms of product, process, and personnel focus, and (3) the definition of a set of discriminators for defining model boundaries and potential drivers for an SoS cost estimation model. Eleven SoS definitions are synthesized to provide reasonable coverage for different properties of SoS and illustrated in two examples

Control Room Design: Best Practices and Lessons Learned From a Multi-Disciplinary Perspective

Presentatio

Toward an Understanding of Vertical Momentum Transports in Cloud-System-Resolving Model Simulations of Multiscale Tropical Convection

This study examines the characteristics of convective momentum transport (CMT) and gravity wave momentum transport (GWMT) in two-dimensional cloud-system-resolving model simulations, including the relationships between the two transports. A linear group velocity criterion is shown to objectively separate CMT and GWMT. The GWMT contribution is mostly consistent with upward-propagating gravity waves and is present in the troposphere and the stratosphere. The CMT contribution forms a large part of the residual (nonupward-propagating contribution) and dominates the fluxes in the troposphere. Additional analysis of the vertical sensible heat flux supports the physical interpretation of the two contributions, further isolating the effects of unstable convection from vertically propagating gravity waves. The role of transient and nonconservative (friction and diabatic heating) processes in generating momentum flux and their dependence on changes in convective organization was assessed using a pseudomomentum budget analysis. Nonconservative effects were found to dominate the transports; the GWMT contribution involved a diabatic source region in the troposphere and a dissipative sink region in the stratosphere. The CMT contribution was consistent with transport between the boundary layer and free troposphere via tilted convection. Transient buoyancy–vorticity correlations highlighted wave sources in the region of convective outflow and the boundary layer. These sources were akin to the previously described “mechanical oscillator” mechanism. Fluxes associated with this upper-level source were most sensitive to convective organization, highlighting the mechanism by which changes in organization are communicated to GWMT. The results elucidate important interactions between CMT and GWMT, adding further weight to suggestions that the two transports should be linked in parameterizations