Radiometric dating of the Siloam Tunnel, Jerusalem

The historical credibility of texts from the Bible is often debated when compared with Iron Age archaeological finds (refs. 1, 2 and references therein). Modern scientific methods may, in principle, be used to independently date structures that seem to be mentioned in the biblical text, to evaluate its historical authenticity. In reality, however, this approach is extremely difficult because of poor archaeological preservation, uncertainty in identification, scarcity of datable materials, and restricted scientific access into well-identified worship sites. Because of these problems, no well-identified Biblical structure has been radiometrically dated until now. Here we report radiocarbon and U-Th dating of the Siloam Tunnel(3-10), proving its Iron Age II date; we conclude that the Biblical text presents an accurate historic record of the Siloam Tunnel's construction. Being one of the longest ancient water tunnels lacking intermediate shafts(11,12), dating the Siloam Tunnel is a key to determining where and when this technological breakthrough took place. Siloam Tunnel dating also refutes a claim(13) that the tunnel was constructed in the second century BC.

Textual communication in Virtual Environments for real world interaction

Ever since man invented writing he has used text to store and distribute his thoughts. With the advent of computers and the Internet the delivery of these messages has become almost instant. Textual conversations can now be had regardless of location or distance. Advances in computational power for 3D graphics are enabling Virtual Environments(VE) within which users can become increasingly more immersed. By opening these environments to other users such as initially through sharing these text conversations channels, we aim to extend the immersed experience into an online virtual community. This paper examines work that brings textual communications into the VE, enabling interaction between the real and virtual worlds.

What does current generative theory have to say about the explicit-implicit debate?

Taking a generative perspective, we divide aspects of language into three broad categories: those that cannot be learned (are inherent in Universal Grammar), those that are derived from Universal Grammar, and those that must be learned from the input. Using this framework of language to clarify the “what” of learning, we take the acquisition of null (and overt) subjects in languages like Spanish as an example of how to apply the framework. We demonstrate what properties of a null-subject grammar cannot be learned explicitly, which properties can, but also argue that it is an open empirical question as to whether these latter properties are learned using explicit processes, showing how linguistic and psychological approaches may intersect to better understand acquisition.

Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers

This paper reports the results of a study comparing the interactional dynamics of face-to-face and on-line peer-tutoring in writing by university students in Hong Kong. Transcripts of face-to-face tutoring sessions, as well as logs of on-line sessions conducted by the same peer-tutors, were coded for speech functions using a system based on Halliday's functional-semantic view of dialogue. Results show considerable differences between the interactional dynamics in on-line and face-to-face tutoring sessions. In particular, face-to-face interactions involved more hierarchal encounters in which tutors took control of the discourse, whereas on-line interactions were more egalitarian, with clients controlling the discourse more. Differences were also found in the topics participants chose to focus on in the two modes, with issues of grammar, vocabulary, and style taking precedence in face-to-face sessions and more “global” writing concerns like content and process being discussed more in on-line sessions.