Handbook for Higher Education. Vol. 1, Sociodynamics and the Theory of Mind: Scientific Foundations and Principles in Language Proficiency and Communication

The current era is marked by fast-paced, multi-faceted, global, cross-cultural communication on a daily basis, and communicative studies are rightfully part of many programs in higher education. I have taught a number of differently-focused language education programs and have read countless brilliant works on the matter. However, there are several common denominators, as well as there is probably an essence of what the most influential aspects in communication sciences are, that should be considered and respected in interdisciplinary domains. This book aims to serve as a resource for what I consider the essential theories and concepts, that crucially contribute to the broader domain of language proficiency. These selections are based on my personal experience in educative environments, and there are certainly a whole lot more excellent frameworks and concepts on the topic. The chosen content reflects a blend of theoretical knowledge and equally its practical applicability, hence the term "handbook" - attempting to integrate the essential insights from psychology, rhetoric and cultural studies, as well as pragmatics and discourse analysis. While it is certainly meant to be material especially tailored to educators and students, I deliberately tried to maintain a digestible language throughout this work, so any interested reader would have the opportunity to draw their conclusions and understand the key takeaways. This volume is about Social Dynamics and the Theory of Mind

Reading and Ownership

First paragraph: ‘It is as easy to make sweeping statements about reading tastes as to indict a nation, and as pointless.’ This jocular remark by a librarian made in the Times in 1952 sums up the dangers and difficulties of writing the history of reading. As a field of study in the humanities it is still in its infancy and encompasses a range of different methodologies and theoretical approaches. Historians of reading are not solely interested in what people read, but also turn their attention to the why, where and how of the reading experience. Reading can be solitary, silent, secret, surreptitious; it can be oral, educative, enforced, or assertive of a collective identity. For what purposes are individuals reading? How do they actually use books and other textual material? What are the physical environments and spaces of reading? What social, educational, technological, commercial, legal, or ideological contexts underpin reading practices? Finding answers to these questions is compounded by the difficulty of locating and interpreting evidence. As Mary Hammond points out, ‘most reading acts in history remain unrecorded, unmarked or forgotten’. Available sources are wide but inchoate: diaries, letters and autobiographies; personal and oral testimonies; marginalia; and records of societies and reading groups all lend themselves more to the case-study approach than the historical survey. Statistics offer analysable data but have the effect of producing identikits rather than actual human beings. The twenty-first century affords further possibilities, and challenges, with its traces of digital reader activity, but the map is ever-changing

Schoolbooks and textbook publishing.

In this chapter the author looks at the history of schoolbooks and textbook publishing. The nineteenth century saw a rise in the school book market in Britain due to the rise of formal schooling and public examinations. Although the 1870 Education and 1872 (Scotland) Education Acts made elementary education compulsory for childern between 5-13 years old, it was not until the end of the First World War that some sort form of secondary education became compulsory for all children

Epitheliotropic T-cell lymphoma in a guinea pig

A 4-year-old female guinea pig was presented with pruritic, erythematous, hypotrichotic and scaling skin lesions, mainly involving the abdomen and the hindlegs. Clinical abnormalities were limited to the skin, and the guinea pig was otherwise healthy. The dermatological diagnostic work-up excluded ectoparasites, dermatophytosis and an endocrinopathy as differential diagnoses for the pruritus and hair loss. An allergic dermatitis was under investigation when the general and skin condition deteriorated. A neoplastic skin disorder was suspected, and skin biopsies revealed changes consistent with a cutaneous epitheliotropic T-cell lymphoma. Pautrier's microabscesses and immunophenotyped CD3(+) CD79(-) lymphocytes were identified. Owing to the deteriorating condition of the animal and the unknown but most likely poor prognosis of this disease, the guinea pig was euthanized. To the authors' knowledge, this is the first case report of cutaneous epitheliotropic T-cell lymphoma in the guinea pig with characteristic histopathological and immunohistochemical features