Ant-lore in Anglo-Saxon England

Two Old English versions of a sunshine prognostication survive in the mid-eleventh century Cambridge, Corpus Christi College 391, p. 713, and in a twelfth-century addition to Oxford, Bodleian Library, Hatton 115, 149v–150r. Among standard predictions promising joy, peace, blossom, abundance of milk and fruit, and a great baptism sent by God, one encounters an enigmatic prophecy which involves camels stealing gold from the ants. These gold-digging ants have a long pedigree, one which links Old English with much earlier literature and indicates the extent to which Anglo-Saxon culture had assimilated traditions of European learning. It remains difficult to say what is being prophesied, however, or to explain the presence of the passage among conventional predictions. Whether the prediction was merely a literary exercise or carried a symbolic implication, it must have originated in an ecclesiastical context. Its mixture of classical learning and vernacular tradition, Greek and Latin, folklore and Christian, implies an author with some knowledge of literary and scholarly traditions.

On the ability to metaphorize: Talking trees and singing tigers in the English classroom

This article reviews and discusses how metaphor as a trope has been regarded as an essential element in rhetorical approaches to reading and to writing. In addition it considers the extent to which, while metaphor-making is a fundamental cognitive capacity, a metaphorizing habit of mind may be especially pertinent to some aspects of aesthetic activity in English and it has salience also in a multimodal environment. There is exploration of how contemporary practice in the English classroom could accommodate and consolidate the ability to metaphorize.

Science Literacy and media Literacy: a missing link?

The study of science in the media is increasingly highlighted within science programmes and represents an authentic context for interdisciplinary collaboration. Yet the literature on ‘media across the curriculum’ makes surprisingly little mention of links to science and cross-curricular approaches to teaching about and with science-based media resources is an area that is under-explored. This research study focuses on science in the news. The project involved 28 teachers from seven schools and brought together science and English teachers to explore collaborative working with the aim of promoting critical engagement with media reports with a science component. Teachers planned, developed and implemented a school-based activity with an emphasis on ‘connected learning’ rather than the compartmentalised learning that tends to accompany the discrete treatment of science matters in science class and media matters in English class. Not only did the project raise teachers’ awareness of science in the media as a potential, purposeful and profitable area for collaborative working, but it demonstrated how the synergy of the different experiences and expertise of science and English teachers produced very varied approaches to a programme of activities with an enhanced capacity to promote criticality in relation to science literacy and media literacy.

Developmental care for high-risk newborns:Emerging science, clinical application, and continuity from newborn intensive care unit to community

Neonatology has optimized medical outcomes for high-risk newborns yet neurodevelopmental outcomes continue to be a concern. Basic science, clinical research, and environmental design perspectives have shown the impact of the caregiving environment on the developing brain and the role of professional caregivers in providing supportive intervention to both infants and their families. This recognition has prompted a focus on early developmentally supportive care (DSC) for high-risk newborns both in the hospital and in community follow up. DSC has emerged as a recognized standard of care in most neonatal intensive care units. Still, many questions remain and much integrative research is needed.

Eating as a neurodevelopment process for high risk newborns

Many high-risk and preterm infants have difficulty with successful feeding and subsequent optimal growth during their stay in the neonatal intensive care unit as well as in the months after discharge. Environmental, procedural, and medical issues necessary for treatment of the hospitalized infant present challenges for the development of successful eating skills. Emerging data describe eating as a predictable neurodevelopmental process that depends on the infant’s organization of physiologic processes, motor tone and movement, level of arousal, and ability to simultaneously regulate these processes.

The electrical characterization and response to hydrogen of Schottky diodes with a resistive metal electrode—rectifying an oversight in Schottky diode investigation

Schottky-barrier structures with a resistive metal electrode are examined using the 4-point probe method where the probes are connected to the metal electrode only. The observation of a significant decrease in resistance with increasing temperature (over a range of similar to 100 K) in the diode resistance-temperature (R(D)-T) characteristic is considered due to charge carrier confinement to the metal electrode at low temperature (high resistance), with the semiconductor progressively opening up as a parallel current carrying channel (low resistance) with increasing temperature due to increasing thermionic emission across the barrier. A simple model is constructed, based on thermionic emission at quasi-zero bias, that generates good fits to the experimental data. The negative differential resistance (NDR) region in the R(D)-T characteristic is a general effect and is demonstrated across a broad temperature range for a variety of Schottky structures grown on Si-, GaAs- and InP-substrates. In addition the NDR effect is harnessed in micro-scaled Pd/n-InP devices for the detection of low levels of hydrogen in an ambient atmosphere of nitrogen.

Unexpected allies: advancing literacy in a ‘Science-English’ cross-curricular context

Critical reading of science-based media reports is an authentic context in which to explore the mutual interests of teachers of science and English, who want to use science in the media to promote their subject discipline while encouraging cross-curricular learning. This empirical study focused on 90 teachers of science and English to explore their aptitude and capability for critical reading of science-based news reports. The influences of specialist subject culture and the extent of classroom experience contributed to the distinctive nature of the responses. The study revealed features in critical reading that were characteristic of the subject background of the participants. It suggested approaches to initial teacher education and ongoing professional development that would be mutually beneficial to teachers from different disciplines in promoting among pupils a critical approach to science-related news media.