The politics of the teaching of reading

Historically, political debates have broken out over how to teach reading in primary schools and infant classrooms. These debates and “reading wars” have often resulted from public concerns and media reportage of a fall in reading standards. They also reflect the importance placed on learning to read by parents, teachers, employers, and politicians. Public and media-driven controversies over the teaching of reading have resulted in intense public and professional debates over which specific methods and materials to use with beginning readers and with children who have reading difficulties. Recently, such debates have led to a renewed emphasis on reading proficiency and “standardized” approaches to teaching reading and engaging with literacy. The universal acceptance of the importance of learning to read has also led to vested interests in specific methods, reading programmes, and early literacy assessments amongst professional, business, commercial, and parental lobbying groups. This article traces these debates and the resulting growing support for a quantitative reductionist approach to early-reading programmes

Can contracts be both plain and precise?

One argument against the use of plain language in legal documents is that it is impossible to convey legal meanings in plain language with the same precision as in specialist legal discourse (Hunt, 2003). We tested this claim by redrafting an extract from a lease agreement into plain English in three stages, producing three versions of the extract in progressively plainer English. We submitted these with the original lease agreement to a senior advocate to elicit his opinion on whether the plain-language versions of the extract are equivalent to the original in legal force. Various differences between the versions are analysed using lexical semantics and Systemic Functional Grammar (as described in Halliday & Matthiessen, 2004). This analysis reveals that the redrafted versions could easily be altered to eliminate the difference between them and the original extract, and that ‘plain language’ as conceived by redrafters of official documents may be easy for non-experts to read, but more difficult for experts. This demonstrates that a ‘one-size-fits-all’ approach to readability is often not tenable, and that plain-language activists can learn much from research (such as Street, 1993) which asserts the existence of a plurality of literacies

Academic writing for publication: Putting the ‘international’ into context

There is a growing body of research on the impact of English-medium publication and associated higher education regimes on knowledge construction. However, not much is known about how academics outside the Global North make decisions about how and where to publish. Through a comparative case study, this article sets out to explore how academics in Ethiopia and Oman engage in writing for publication. Taking an academic literacies lens, the analysis reveals that their decisions were shaped by institutional values at the local level, as well as global hierarchies around knowledge construction. However, issues around identity, languages and disciplinary cultures also influenced how academics chose to position themselves in relation to local and international journals. The findings point to the need for new partnerships between journals in the Global North and South to prevent ‘publication drain’, and for universities to explore ways to address inequalities perpetuated through journal ranking and language hierarchies

Tail state limited photocurrent collection of thick photoactive layers in organic solar cells

We analyse organic solar cells with four different photoactive blends exhibiting differing dependencies of short-circuit current upon photoactive layer thickness. These blends and devices are analysed by transient optoelectronic techniques of carrier kinetics and densities, air photoemission spectroscopy of material energetics, Kelvin probe measurements of work function, Mott-Schottky analyses of apparent doping density and by device modelling. We conclude that, for the device series studied, the photocurrent loss with thick active layers is primarily associated with the accumulation of photo-generated charge carriers in intra-bandgap tail states. This charge accumulation screens the device internal electrical field, preventing efficient charge collection. Purification of one studied donor polymer is observed to reduce tail state distribution and density and increase the maximal photoactive thickness for efficient operation. Our work suggests that selecting organic photoactive layers with a narrow distribution of tail states is a key requirement for the fabrication of efficient, high photocurrent, thick organic solar cells

WSES Jerusalem guidelines for diagnosis and treatment of acute appendicitis

Acute appendicitis (AA) is among the most common cause of acute abdominal pain. Diagnosis of AA is challenging; a variable combination of clinical signs and symptoms has been used together with laboratory findings in several scoring systems proposed for suggesting the probability of AA and the possible subsequent management pathway. The role of imaging in the diagnosis of AA is still debated, with variable use of US, CT and MRI in different settings worldwide. Up to date, comprehensive clinical guidelines for diagnosis and management of AA have never been issued. In July 2015, during the 3rd World Congress of the WSES, held in Jerusalem (Israel), a panel of experts including an Organizational Committee and Scientific Committee and Scientific Secretariat, participated to a Consensus Conference where eight panelists presented a number of statements developed for each of the eight main questions about diagnosis and management of AA. The statements were then voted, eventually modified and finally approved by the participants to The Consensus Conference and lately by the board of co-authors. The current paper is reporting the definitive Guidelines Statements on each of the following topics: 1) Diagnostic efficiency of clinical scoring systems, 2) Role of Imaging, 3) Non-operative treatment for uncomplicated appendicitis, 4) Timing of appendectomy and in-hospital delay, 5) Surgical treatment 6) Scoring systems for intra-operative grading of appendicitis and their clinical usefulness 7) Non-surgical treatment for complicated appendicitis: abscess or phlegmon 8) Pre-operative and post-operative antibiotics.Peer reviewe

Bringing ethnography to a multimodal investigation of early literacy in a digital age

In this article I reflect on the insights that the well-established traditions of ethnography can bring to the more recent analytic tools of multimodality in the investigation of early literacy practices. First, I consider the intersection between ethnography and multimodality, their compatibility and the tensions and ambivalences that arise from their potentially conflicting epsitemological framings. Drawing on ESRC-funded case studies of three and four-year-old children's experiences of literacy with printed and digital media, I then illustrate how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform socially and culturally sensitive theories of literacy as social practice