Transcribing Video

With increasing availability and use of video recording in contemporary empirical research in the social sciences, questions around how footage is to be transcribed have become urgent. What are the various ways in which this can be done? What issues arise? What are the benefits and limitations of different approaches? This paper investigates how video materials can be remade on the page or page-like screen; how the different modes of embodied communication (e.g. speech, gaze, gesture and posture) can be re-presented as writing or image. Through examining published transcripts, it suggests some of the features that are sustained, lost and added when embodied expression and interaction are reconfigured as graphic transcripts. Overarching aims include to suggest factors for critical reflection in transcribing video materials and to open up issues for debate

Knowing in general dental practice: Anticipation, constraint, and collective bricolage

National Institute for Health Research (NIHR) Oxford Biomedical Research Centre. Grant Number: BRC‐1215‐2000

Resolution of inflammation: a new therapeutic frontier

Dysregulated inflammation is a central pathological process in diverse disease states. Traditionally, therapeutic approaches have sought to modulate the pro- or anti-inflammatory limbs of inflammation, with mixed success. However, insight into the pathways by which inflammation is resolved has highlighted novel opportunities to pharmacologically manipulate these processes — a strategy that might represent a complementary (and perhaps even superior) therapeutic approach. This Review discusses the state of the art in the biology of resolution of inflammation, highlighting the opportunities and challenges for translational research in this field

In amongst the glitter and the squashed blueberries: Crafting a collaborative lens for children’s literacy pedagogy in a community setting

In this article, we bring together relational arts practice (Kester, 2004) with collaborative ethnography (Campbell and Lassiter, 2015) in order to propose art not as a way of teaching children literacy, but as a lens to enable researchers and practitioners to view children’s literacies differently. Both relational arts practice and collaborative ethnography decentre researcher/artist expertise, providing an understanding that “knowing” is embodied, material and tacit (Ingold, 2013). This has led us to extend understandings of multimodal literacy to stress the embodied and situated nature of meaning making, viewed through a collaborative lens (Hackett, 2014a; Heydon and Rowsell, 2015; Kuby et al, 2015; Pahl and Pool, 2011). We illustrate this approach to researching literacy pedagogy by offering a series of “little” (Olsson, 2013) moments of place/body memory (Somerville, 2013), which emerged from our collaborative dialogic research at a series of den building events for families and their young children. Within our study, an arts practice lens offered a more situated, and entwined way of working that led to joint and blurred outcomes in relation to literacy pedagogy

donor selection for adults and pediatrics

It is known that multiple factors impact on transplantation outcome; the heaviest ones are disease-related (disease refractoriness, phase, clonal abnormalities, etc. in malignancies and disease type and associated rejection risk in non-malignant diseases) and patient-related (age, comorbidities, infectious diseases/colonization, etc.). Moreover, donor-related issues and stem cell source may influence the extent of disease control and transplant-related mortality

Multimodal Transcription

A presentation by Diane Mavers on Multimodal Transcription: What to record/who to record/how to record/recording observations/what is done with video recording

'Error's in children's drawing and writing

‘Errors’ are common in children’s drawing and writing. Discourses of inadequacy and shortcoming focus on what youngsters cannot do and where they ‘get it wrong’. This deficit view distracts attention from the sophistication of what they do inscribe. Viewed through the theoretical lens of ‘semiotic work’, the ‘errors’ children make becomes surprising. If text making entails principled engagement in the shaping of meaning, there is also ‘work’ in ‘errors’. Through examining the layout and spelling of an email exchange, the colouring of a drawing ‘copied’ from a picture dictionary extract and the arrows in a science worksheet, the analysis asks three questions: What count as errors? How are errors handled? How are errors evaluated