Journal articles on the topic 'Multimodal behaviour generation'

Internet memes significantly constitute an outlet for extensive popular political participation in election contexts. They instantiate humour and represent political candidates so as to affect voters’ behaviour. Few studies on memes in political context exist (Shifman et al. 2007; Chen 2013; Tay 2014; Adegoju & Oyebode 2015; Huttington 2016; Dzanic & Berberovic 2017). These studies have not intensively examined the integrative deployment of visual and verbal resources afforded by internet memes to generate humour and to construct specific frames for election candidates in the campaign context of an emerging democracy. Therefore, this study investigates the use of language and visuals for humour generation and for the creation of definite frames for the two major presidential candidates in internet memes created in the course of the 2015 Nigerian presidential election campaigns. The theoretical insights for the study are derived from Attardo’s (1997) set-up-incongruity-resolution theory of humour, Kuypers’ (1997, 2002, 2009, 2010) model of rhetorical framing analysis, Bauman & Briggs’ (1990) concept of entextualisation, Kress & van Leeuwen’s (1996) socio-semiotic model for visual analysis and Sperber & Wilson’s (1986) relevance theory. The analysis indicates that meme producers generate humour and frame candidates through the entextualisation of verbal and visual texts, explicatures and implicatures. The memes construct seven individuated frames and one collective frame for the two major presidential candidates in the sampled memes using visual and linguistic resources. It concludes on the note that supporters of election candidates use humorous internet memes for negative portraying opponents and the positive representation of the favoured candidate. These negative other-representations serve the purpose of depreciating the electoral values of the opponents and indirectly increasing the electoral chances of their own candidates.

AbstractThe desire to combine advanced user-friendly interfaces with a product personality communicating environmental friendliness to customers poses new challenges for car interior designers, as little research has been carried out in this field to date. In this paper, the creation of three personas aimed at defining key German car users with pro-environmental behaviour is presented. After collecting ethnographic data of potential drivers through literature review, information about generation and Euro car segment led to the definition of three key user groups. The resulting personas were applied to determine the most important interaction points in car interior. Finally, present design cues of eco-friendly product personality developed in the field of automotive design were explored. Our work presents three strategic directions for the design development of future in-car user interfaces named as a) foster multimodal mobility; b) emphasize the interlinkage economy - sustainable driving; and c) highlight new technological developments. The presented results are meant as an impulse for developers to fit the needs of green customers and drivers when designing user-friendly HMI components.

Assessments of the impact of new land use development on the transportation network often rely on the ITE Trip Generation Manual informational report. Current ITE rates generally represent travel behavior for separated, single-use developments in low-density suburban areas. However, a more compact urban form, access to transit, and a greater mix of uses are known to generate fewer and shorter vehicle trips—and quite possibly more trips overall, especially in heavily urbanized areas like Washington, D.C. Local and national interest exists for generating data that expand upon existing trip rates (and similar parking generation rates) to include sites in diverse, dense contexts. The lack of adequate data on multimodal urban trip generation led the District Department of Transportation in Washington, D.C., to develop and test a streamlined methodology that meets the needs of practitioners who are evaluating the transportation impacts of new developments in dense, multimodal environments. This methodology focuses on capturing all trips to and from a site and the mode of all travelers, not just personal vehicle trips. The methodology was tested at mixed-use multifamily residential buildings but is intended for future use at a wide range of sites. This paper presents the methodology and rationale for a robust national data collection effort.

Modern optics offers several label-free microscopic and spectroscopic solutions which are useful for both imaging and pathological assessments of biological tissues. The possibility to obtain similar morphological and biochemical information with fast and label-free techniques is highly desirable, but no single optical modality is capable of obtaining all of the information provided by histological and immunohistochemical analyses. Integrated multimodal imaging offers the possibility of integrating morphological with functional-chemical information in a label-free modality, complementing the simple observation with multiple specific contrast mechanisms. Here, we developed a custom laser-scanning microscopic platform that combines confocal Raman spectroscopy with multimodal non-linear imaging, including Coherent Anti-Stokes Raman Scattering, Second-Harmonic Generation, Two-Photon Excited Fluorescence, and Fluorescence Lifetime Imaging Microscopy. The experimental apparatus is capable of high-resolution morphological imaging of the specimen, while also providing specific information about molecular organization, functional behavior, and molecular fingerprint. The system was successfully tested in the analysis of ex vivo tissues affected by urothelial carcinoma and by atherosclerosis, allowing us to multimodally characterize of the investigated specimen. Our results show a proof-of-principle demonstrating the potential of the presented multimodal approach, which could serve in a wide range of biological and biomedical applications.

Individuals with Autism Spectrum Disorder (ASD) who have limited natural speech may communicate using unaided and/or aided augmentative and alternative communication (AAC) and may combine potentially communicative behaviors in multimodal ways. Unaided AAC refers to the use of an alternative and augmentative system of communication that does not require aids external to the communicator's body. Aided AAC relies on the use of aids external to the body, such as pictures or a speech-generating device (SGD). Potential communicative acts refer to any behavior that others interpret as meaningful, including informal (unconventional) behaviors, such as body or hand movement, as well as a few words or (conventional) symbols, such as pointing to pictures. Foundational skills, such as communicative gesture and joint attention, can inform multimodal AAC practices in young children with or at risk for ASD. A data tracker of motor hand, oral-motor/vocal/verbal behaviors, and AAC is provided based on past research in children with or at risk for ASD. The data tracker highlights behaviors ranging from informal to conventional communication forms that may be produced in multimodal ways.

This paper introduces a novel numerical stochastic optimization algorithm inspired from the behaviors of cloud in the natural world, which is designated as atmosphere clouds model optimization (ACMO) algorithm. It is tried to simulate the generation behavior, move behavior and spread behavior of cloud in a simple way. The ACMO algorithm has been tested on a set of benchmark functions in comparison with two other evolutionary-based algorithms: particle swarm optimization (PSO) algorithm and genetic algorithm (GA). The results demonstrate that the proposed algorithm has certain advantages in solving multimodal functions, while the PSO algorithm has a better result in terms of convergence accuracy. In conclusion, the ACMO algorithm is an effective method in solving optimization problems.

A computational model for the automatic production of combined speech and iconic gesture is presented. The generation of multimodal behavior is grounded in processes of multimodal thinking, in which a propositional representation interacts and interfaces with an imagistic representation of visuo-spatial imagery. An integrated architecture for this is described, in which the planning of content and the planning of form across both modalities proceed in an interactive manner. Results from an empirical study are reported that inform the on-the-spot formation of gestures.

In recent years, companies have been seeking communication skills from their employees. Increasingly more companies have adopted group discussions during their recruitment process to evaluate the applicants’ communication skills. However, the opportunity to improve communication skills in group discussions is limited because of the lack of partners. To solve this issue as a long-term goal, the aim of this study is to build an autonomous robot that can participate in group discussions, so that its users can repeatedly practice with it. This robot, therefore, has to perform humanlike behaviors with which the users can interact. In this study, the focus was on the generation of two of these behaviors regarding the head of the robot. One is directing its attention to either of the following targets: the other participants or the materials placed on the table. The second is to determine the timings of the robot’s nods. These generation models are considered in three situations: when the robot is speaking, when the robot is listening, and when no participant including the robot is speaking. The research question is: whether these behaviors can be generated end-to-end from and only from the features of peer participants. This work is based on a data corpus containing 2.5 h of the discussion sessions of 10 four-person groups. Multimodal features, including the attention of other participants, voice prosody, head movements, and speech turns extracted from the corpus, were used to train support vector machine models for the generation of the two behaviors. The performances of the generation models of attentional focus were in an F-measure range between 0.4 and 0.6. The nodding model had an accuracy of approximately 0.65. Both experiments were conducted in the setting of leave-one-subject-out cross validation. To measure the perceived naturalness of the generated behaviors, a subject experiment was conducted. In the experiment, the proposed models were compared. They were based on a data-driven method with two baselines: (1) a simple statistical model based on behavior frequency and (2) raw experimental data. The evaluation was based on the observation of video clips, in which one of the subjects was replaced by a robot performing head movements in the above-mentioned three conditions. The experimental results showed that there was no significant difference from original human behaviors in the data corpus and proved the effectiveness of the proposed models.

To improve the workout efficiency and to provide the body movement suggestions to users in a “smart gym” environment, we propose to use a depth camera for capturing a user’s body parts and mount multiple inertial sensors on the body parts of a user to generate deadlift behavior models generated by a recurrent neural network structure. The contribution of this paper is trifold: 1) The multimodal sensing signals obtained from multiple devices are fused for generating the deadlift behavior classifiers, 2) the recurrent neural network structure can analyze the information from the synchronized skeletal and inertial sensing data, and 3) a Vaplab dataset is generated for evaluating the deadlift behaviors recognizing capability in the proposed method.

In this paper we introduce a system that automatically adds different types of non-verbal behavior to a given dialogue script between two virtual embodied agents. It allows us to transform a dialogue in text format into an agent behavior script enriched by eye gaze and conversational gesture behavior. The agents' gaze behavior is informed by theories of human face-to-face gaze behavior. Gestures are generated based on the analysis of linguistic and contextual information of the input text. The resulting annotated dialogue script is then transformed into the Multimodal Presentation Markup Language for 3D agents (MPML3D), which controls the multi-modal behavior of animated life-like agents, including facial and body animation and synthetic speech. Using our system makes it very easy to add appropriate non-verbal behavior to a given dialogue text, a task that would otherwise be very cumbersome and time consuming. In order to test the quality of gaze generation, we conducted an empirical study. The results showed that by using our system, the naturalness of the agents' behavior was not increased when compared to randomly selected gaze behavior, but the quality of the communication between the two agents was perceived as significantly enhanced.

Context A generation of new animal repellents is based on the premise that threat stimuli are best interpreted through multiple sensory pathways. Ring-billed gulls (RBG; Larus delawarensis) offer a unique opportunity to assess the efficacy of multimodal repellents over time. This pest species is repelled by both auditory and optical cues and persists in stable populations, often remaining in the same colony for life. This distinctive attribute makes it possible to assess colonies independently over time and space. Aims We assessed the unimodal (single-cue treatment) and multimodal (paired-cue) response by RBG to auditory (conspecific distress call) and optical (green or red laser) cues, along with a double-negative control (flashlight aimed at ground, background noise). Methods All stimuli were investigated separately and together within a 3 × 2 factorial design randomised by treatment and site. We predicted that paired stimuli would generate more pronounced (number of gulls fleeing from a roost) and faster (flight initiation time) responses than stimuli presented alone with a control. Key results The distress call was more effective than either visual signal and almost nullified our ability to detect a multimodal response. However, the multimodal influence was detected on two levels. Gulls were more likely to flee from either paired treatment (optical + auditory) than from unimodal stimuli (laser light only; P < 0.001) and gulls fled more quickly from multiple cues (P < 0.001). A more subtle, but important, benefit was observed in that – over time – gulls were more likely to flee from either paired treatment (optical or auditory), but not from unimodal treatments (P < 0.005). The latter response may have been due to a fear-conditioned generalisation. Conclusions We provide evidence and a causal mechanism to address why multimodal stimuli may be more efficacious as deterrents than single-mode treatments. This species may be more effectively managed, over longer periods of time, through the use of multimodal repellents. Implications A better understanding of how multimodal repellents function may help frame novel approaches to animal conservation and to assay better tools and repellents for wildlife management. Even modest multimodal benefits may justify their use, if they delay habituation over time.

This paper focuses on the development and evaluation of a haptic enhanced virtual reality system which allows a human user to make physical handshakes with a virtual partner through a haptic interface. Multimodal feedback signals are designed to generate the illusion that a handshake with a robotic arm is a handshake with another human. Advanced controllers of the haptic interface are developed to respond to user behaviors online. Techniques to achieve online behavior generation are presented, such as a hidden-Markov-model approach to human interaction strategy estimation. Human-robot handshake experiments were carried out to evaluate the performance of the system. Two different approaches to haptic rendering were compared in experiments: a controller in basic mode with an embedded curve in the robot that disregards the human partner, and an interactive robot controller for online behavior generation. The two approaches were compared with the ground truth of another human driving the robot via teleoperation instead of the controller implementing a virtual partner. In the evaluation results, the human approach is rated to be most human-like, with the interactive controller following closely behind, followed by the controller in basic mode. This paper mainly concentrates on discussing the development of the haptic rendering algorithm for the handshaking system, its integration with visual and haptic cues, and reports about the results of subjective evaluation experiments that were carried out.

<p><span>The researchers have been exploring methods to use biometric characteristics of the user as a replacement for using unforgettable pass-word, in an attempt to build robust cryptographic keys, because, human users detect difficulties to call up long cryptographic keys. Biometric recognition provides an authentic solution to the authentication of the user problem in the identity administration systems. With the extensive utilization of biometric methods in different applications, there is growing concern about the confidentiality and security of the biometric technologies. This paper proposes biometric based key recreation scheme. Since human ears are not correlated. Until now, the encryption keys are generated using a swarm intelligence approach. Collective intelligence of simple groups of autonomous agents have been emerged by swarm intelligence. The crow search algorithm which is known as (CSA) is a new meta-intuitive method assembled by the intelligent group behavior of crows. Despite that CSA demonstrates important features, its search approach poses excessive challenges while faced with great multimodal formularization.</span></p>

An optimization process is a kind of process that systematically comes up with solutions that are better than a previous solution used before. Optimization algorithms are used to find solutions which are optimal or near-optimal with respect to some goals, to evaluate design tradeoffs, to assess control systems, to find patterns in data, and to find the optimum values (local or global) of mathematical functions. A genetic algorithm is one of the optimization techniques. In this way, a heuristic search that is inspired by Charles Darwin’s theory of natural evolution. This algorithm reflects the process of natural selection where the fittest individuals are selected for reproduction in order to produce offspring of the next generation which are population algorithms that emulate behavior similar to Darwinian natural selection. Taking into account these issues, this article shows the performance of a genetic algorithm designed, which allows to find several minimums within a function from the control of population diversity. To perform the tests, the algorithm with four different functions was used, with the particularity of having several minima with the same value. Proposed strategy was compared with a conventional genetic algorithm, the result was the conventional one can only find some of the minimums of the function and sometimes only one, while the proposal finds most of the minimums

The research effort described in this paper aims to develop a state-of-the-practice methodology for estimating urban trip generation from mixed-use developments. The District Department of Transportation’s initiative focused on ( a) developing and testing a data collection methodology, ( b) collecting local data to complement the ITE’s national data in trip rate estimation, and ( c) developing a model–tool that incorporates contextual factors identified as affecting overall trip rate as well as trip rate by mode. The final model accurately predicts total person trips and mode choice. The full set of models achieves better statistical performance in relation to average model error and goodness of fit than either ITE rates alone or other existing research. The model includes sensitivity to local environment and on-site components. The model advances site-level trip generation research in two major ways: first, it calculates total person trips independent of mode choice; second, it calculates mode choice with sensitivity to the amount of parking provided on site—a major finding in the connection between parking provision and travel behavior at a local-site level. The methodology allows agencies to improve their assessment of expected trips from proposed buildings and therefore the level of impact a planned building may have on the transportation system.

Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.

Internet of things (IoT) cloud-based applications deliver advanced solutions for smart cities to decrease traffic accidents caused by driver fatigue while driving on the road. Environmental conditions or driver behavior can ultimately lead to serious roadside accidents. In recent years, the authors have developed many low-cost, computerized, driver fatigue detection systems (DFDs) to help drivers, by using multi-sensors, and mobile and cloud-based computing architecture. To promote safe driving, these are the most current emerging platforms that were introduced in the past. In this paper, we reviewed state-of-the-art approaches for predicting unsafe driving styles using three common IoT-based architectures. The novelty of this article is to show major differences among multi-sensors, smartphone-based, and cloud-based architectures in multimodal feature processing. We discussed all of the problems that machine learning techniques faced in recent years, particularly the deep learning (DL) model, to predict driver hypovigilance, especially in terms of these three IoT-based architectures. Moreover, we performed state-of-the-art comparisons by using driving simulators to incorporate multimodal features of the driver. We also mention online data sources in this article to test and train network architecture in the field of DFDs on public available multimodal datasets. These comparisons assist other authors to continue future research in this domain. To evaluate the performance, we mention the major problems in these three architectures to help researchers use the best IoT-based architecture for detecting DFDs in a real-time environment. Moreover, the important factors of Multi-Access Edge Computing (MEC) and 5th generation (5G) networks are analyzed in the context of deep learning architecture to improve the response time of DFD systems. Lastly, it is concluded that there is a research gap when it comes to implementing the DFD systems on MEC and 5G technologies by using multimodal features and DL architecture.

The wolf pack unites and cooperates closely to hunt for the prey in the Tibetan Plateau, which shows wonderful skills and amazing strategies. Inspired by their prey hunting behaviors and distribution mode, we abstracted three intelligent behaviors, scouting, calling, and besieging, and two intelligent rules, winner-take-all generation rule of lead wolf and stronger-survive renewing rule of wolf pack. Then we proposed a new heuristic swarm intelligent method, named wolf pack algorithm (WPA). Experiments are conducted on a suit of benchmark functions with different characteristics, unimodal/multimodal, separable/nonseparable, and the impact of several distance measurements and parameters on WPA is discussed. What is more, the compared simulation experiments with other five typical intelligent algorithms, genetic algorithm, particle swarm optimization algorithm, artificial fish swarm algorithm, artificial bee colony algorithm, and firefly algorithm, show that WPA has better convergence and robustness, especially for high-dimensional functions.

Evolutionary Computation Methods (ECMs) are proposed as stochastic search methods to solve complex optimization problems where classical optimization methods are not suitable. Most of the proposed ECMs aim to find the global optimum for a given function. However, from a practical point of view, in engineering, finding the global optimum may not always be useful, since it may represent solutions that are not physically, mechanically or even structurally realizable. Commonly, the evolutionary operators of ECMs are not designed to efficiently register multiple optima by executing them a single run. Under such circumstances, there is a need to incorporate certain mechanisms to allow ECMs to maintain and register multiple optima at each generation executed in a single run. On the other hand, the concept of dominance found in animal behavior indicates the level of social interaction among two animals in terms of aggressiveness. Such aggressiveness keeps two or more individuals as distant as possible from one another, where the most dominant individual prevails as the other withdraws. In this paper, the concept of dominance is computationally abstracted in terms of a data structure called “competitive memory” to incorporate multimodal capabilities into the evolutionary operators of the recently proposed Cluster-Chaotic-Optimization (CCO). Under CCO, the competitive memory is implemented as a memory mechanism to efficiently register and maintain all possible optimal values within a single execution of the algorithm. The performance of the proposed method is numerically compared against several multimodal schemes over a set of benchmark functions. The experimental study suggests that the proposed approach outperforms its competitors in terms of robustness, quality, and precision.

We investigate the features of multimode steady-state generation of the superradiant heterolasers which have an active medium formed by the quantum dots with long incoherent relaxation time and a cavity of a combined Fabry-Perot type with a distributed feedback of the counter-propagating waves. We show that a quantum-coherent dynamics of the optical dipole oscillations and a population inversion of the working levels in an ensemble of the quantum dots with a strong inhomogeneous broadening of a spectral line may lead to a simultaneous lasing of modes with a various degree of phasing and/or correlation and with qualitatively different dynamical behavior, including quasi-stationary, metastable, self-modulated, pulsed-periodic, quasi-chaotic ones.

Swimming microrobots that are energized by external magnetic fields exhibit a variety of intriguing collective behaviors, ranging from dynamic self-organization to coherent motion; however, achieving multiple, desired collective modes within one colloidal system to emulate high environmental adaptability and enhanced tasking capabilities of natural swarms is challenging. Here, we present a strategy that uses alternating magnetic fields to program hematite colloidal particles into liquid, chain, vortex, and ribbon-like microrobotic swarms and enables fast and reversible transformations between them. The chain is characterized by passing through confined narrow channels, and the herring school–like ribbon procession is capable of large-area synchronized manipulation, whereas the colony-like vortex can aggregate at a high density toward coordinated handling of heavy loads. Using the developed discrete particle simulation methods, we investigated generation mechanisms of these four swarms, as well as the “tank-treading” motion of the chain and vortex merging. In addition, the swarms can be programmed to steer in any direction with excellent maneuverability, and the vortex’s chirality can be rapidly switched with high pattern stability. This reconfigurable microrobot swarm can provide versatile collective modes to address environmental variations or multitasking requirements; it has potential to investigate fundamentals in living systems and to serve as a functional bio-microrobot system for biomedicine.

Human vehicle interactions found massive development in the automobile industry for designing new generation vehicles to ensure safe and secure travel. This article focused on the review of evolution of Human Machine Interactions (HMI) in different stages of evolution from late 2000 to present day. This paper aimed to investigate development of interactive braking systems, role of multimodal actions in system recognition, necessity of cognitive vehicle interactions and automatic steering control. The studies have been taken with satisfying parameters which could be considered as performance metric for accomplishing the expected goals and responsibilities of human-centered automation. Automatic brake systems and voice based control are some of the mile stones in the development path but still real time factors like societal, legal and human behaviors are required to be addressed in order to overcome the hurdles before such systems are truly to be introduced on roads. In general, usage of guidance systems will improve the driver performance and some longitudinal research needed to investigate the effects of support systems for the attainment of technical feasibility, in near future.

Background Multimodal approaches have been shown to be a promising way to collect data on child development at high frequency, combining different data inputs (from phone surveys to signals from noninvasive biomarkers) to understand children’s health and development outcomes more integrally from multiple perspectives. Objective The aim of this work was to describe an implementation study using a multimodal approach combining noninvasive biomarkers, social contact patterns, mobile surveying, and face-to-face interviews in order to validate technologies that help us better understand child development in poor countries at a high frequency. Methods We carried out a mixed study based on a transversal descriptive analysis and a longitudinal prospective analysis in Malawi. In each village, children were sampled to participate in weekly sessions in which data signals were collected through wearable devices (electrocardiography [ECG] hand pads and electroencephalography [EEG] headbands). Additionally, wearable proximity sensors to elicit the social network were deployed among children and their caregivers. Mobile surveys using interactive voice response calls were also used as an additional layer of data collection. An end-line face-to-face survey was conducted at the end of the study. Results During the implementation, 82 EEG/ECG data entry points were collected across four villages. The sampled children for EEG/ECG were 0 to 5 years old. EEG/ECG data were collected once a week. In every session, children wore the EEG headband for 5 minutes and the ECG hand pad for 3 minutes. In total, 3531 calls were sent over 5 weeks, with 2291 participants picking up the calls and 984 of those answering the consent question. In total, 585 people completed the surveys over the course of 5 weeks. Conclusions This study achieved its objective of demonstrating the feasibility of generating data through the unprecedented use of a multimodal approach for tracking child development in Malawi, which is one of the poorest countries in the world. Above and beyond its multiple dimensions, the dynamics of child development are complex. It is the case not only that no data stream in isolation can accurately characterize it, but also that even if combined, infrequent data might miss critical inflection points and interactions between different conditions and behaviors. In turn, combining different modes at a sufficiently high frequency allows researchers to make progress by considering contact patterns, reported symptoms and behaviors, and critical biomarkers all at once. This application showcases that even in developing countries facing multiple constraints, complementary technologies can leverage and accelerate the digitalization of health, bringing benefits to populations that lack new tools for understanding child well-being and development.

AbstractThe behavior patterns of hyperactivity, impulsivity and inattention that would ultimately become recognized as Attention-Deficit Hyperactivity Disorder (ADHD) have been described for centuries. Nevertheless, in the past 35 years, advances in diagnostic methods, identification of biomarkers, and treatments have advanced at an exponential rate. ADHD is now recognized as the most common behavioral disorder of childhood, with risks extending well into adulthood for both males and females, leading to its identification as a significant public health issue. This historical neuropsychological review of ADHD emphasizes scientific highlights in the past 35 years related to ADHD, including the evolution of the diagnosis (from Hyperkinetic Reaction of Childhood to ADHD), influential theories (executive functions, cognitive-energetic, delay aversion), landmark treatment studies (Multimodal Treatment of ADHD [MTA] and Preschool ADHD Treatment Study [PATS]), and advances in brain mapping techniques (anatomic, functional, and resting state magnetic resonance imaging, diffusion tensor imaging). The review concludes by highlighting the challenges of studying and treating a heterogeneous neurodevelopmental disorder like ADHD, with emphasis on associated disorders and conditions (learning disabilities, sluggish cognitive tempo), special populations (girls, preschoolers, adults), and recommendations for scientific inquiry in the next 35 years. Neuropsychologists are well positioned to address the clinical and research challenges of the next generation of studies, especially involving advances in understanding the sexual dimor.phism, full developmental course, and dynamic risks associated with ADHD. (JINS, 2017, 23, 916–929)

Transfer of snails from distilled water to solutions of sucrose or maltose stimulated feeding behaviour. As the concentrations were increased from 10−5mol l−1 to 10−1 mol l−1 the proportions of snails showing feeding movements and the median rate of feeding both increased until at 10−3 mol 1−1 they reached a plateau. At higher concentrations (10−1 mol l−1), maltose, but not sucrose, reduced the proportion of feeding snails and median feeding rate to values occurring at 10−5 mol 1−1. Increases in median feeding rate were due to an increase in the regularity of the feeding rhythm rather than increases in the maximum rates of feeding. Sugars and tactile stimuli were applied to putative sensory structures (interior of the buccal mass, lips and tentacles) in two types of semi-intact preparation whilst intracellular recordings were made from feeding motoneurones (1, 3, 4, 5 and 7 cells) and higher-order interneurones (Cerebral Giant Cells, CGCs, and the Slow Oscillator, SO). Both types of sensory stimuli applied to the lip-tentacle preparation produced strong activation of the CGCs but only long latency weak excitation of motoneurones with no clear initiation of synaptic inputs from central pattern generating (CPG) interneurones. In a more complex lip-tentacle-buccal mass preparation the evoked responses to sugars were comparable to those in the intact snail. Initiation of motoneuronal activity or increased frequency of activity was observed. This was due to increased CPG synaptic inputs as well as activation of a modulatory interneurone, the SO. Multiple sensory pathways from the periphery, present only in the lip-tentacle-buccal mass preparation, were necessary for sensory initiation of the feeding rhythm. The results support the hypothesis that multimodal sensory inputs are likely to be involved in the initiation or modulation of feeding in Lymnaea and act at several levels in the system. Note:

We have developed a seismic inversion method for the joint estimation of facies and elastic properties from prestack seismic data based on a geostatistical approach. The objectives of our inversion methodology are to sample from the posterior distribution of seismic properties and to simultaneously classify the lithology conditioned by seismic data. The inversion algorithm is a sequential Gaussian mixture inversion based on Bayesian linearized amplitude variation with offset inverse theory and sequential geostatistical simulations. The stochastic approach to the inversion allows generating multiple elastic models that match the seismic data. To mathematically represent the multimodal behavior of elastic properties due to their variations within different lithologies, we adopt a Gaussian mixture distribution for the prior model of the elastic properties and we use the prior probability of the facies as weights of the Gaussian components of the mixture. The solution of the inverse problem is achieved by deriving the explicit analytical expression of the posterior distribution of the elastic properties and facies and by sampling from this distribution according to a spatial correlation model. The inversion methodology has been validated using well logs and synthetic seismic data with different noise levels, and it is then applied to a real 3D seismic data set in North Sea.

Abstract This study investigates what role, if any, nonresponse plays in inflating survey estimates of religious behavior, using a multimode survey designed to allow estimation of nonresponse bias. A sample of 3,000 Boston-area households drawn from an address-based frame was randomly divided into two subsamples, contacted by mail, and invited to participate in a survey. The first subsample was asked to complete an interactive voice response interview. The second subsample was asked to complete a survey by telephone if a number was available for the address or by personal interview if not. Finally, random samples of nonrespondents were recontacted for a personal interview. Comparison of attendance estimates from initial interviews with nonrespondent interviews within sample segments yields minor or minimal differences that are not statistically significant. Findings suggest that the mechanism generating survey nonresponse is unlikely to be a major cause of bias in religious service attendance estimates in this study.

The brain uses information from different sensory systems to guide motor behavior, and aging is associated with simultaneous decline in the quality of sensory information provided to the brain and deterioration in motor control. Correlations between age-dependent decline in sensory anatomical structures and behavior have been demonstrated in many sensorimotor systems, and it has recently been suggested that a Bayesian framework could explain these relationships. Here we show that age-dependent changes in a human sensorimotor reflex, the vestibuloocular reflex, are explained by a Bayesian optimal adaptation in the brain occurring in response to death of motion-sensing hair cells. Specifically, we found that the temporal dynamics of the reflex as a function of age emerge from ( r = 0.93, P < 0.001) a Kalman filter model that determines the optimal behavioral output when the sensory signal-to-noise characteristics are degraded by death of the transducers. These findings demonstrate that the aging brain is capable of generating the ideal and statistically optimal behavioral response when provided with deteriorating sensory information. While the Bayesian framework has been shown to be a general neural principle for multimodal sensory integration and dynamic sensory estimation, these findings provide evidence of longitudinal Bayesian processing over the human life span. These results illuminate how the aging brain strives to optimize motor behavior when faced with deterioration in the peripheral and central nervous systems and have implications in the field of vestibular and balance disorders, as they will likely provide guidance for physical therapy and for prosthetic aids that aim to reduce falls in the elderly.NEW & NOTEWORTHY We showed that age-dependent changes in the vestibuloocular reflex are explained by a Bayesian optimal adaptation in the brain that occurs in response to age-dependent sensory anatomical changes. This demonstrates that the brain can longitudinally respond to age-related sensory loss in an ideal and statistically optimal way. This has implications for understanding and treating vestibular disorders caused by aging and provides insight into the structure-function relationship during aging.

Abstract INTRODUCTION Glioblastoma (GBM) remains one of the biggest therapeutic challenges in neuro-oncology. In spite of multimodal treatment approaches the prognosis of GBM is extremely poor, median survival is estimated about 12–16 months. Although GBM is one of the most common and malignant primary brain tumors, pediatric glioblastoma, including congenital is a very rare tumor, with an incidence of about 1.1–3.4 per million live births. Moreover, the mode of presentation, behavior, response to therapy and molecular background of pediatric glioblastomas differs from adult type of GBM. Until now, about ten patients with congenital glioblastoma have been described and in none of them germline markers were examined. Here we report two patients with GBM, one with congenital tumor with germline mutations in MSH2 gene. METHODS Targeted Next-Generation Sequencing (NGS) of the probands DNA extracted from leucocytes was performed using the TruSight One sequencing panel on an Illumina HiSeq 1500. Applied gene panel investigated the coding sequence and splice sites of 4813 genes associated with known disease phenotypes. The NGS data were analyzed using an in-house procedure. Identified variants were validated by Sanger sequencing. RESULTS NGS analysis of patients constitutional DNA revealed know, pathogenic variants c.940C&gt;T and c.942 + 3A&gt;T in MSH2 gene (NM_000251.3) associated with MMR-dependent hereditary cancer syndromes. CONCLUSION Molecular analysis are heavily needed for better understanding of pediatric GBM etiology and new treatment modality implementation. Identification of this oncogenic driver may provide insight into the pathogenesis of GBM, including congenital cases. Funded by National Science Centre, Poland (2016/23/B/NZ2/03064 and 2016/21/B/NZ2/01785).

We study the effectiveness of adaptive interventions at helping users process textual documents with embedded visualizations, a form of multimodal documents known as Magazine-Style Narrative Visualizations (MSNVs). The interventions are meant to dynamically highlight in the visualization the datapoints that are described in the textual sentence currently being read by the user, as captured by eye-tracking. These interventions were previously evaluated in two user studies that involved 98 participants reading excerpts of real-world MSNVs during a 1-hour session. Participants’ outcomes included their subjective feedback about the guidance, and well as their reading time and score on a set of comprehension questions. Results showed that the interventions can increase comprehension of the MSNV excerpts for users with lower levels of a cognitive skill known as visualization literacy. In this article, we aim to further investigate this result by leveraging eye-tracking to analyze in depth how the participants processed the interventions depending on their levels of visualization literacy. We first analyzed summative gaze metrics that capture how users process and integrate the key components of the narrative visualizations. Second, we mined the salient patterns in the users’ scanpaths to contextualize how users sequentially process these components. Results indicate that the interventions succeed in guiding attention to salient components of the narrative visualizations, especially by generating more transitions between key components of the visualization (i.e., datapoints, labels, and legend), as well as between the two modalities (text and visualization). We also show that the interventions help users with lower levels of visualization literacy to better map datapoints to the legend, which likely contributed to their improved comprehension of the documents. These findings shed light on how adaptive interventions help users with different levels of visualization literacy, informing the design of personalized narrative visualizations.

Many organisms move using traveling waves of body undulation, and most work has focused on single-plane undulations in fluids. Less attention has been paid to multiplane undulations, which are particularly important in terrestrial environments where vertical undulations can regulate substrate contact. A seemingly complex mode of snake locomotion, sidewinding, can be described by the superposition of two waves: horizontal and vertical body waves with a phase difference of ±90°. We demonstrate that the high maneuverability displayed by sidewinder rattlesnakes (Crotalus cerastes) emerges from the animal’s ability to independently modulate these waves. Sidewinder rattlesnakes used two distinct turning methods, which we term differential turning (26° change in orientation per wave cycle) and reversal turning (89°). Observations of the snakes suggested that during differential turning the animals imposed an amplitude modulation in the horizontal wave whereas in reversal turning they shifted the phase of the vertical wave by 180°. We tested these mechanisms using a multimodule snake robot as a physical model, successfully generating differential and reversal turning with performance comparable to that of the organisms. Further manipulations of the two-wave system revealed a third turning mode, frequency turning, not observed in biological snakes, which produced large (127°) in-place turns. The two-wave system thus functions as a template (a targeted motor pattern) that enables complex behaviors in a high-degree-of-freedom system to emerge from relatively simple modulations to a basic pattern. Our study reveals the utility of templates in understanding the control of biological movement as well as in developing control schemes for limbless robots.

High-throughput, spatially resolved gene expression techniques are poised to be transformative across biology by overcoming a central limitation in single-cell biology: the lack of information on relationships that organize the cells into the functional groupings characteristic of tissues in complex multicellular organisms. Spatial expression is particularly interesting in the mammalian brain, which has a highly defined structure, strong spatial constraint in its organization, and detailed multimodal phenotypes for cells and ensembles of cells that can be linked to mesoscale properties such as projection patterns, and from there, to circuits generating behavior. However, as with any type of expression data, cross-dataset benchmarking of spatial data is a crucial first step. Here, we assess the replicability, with reference to canonical brain subdivisions, between the Allen Institute’s in situ hybridization data from the adult mouse brain (Allen Brain Atlas (ABA)) and a similar dataset collected using spatial transcriptomics (ST). With the advent of tractable spatial techniques, for the first time, we are able to benchmark the Allen Institute’s whole-brain, whole-transcriptome spatial expression dataset with a second independent dataset that similarly spans the whole brain and transcriptome. We use regularized linear regression (LASSO), linear regression, and correlation-based feature selection in a supervised learning framework to classify expression samples relative to their assayed location. We show that Allen Reference Atlas labels are classifiable using transcription in both data sets, but that performance is higher in the ABA than in ST. Furthermore, models trained in one dataset and tested in the opposite dataset do not reproduce classification performance bidirectionally. While an identifying expression profile can be found for a given brain area, it does not generalize to the opposite dataset. In general, we found that canonical brain area labels are classifiable in gene expression space within dataset and that our observed performance is not merely reflecting physical distance in the brain. However, we also show that cross-platform classification is not robust. Emerging spatial datasets from the mouse brain will allow further characterization of cross-dataset replicability ultimately providing a valuable reference set for understanding the cell biology of the brain.

Background Health-care systems across the globe are facing increased pressures to balance the efficient use of resources and at the same time provide high-quality care. There is greater requirement for services to be evidence based, but practices that are of limited clinical effectiveness or cost-effectiveness still occur. Objectives Our objectives included completing a concept analysis of de-implementation, surfacing decision-making processes associated with de-implementing through stakeholder engagement, and generating an evidence-based realist programme theory of ‘what works’ in de-implementation. Design A realist synthesis was conducted using an iterative stakeholder-driven four-stage approach. Phase 1 involved scoping the literature and conducting stakeholder interviews to develop the concept analysis and an initial programme theory. In Phase 2, systematic searches of the evidence were conducted to test and develop this theory, expressed in the form of contingent relationships. These are expressed as context–mechanism–outcomes to show how particular contexts or conditions trigger mechanisms to generate outcomes. Phase 3 consisted of validation and refinement of programme theories through stakeholder interviews. The final phase (i.e. Phase 4) formulated actionable recommendations for service leaders. Participants In total, 31 stakeholders (i.e. user/patient representatives, clinical managers, commissioners) took part in focus groups and telephone interviews. Data sources Using keywords identified during the scoping work and concept analysis, searches of bibliographic databases were conducted in May 2018. The databases searched were the Cochrane Library, Campbell Collaboration, MEDLINE (via EBSCOhost), the Cumulative Index to Nursing and Allied Health Literature (via EBSCOhost), the National Institute for Health Research Journals Library and the following databases via the ProQuest platform: Applied Social Sciences Index and Abstracts, Social Services Abstracts, International Bibliography of the Social Sciences, Social Sciences Database and Sociological Abstracts. Alerts were set up for the MEDLINE database from May 2018 to December 2018. Online sources were searched for grey literature and snowballing techniques were used to identify clusters of evidence. Results The concept analysis showed that de-implementation is associated with five main components in context and over time: (1) what is being de-implemented, (2) the issues driving de-implementation, (3) the action characterising de-implementation, (4) the extent that de-implementation is planned or opportunistic and (5) the consequences of de-implementation. Forty-two papers were synthesised to identify six context–mechanism–outcome configurations, which focused on issues ranging from individual behaviours to organisational procedures. Current systems can perpetuate habitual decision-making practices that include low-value treatments. Electronic health records can be designed to hide or remove low-value treatments from choice options, foregrounding best evidence. Professionals can be made aware of their decision-making strategies through increasing their attention to low-value practice behaviours. Uncertainty about diagnosis or patients’ expectations for certain treatments provide opportunities for ‘watchful waiting’ as an active strategy to reduce inappropriate investigations and prescribing. The emotional component of clinician–patient relationships can limit opportunities for de-implementation, requiring professional support through multimodal educational interventions. Sufficient alignment between policy, public and professional perspectives is required for de-implementation success. Limitations Some specific clinical issues (e.g. de-prescribing) dominate the de-implementation evidence base, which may limit the transferability of the synthesis findings. Any realist inquiry generates findings that are essentially cumulative and should be developed through further investigation that extends the range of sources into, for example, clinical research and further empirical studies. Conclusions This review contributes to our understanding of how de-implementation of low-value procedures and services can be improved within health-care services, through interventions that make professional decision-making more accountable and the prominence of a whole-system approach to de-implementation. Given the whole-system context of de-implementation, a range of different dissemination strategies will be required to engage with different stakeholders, in different ways, to change practice and policy in a timely manner. Study registration This study is registered as PROSPERO CRD42017081030. Funding This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 9, No. 2. See the NIHR Journals Library website for further project information.

In this monograph, we ask whether various kinds of intellectual, physical, and social activities produce cognitive enrichment effects—that is, whether they improve cognitive performance at different points of the adult life span, with a particular emphasis on old age. We begin with a theoretical framework that emphasizes the potential of behavior to influence levels of cognitive functioning. According to this framework, the undeniable presence of age-related decline in cognition does not invalidate the view that behavior can enhance cognitive functioning. Instead, the course of normal aging shapes a zone of possible functioning, which reflects person-specific endowments and age-related constraints. Individuals influence whether they function in the higher or lower ranges of this zone by engaging in or refraining from beneficial intellectual, physical, and social activities. From this point of view, the potential for positive change, or plasticity, is maintained in adult cognition. It is an argument that is supported by newer research in neuroscience showing neural plasticity in various aspects of central nervous system functioning, neurochemistry, and architecture. This view of human potential contrasts with static conceptions of cognition in old age, according to which decline in abilities is fixed and individuals cannot slow its course. Furthermore, any understanding of cognition as it occurs in everyday life must make a distinction between basic cognitive mechanisms and skills (such as working-memory capacity) and the functional use of cognition to achieve goals in specific situations. In practice, knowledge and expertise are critical for effective functioning, and the available evidence suggests that older adults effectively employ specific knowledge and expertise and can gain new knowledge when it is required. We conclude that, on balance, the available evidence favors the hypothesis that maintaining an intellectually engaged and physically active lifestyle promotes successful cognitive aging. First, cognitive-training studies have demonstrated that older adults can improve cognitive functioning when provided with intensive training in strategies that promote thinking and remembering. The early training literature suggested little transfer of function from specifically trained skills to new cognitive tasks; learning was highly specific to the cognitive processes targeted by training. Recently, however, a new generation of studies suggests that providing structured experience in situations demanding executive coordination of skills—such as complex video games, task-switching paradigms, and divided attention tasks—train strategic control over cognition that does show transfer to different task environments. These studies suggest that there is considerable reserve potential in older adults' cognition that can be enhanced through training. Second, a considerable number of studies indicate that maintaining a lifestyle that is intellectually stimulating predicts better maintenance of cognitive skills and is associated with a reduced risk of developing Alzheimer's disease in late life. Our review focuses on longitudinal evidence of a connection between an active lifestyle and enhanced cognition, because such evidence admits fewer rival explanations of observed effects (or lack of effects) than does cross-sectional evidence. The longitudinal evidence consistently shows that engaging in intellectually stimulating activities is associated with better cognitive functioning at later points in time. Other studies show that meaningful social engagement is also predictive of better maintenance of cognitive functioning in old age. These longitudinal findings are also open to important rival explanations, but overall, the available evidence suggests that activities can postpone decline, attenuate decline, or provide prosthetic benefit in the face of normative cognitive decline, while at the same time indicating that late-life cognitive changes can result in curtailment of activities. Given the complexity of the dynamic reciprocal relationships between stimulating activities and cognitive function in old age, additional research will be needed to address the extent to which observed effects validate a causal influence of an intellectually engaged lifestyle on cognition. Nevertheless, the hypothesis that an active lifestyle that requires cognitive effort has long-term benefits for older adults' cognition is at least consistent with the available data. Furthermore, new intervention research that involves multimodal interventions focusing on goal-directed action requiring cognition (such as reading to children) and social interaction will help to address whether an active lifestyle enhances cognitive function. Third, there is a parallel literature suggesting that physical activity, and aerobic exercise in particular, enhances older adults' cognitive function. Unlike the literature on an active lifestyle, there is already an impressive array of work with humans and animal populations showing that exercise interventions have substantial benefits for cognitive function, particularly for aspects of fluid intelligence and executive function. Recent neuroscience research on this topic indicates that exercise has substantial effects on brain morphology and function, representing a plausible brain substrate for the observed effects of aerobic exercise and other activities on cognition. Our review identifies a number of areas where additional research is needed to address critical questions. For example, there is considerable epidemiological evidence that stress and chronic psychological distress are negatively associated with changes in cognition. In contrast, less is known about how positive attributes, such as self-efficacy, a sense of control, and a sense of meaning in life, might contribute to preservation of cognitive function in old age. It is well known that certain personality characteristics such as conscientiousness predict adherence to an exercise regimen, but we do not know whether these attributes are also relevant to predicting maintenance of cognitive function or effective compensation for cognitive decline when it occurs. Likewise, more information is needed on the factors that encourage maintenance of an active lifestyle in old age in the face of elevated risk for physiological decline, mechanical wear and tear on the body, and incidence of diseases with disabling consequences, and whether efforts to maintain an active lifestyle are associated with successful aging, both in terms of cognitive function and psychological and emotional well-being. We also discuss briefly some interesting issues for society and public policy regarding cognitive-enrichment effects. For example, should efforts to enhance cognitive function be included as part of a general prevention model for enhancing health and vitality in old age? We also comment on the recent trend of business marketing interventions claimed to build brain power and prevent age-related cognitive decline, and the desirability of direct research evidence to back claims of effectiveness for specific products.

The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. Keywords: Parental Perspective; Computer Learning; Early childhood education References: Alkhawaldeh, M., Hyassat, M., Al-Zboon, E., & Ahmad, J. (2017). The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education. Journal of Research in Childhood Education, 31(3), 419–429. https://doi.org/10.1080/02568543.2017.1319444 Ariputra. (2018). Need Assessment of Learning Inclusive Program for Students in Non-formal Early Childhood. Early Childhood Research Journal. https://doi.org/10.23917/ecrj.v1i1.6582 Atkinson, K., & Biegun, L. (2017). An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership. Journal of Childhood Studies. Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. Early Years, 34(1), 94–108. https://doi.org/10.1080/09575146.2013.792789 Barenthien, J., Oppermann, E., Steffensky, M., & Anders, Y. (2019). Early science education in preschools – the contribution of professional development and professional exchange in team meetings. European Early Childhood Education Research Journal. https://doi.org/DOI: 10.1080/1350293X.2019.1651937, https://doi.org/10.1080/1350293X.2019.1651937 Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Chen, R. S., & Tu, C. C. (2018). Parents’ attitudes toward the perceived usefulness of Internet-related instruction in preschools. Social Psychology of Education, 21(2), 477–495. https://doi.org/10.1007/s11218-017-9424-8 Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411–433. https://doi.org/10.1080/15391523.2002.10782359 Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98. https://doi.org/10.1080/15391523.2010.10782562 Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research(4th ed.; P. A. Smith, Ed.). Boston: Pearson. Davis, J. M. (2014). environmental education and the future. (May). https://doi.org/10.1023/A Dhieni, N., Hartati, S., & Wulan, S. (2019). Evaluation of Content Curriculum in Kindergarten. Jurnal Pendidikan Usia Dini. https://doi.org/https://doi.org/10.21009/10.21009/JPUD.131.06 Dong, C., & Newman, L. (2016). Ready, steady … pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224–237. https://doi.org/10.1080/09669760.2016.1144048 Dunn, J., Gray, C., Moffett, P., & Mitchell, D. (2018). ‘It’s more funner than doing work’: Children’s perspectives on using tablet computers in the early years of school. Early Child Development and Care, 188(6), 819–831. https://doi.org/10.1080/03004430.2016.1238824 Hadzigianni, M., & Margetts, K. (2014). Parents’ Beliefs and Evaluations of Young Children’s Computer Use. Australasian Journal of Early Childhood. https://doi.org/doi/pdf/10.1177/183693911403900415 Huda, M., Hehsan, A., Jasmi, K. A., Mustari, M. I., Shahrill, M., Basiron, B., & Gassama, S. K. (2017). Empowering children with adaptive technology skills: Careful engagement in the digital information age. International Electronic Journal of Elementary Education, 9(3), 693–708. Ihmeideh, F. (2010). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60–79. https://doi.org/10.1080/02568540903439409 Jack, C., & Higgins, S. (2018). What is educational technology and how is it being used to support teaching and learning in the early years ? International Journal of Early Years Education, 0(0), 1–16. https://doi.org/10.1080/09669760.2018.1504754 Janisse, H. C., Li, X., Bhavnagri, N. P., Esposito, C., & Stanton, B. (2018). A Longitudinal Study of the Effect of Computers on the Cognitive Development of Low-Income African American Preschool Children. Early Education and Development, 29(2), 229–244. https://doi.org/10.1080/10409289.2017.1399000 Karjalainen.S., A., Pu, E. H., & Maija, A. (2019). Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings. International Journal of Early Childhood. https://doi.org/10.1007/s13158-019-00244-5 Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804 Ko, K. (2014). The Use of Technology in Early Childhood Classrooms: An Investigation of Teachers’ Attitudes. Gaziantep University Journal of Social Sciences, 13(3), 807–819. Kong, S. C. (2018). Parents’ perceptions of e-learning in school education: implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15–31. https://doi.org/10.1080/1475939X.2017.1317659 Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938 Martin, E., R. Alvarez, Pablo, D., Haya, A., Fernández‐Gaullés, Cristina, … Quintanar, H. (2018). Impact of using interactive devices in Spanish early childhoodeducation public schools. Journal of Computer Assisted Learning. McCloskey, M., Johnson, S. L., Benz, C., Thompson, D. A., Chamberlin, B., Clark, L., & Bellows, L. L. (2018). Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers. Journal of Nutrition Education and Behavior, 50(1), 83-89.e1. https://doi.org/10.1016/j.jneb.2017.03.006 McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822 Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood teachers’ beliefs and confidence. International Journal of Early Years Education, 23(4), 409–425. https://doi.org/10.1080/09669760.2015.1078727 Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information Communication and Society, 17(5), 594–608. https://doi.org/10.1080/1369118X.2013.808365 Paciga, K. A., Lisy, J. G., & Teale, W. H. (2013). Better Start Before Kindergarten: computer Technology, Interactive Media and the Education of Preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 85–104. Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876 Plowman, L. (2015). Researching young children’s everyday uses of technology in the family home. Interacting with Computers, 27(1), 36–46. https://doi.org/10.1093/iwc/iwu031 Plowman, L., & McPake, J. (2013). Seven Myths About Young Children and Technology. Childhood Education, 89(1), 27–33. https://doi.org/10.1080/00094056.2013.757490 Sageide, B. M. (2016). Norwegian early childhood teachers’ stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability. International Journal of Primary, Elementary and Early Years Education. https://doi.org/11250/2435060/955-11623-1-PB Tate, T. P., Warschauer, M., & Kim, Y. S. G. (2019). Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing. Reading and Writing, 32(8), 2059–2082. https://doi.org/10.1007/s11145-019-09940-z Theodotou, E. (2010). Using Computers in Early Years Education: What Are the Effects on Children’s Development? Some Suggestions Concerning Beneficial Computer Practice. Online Submission, (December). UNESCO. Rethinking Education. Towards a global common good. , (2015). Vartuli, S., Bolz, C., & Wilson, C. (2014). A Learning Combination: Coaching with CLASS and the Project Approach. Early Childhood Research & Practice Journal, 1–16. Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43–54. https://doi.org/10.1177/1476718X14523749 Waal, E. D. (2019). Fundamental Movement Skills and Academic Performance of 5- to 6-Year-Old Preschoolers. Early Childhood Education Journal, 455–456. https://doi.org///doi.org/10.1007/s10643-019-00936-6 Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307 Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, 40(4), 387–399. https://doi.org/10.1080/0305764X.2010.526589 YurtaNılgün, Ö., & Kalburan, C. (2011). Early childhood teachers’ thoughts and practices about the use of computers in early childhood education. Early Childhood Educaiton: Yesterday, Today, and Tomorrow. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

The rapid penetration of photovoltaic generation reduces power grid inertia and increases the need for intelligent energy resources that can cope in real time with the imbalance between power generation and consumption. Virtual power plants are a technology for coordinating such resources and monetizing them, for example on electricity markets with real-time pricing or on frequency reserves markets. Accurate short-term photovoltaic generation forecasts are essential for such virtual power plants. Although significant research has been done on medium- and long-term photovoltaic generation forecasting, the short-term forecasting problem requires special attention to sudden fluctuations due to the high variability of cloud cover and related weather events. Solar irradiance nowcasting aims to resolve this variability by providing reliable short-term forecasts of the expected power generation capacity. Sky images captured in proximity to the photovoltaic panels are used to determine cloud behavior and solar intensity. This is a computationally challenging task for conventional computer vision techniques and only a handful of Artificial Intelligence (AI) methods have been proposed. In this paper, a novel multimodal approach is proposed based on two Long Short-Term Memory Networks (LSTM) that receives a temporal image modality of a stream of sky images, a temporal numerical modality of a time-series of past solar irradiance readings and cloud cover readings as inputs for irradiance nowcasting. The proposed nowcasting pipeline consists of a preprocessing module and an irradiance augmentation module that implements methods for cloud detection, Sun localization and mask generation. The complete approach was empirically evaluated on a real-world solar irradiance case study across the four seasons of the northern hemisphere, resulting in a mean improvement of 39% for multimodality.

AbstractLaughter commonly occurs in daily interactions, and is not only simply related to funny situations, but also to expressing some type of attitudes, having important social functions in communication. The background of the present work is to generate natural motions in a humanoid robot, so that miscommunication might be caused if there is mismatching between audio and visual modalities, especially in laughter events. In the present work, we used a multimodal dialogue database, and analyzed facial, head, and body motion during laughing speech. Based on the analysis results of human behaviors during laughing speech, we proposed a motion generation method given the speech signal and the laughing speech intervals. Subjective experiments were conducted using our android robot by generating five different motion types, considering several modalities. Evaluation results showed the effectiveness of controlling different parts of the face, head, and upper body (eyelid narrowing, lip corner/cheek raising, eye blinking, head motion, and upper body motion control).

06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328.06–655Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 237–248.06–656Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.06–657Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Selecting level-specific specialized vocabulary using statistical measures. System (Elsevier) 34.2 (2006), 255–269.06–658Coffey, Stephen (Università di Pisa, Italy; coffey@cli.unipi.it), High-frequency grammatical lexis in advanced-level English learners' dictionaries: From language description to pedagogical usefulness. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 157–173.06–659Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.06–660Cowie, Neil (Okayama U, Japan), What do sports, learning Japanese, and teaching English have in common? Social-cultural learning theories, that's what. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 23–37.06–661Cumbreno Espada, Ana Belen, Mercedes Rico Garcia, alejandro curado fuentes & eva ma dominguez Gomez (U Extremadura, Mérida, Spain; belencum@unex.es), Developing adaptive systems at early stages of children's foreign language development. ReCALL (Cambridge University Press) 18.1 (2006), 45–62.06–662Derwing, Tracey, Ron Thomson (U Alberta, Canada; tracey.derwing@ualberta.ca) & Murray Munro, English pronunciation and fluency development in Mandarin and Slavic speakers. System (Elsevier) 34.2 (2006), 183–193.06–663Djité, Paulin G. (U Western Sydney, Australia), Shifts in linguistic identities in a global world. Language Problems & Language Planning (John Benjamins) 30.1 (2006), 1–20.06–664Ellis, Nick (U Michigan, USA), Language acquisition as rational contingency learning. Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24.06–665Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.06–666Ghabanchi, Zargham (Sabzevar Teacher Training U, Iran; zghabanchi@sttu.ac.ir), Marjan Vosooghi, The role of explicit contrastive instruction in learning difficult L2 grammatical forms: A cross-linguistic approach to language awareness. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 121–130.06–667Gillies, Robyn M. & Michael Boyle (U Queensland, Australia), Teachers' scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 243–259.06–668Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk), Listening comprehension: The learners' perspective. System (Elsevier) 34.2 (2006), 165–182.06–669Holmes, Prue (U Waikato, New Zealand), Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university. Language and International Communication (Multilingual Matters) 6.1 (2006), 18–34.06–670Hemard, Dominique (London Metropolitan U; d.hemard@londonmet.ac.uk), Evaluating hypermedia structures as a means of improving language learning strategies and motivation. ReCALL (Cambridge University Press) 18.1, (2006), 24–44.06–671Howard, Martin (U College, Ireland; mhoward@french.ucc.ie), The expression of number and person through verb morphology in advanced French interlanguage. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 1–22.06–672Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/ deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.06–673Jin, Lixian (De Montfort U, UK) & Martin Cortazzi, Changing practices in Chinese cultures of learning. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 5–20.06–674Laufer, Batia (U Haifa, Israel; batialau@research.haifa.ac.il) & Tamar Levitzky-Aviad, Examining the effectiveness of ‘bilingual dictionary plus’ – a dictionary for production in a foreign language. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 135–155.06–675Long, Mike (U Maryland, USA), Problems with supposed counter-evidence to the Critical Period Hypothesis. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 287–317.06–676McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.06–677Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.06–678Mori, Setsuko (Kyoto Sangyo U, Japan; setsukomori@mac.com) & Peter Gobel, Motivation and gender in the Japanese EFL classroom. System (Elsevier) 34.2 (2006), 194–210.06–679Oh, Janet (California State U, USA) & Terry Kit-Fong Au, Learning Spanish as a heritage language: The role of sociocultural background variables. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 229–241.06–680Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.06–681Pietiläinen, Jukka (U Tampere, Finland), Current trends in literary production in Esperanto. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 271–285.06–682Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.06–683Pujol, Dídac (Universitat Pompeu Fabra, Spain; didac.pujol@upf.edu), Montse Corrius & Joan Masnou, Print deferred bilingualised dictionaries and their implications for effective language learning: A new approach to pedagogical lexicography. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 197–215.06–684Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.06–685Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006) 228–243.06–686Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.06–687Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.06–688Shi, Lijing (The Open U, UK), The successors to Confucianism or a new generation? A questionnaire study on Chinese students' culture of learning English. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 122–147.06–689Singleton, David (U Dublin, Ireland), The Critical Period Hypothesis: A coat of many colours. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 269–285.06–690Stowe, Laurie A. (Rijksuniversiteit Groningen) & Laura Sabourin, Imaging the processing of a second language: Effects of maturation and proficiency on the neural processes involved. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 329–353.06–691Tatar, Sibel (Boğaziçi U, Turkey), Why keep silent? The Classroom participation experiences of non-native-English-speaking students. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 284–293.06–692Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.06–693Tseng, Wen-Ta, Zoltán Dörnyei & Norbert Schmitt (U Nottingham, UK), A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Liguistics (Oxford University Press) 27.1 (2006), 78–102.06–694Tsuda, Sanae (Tokai Gakuen U, Japan), Japan's experience of language contact: A case study of RADIO-i, a multilingual radio station in Nagoya. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 248–263.06–695Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.06–696Van Boxtel, Sonja, Theo Bongaerts & Peter-Arno Coppen, Native-like attainment of dummy subjects in Dutch and the role of the L1. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 355–380.06–697Vetter, Anna & Thierry Channier (U de Franche-Comte, France; anna.vetter@univ-fcomte.fr), Supporting oral production for professional purposes in synchronous communication with heterogenous learners. ReCALL (Cambridge University Press) 18.1, (2006), 5–23.06–698Vickers, Caroline & Ene, Estela (California State U, USA; cvickers@csusb.edu), Grammatical accuracy and learner autonomy in advanced writing. ELT Journal (Oxford University Press) 60.2 (2006), 109–116.06–699Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.06–700Wang, Yuping (Griffith U, Queensland, Australia. y.wang@griffith.edu.au), Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL (Cambridge University Press) 18.1 (2006), 122–145.

About half way through Yann Arthus-Bertrand’s film Home (2009) the narrator describes the fall of the Rapa Nui, the indigenous people of the Easter Islands. The narrator posits that the Rapa Nui culture collapsed due to extensive environmental degradation brought about by large-scale deforestation. The Rapa Nui cut down their massive native forests to clear spaces for agriculture, to heat their dwellings, to build canoes and, most importantly, to move their enormous rock sculptures—the Moai. The disappearance of their forests led to island-wide soil erosion and the gradual disappearance of arable land. Caught in the vice of overpopulation but with rapidly dwindling basic resources and no trees to build canoes, they were trapped on the island and watched helplessly as their society fell into disarray. The sequence ends with the narrator’s biting remark: “The real mystery of the Easter Islands is not how its strange statues got there, we know now; it's why the Rapa Nui didn't react in time.” In their unrelenting desire for development, the Rapa Nui appear to have overlooked the role the environment plays in maintaining a society. The island’s Moai accompanying the sequence appear as memento mori, a lesson in the mortality of human cultures brought about by their own misguided and short-sighted practices. Arthus-Bertrand’s Home, a film composed almost entirely of aerial photographs, bears witness to present-day environmental degradation and climate change, constructing society as a fragile structure built upon and sustained by the environment. Home is a call to recognise how contemporary practices of post-industrial societies have come to shape the environment and how they may impact the habitability of Earth in the near future. Through reflexivity and a ritualised structure the text invites spectators to look at themselves in a new light and remake their self-image in the wake of global environmental risk by embracing new, alternative core practices based on balance and interconnectedness. Arthus-Bertrand frames climate change not as a burden, but as a moment of profound realisation of the potential for change and humans ability to create a desirable future through hope and our innate capacity for renewal. This article examines how Arthus-Bertrand’s ritualised construction of climate change aims to remake viewers’ perception of present-day environmental degradation and investigates Home’s place in contemporary climate change communication discourse. Climate change, in its capacity to affect us globally, is considered a world risk. The most recent peer-reviewed Synthesis Report of the Intergovernmental Panel on Climate Change suggests that the concentration of atmospheric greenhouse gases has increased markedly since human industrialisation in the 18th century. Moreover, human activities, such as fossil fuel burning and agricultural practices, are “very likely” responsible for the resulting increase in temperature rise (IPPC 37). The increased global temperatures and the subsequent changing weather patterns have a direct and profound impact on the physical and biological systems of our planet, including shrinking glaciers, melting permafrost, coastal erosion, and changes in species distribution and reproduction patterns (Rosenzweig et al. 353). Studies of global security assert that these physiological changes are expected to increase the likelihood of humanitarian disasters, food and water supply shortages, and competition for resources thus resulting in a destabilisation of global safety (Boston et al. 1–2). Human behaviour and dominant practices of modernity are now on a path to materially impact the future habitability of our home, Earth. In contemporary post-industrial societies, however, climate change remains an elusive, intangible threat. Here, the Arctic-bound species forced to adapt to milder climates or the inhabitants of low-lying Pacific islands seeking refuge in mainland cities are removed from the everyday experience of the controlled and regulated environments of homes, offices, and shopping malls. Diverse research into the mediated and mediatised nature of the environment suggests that rather than from first-hand experiences and observations, the majority of our knowledge concerning the environment now comes from its representation in the mass media (Hamilton 4; Stamm et al. 220; Cox 2). Consequently the threat of climate change is communicated and constructed through the news media, entertainment and lifestyle programming, and various documentaries and fiction films. It is therefore the construction (the representation of the risk in various discourses) that shapes people’s perception and experience of the phenomenon, and ultimately influences behaviour and instigates social response (Beck 213). By drawing on and negotiating society’s dominant discourses, environmental mediation defines spectators’ perceptions of the human-nature relationship and subsequently their roles and responsibilities in the face of environmental risks. Maxwell Boykoff asserts that contemporary modern society’s mediatised representations of environmental degradation and climate change depict the phenomena as external to society’s primary social and economic concerns (449). Julia Corbett argues that this is partly because environmental protection and sustainable behaviour are often at odds with the dominant social paradigms of consumerism, economic growth, and materialism (175). Similarly, Rowan Howard-Williams suggests that most media texts, especially news, do not emphasise the link between social practices, such as consumerist behaviour, and their environmental consequences because they contradict dominant social paradigms (41). The demands contemporary post-industrial societies make on the environment to sustain economic growth, consumer culture, and citizens’ comfortable lives in air-conditioned homes and offices are often left unarticulated. While the media coverage of environmental risks may indeed have contributed to “critical misperceptions, misleading debates, and divergent understandings” (Boykoff 450) climate change possesses innate characteristics that amplify its perception in present-day post-industrial societies as a distant and impersonal threat. Climate change is characterised by temporal and spatial de-localisation. The gradual increase in global temperature and its physical and biological consequences are much less prominent than seasonal changes and hence difficult to observe on human time-scales. Moreover, while research points to the increased probability of extreme climatic events such as droughts, wild fires, and changes in weather patterns (IPCC 48), they take place over a wide range of geographical locations and no single event can be ultimately said to be the result of climate change (Maibach and Roser-Renouf 145). In addition to these observational obstacles, political partisanship, vested interests in the current status quo, and general resistance to profound change all play a part in keeping us one step removed from the phenomenon of climate change. The distant and impersonal nature of climate change coupled with the “uncertainty over consequences, diverse and multiple engaged interests, conflicting knowledge claims, and high stakes” (Lorenzoni et al. 65) often result in repression, rejection, and denial, removing the individual’s responsibility to act. Research suggests that, due to its unique observational obstacles in contemporary post-industrial societies, climate change is considered a psychologically distant event (Pawlik 559), one that is not personally salient due to the “perceived distance and remoteness [...] from one’s everyday experience” (O’Neill and Nicholson-Cole 370). In an examination of the barriers to behaviour change in the face of psychologically distant events, Robert Gifford argues that changing individuals’ perceptions of the issue-domain is one of the challenges of countering environmental inertia—the lack of initiative for environmentally sustainable social action (5). To challenge the status quo a radically different construction of the environment and the human-nature relationship is required to transform our perception of global environmental risks and ultimately result in environmentally consequential social action. Yann Arthus-Bertrand’s Home is a ritualised construction of contemporary environmental degradation and climate change which takes spectators on a rite of passage to a newfound understanding of the human-nature relationship. Transformation through re-imagining individuals’ roles, responsibilities, and practices is an intrinsic quality of rituals. A ritual charts a subjects path from one state of consciousness to the next, resulting in a meaningful change of attitudes (Deflem 8). Through a lifelong study of African rituals British cultural ethnographer Victor Turner refined his concept of rituals in a modern social context. Turner observed that rituals conform to a three-phased processural form (The Ritual Process 13–14). First, in the separation stage, the subjects are selected and removed from their fixed position in the social structure. Second, they enter an in-between and ambiguous liminal stage, characterised by a “partial or complete separation of the subject from everyday existence” (Deflem 8). Finally, imbued with a new perspective of the outside world borne out of the experience of reflexivity, liminality, and a cathartic cleansing, subjects are reintegrated into the social reality in a new, stable state. The three distinct stages make the ritual an emotionally charged, highly personal experience that “demarcates the passage from one phase to another in the individual’s life-cycle” (Turner, “Symbols” 488) and actively shapes human attitudes and behaviour. Adhering to the three-staged processural form of the ritual, Arthus-Bertrand guides spectators towards a newfound understanding of their roles and responsibilities in creating a desirable future. In the first stage—the separation—aerial photography of Home alienates viewers from their anthropocentric perspectives of the outside world. This establishes Earth as a body, and unearths spectators’ guilt and shame in relation to contemporary world risks. Aerial photography strips landscapes of their conventional qualities of horizon, scale, and human reference. As fine art photographer Emmet Gowin observes, “when one really sees an awesome, vast place, our sense of wholeness is reorganised [...] and the body seems always to diminish” (qtd. in Reynolds 4). Confronted with a seemingly infinite sublime landscape from above, the spectator’s “body diminishes” as they witness Earth’s body gradually taking shape. Home’s rushing rivers of Indonesia are akin to blood flowing through the veins and the Siberian permafrost seems like the texture of skin in extreme close-up. Arthus-Bertrand establishes a geocentric embodiment to force spectators to perceive and experience the environmental degradation brought about by the dominant social practices of contemporary post-industrial modernity. The film-maker visualises the maltreatment of the environment through suggested abuse of the Earth’s body. Images of industrial agricultural practices in the United States appear to leave scratches and scars on the landscape, and as a ship crosses the Arctic ice sheets of the Northwest Passage the boat glides like the surgeon’s knife cutting through the uppermost layer of the skin. But the deep blue water that’s revealed in the wake of the craft suggests a flesh and body now devoid of life, a suffering Earth in the wake of global climatic change. Arthus-Bertrand’s images become the sublime evidence of human intervention in the environment and the reflection of present-day industrialisation materially altering the face of Earth. The film-maker exploits spectators’ geocentric perspective and sensibility to prompt reflexivity, provide revelations about the self, and unearth the forgotten shame and guilt in having inadvertently caused excessive environmental degradation. Following the sequences establishing Earth as the body of the text Arthus-Bertrand returns spectators to their everyday “natural” environment—the city. Having witnessed and endured the pain and suffering of Earth, spectators now gaze at the skyscrapers standing bold and tall in the cityscape with disillusionment. The pinnacles of modern urban development become symbols of arrogance and exploitation: structures forced upon the landscape. Moreover, the images of contemporary cityscapes in Home serve as triggers for ritual reflexivity, allowing the spectator to “perceive the self [...] as a distanced ‘other’ and hence achieve a partial ‘self-transcendence’” (Beck, Comments 491). Arthus-Bertrand’s aerial photographs of Los Angeles, New York, and Tokyo fold these distinct urban environments into one uniform fusion of glass, metal, and concrete devoid of life. The uniformity of these cultural landscapes prompts spectators to add the missing element: the human. Suddenly, the homes and offices of desolate cityscapes are populated by none other than us, looking at ourselves from a unique vantage point. The geocentric sensibility the film-maker invoked with the images of the suffering Earth now prompt a revelation about the self as spectators see their everyday urban environments in a new light. Their homes and offices become blemishes on the face of the Earth: its inhabitants, including the spectators themselves, complicit in the excessive mistreatment of the planet. The second stage of the ritual allows Arthus-Bertrand to challenge dominant social paradigms of present day post-industrial societies and introduce new, alternative moral directives to govern our habits and attitudes. Following the separation, ritual subjects enter an in-between, threshold stage, one unencumbered by the spatial, temporal, and social boundaries of everyday existence. Turner posits that a subjects passage through this liminal stage is necessary to attain psychic maturation and successful transition to a new, stable state at the end of the ritual (The Ritual Process 97). While this “betwixt and between” (Turner, The Ritual Process 95) state may be a fleeting moment of transition, it makes for a “lived experience [that] transforms human beings cognitively, emotionally, and morally.” (Horvath et al. 3) Through a change of perceptions liminality paves the way toward meaningful social action. Home places spectators in a state of liminality to contrast geocentric and anthropocentric views. Arthus-Bertrand contrasts natural and human-made environments in terms of diversity. The narrator’s description of the “miracle of life” is followed by images of trees seemingly defying gravity, snow-covered summits among mountain ranges, and a whale in the ocean. Grandeur and variety appear to be inherent qualities of biodiversity on Earth, qualities contrasted with images of the endless, uniform rectangular greenhouses of Almeria, Spain. This contrast emphasises the loss of variety in human achievements and the monotony mass-production brings to the landscape. With the image of a fire burning atop a factory chimney, Arthus-Bertrand critiques the change of pace and distortion of time inherent in anthropocentric views, and specifically in contemporary modernity. Here, the flames appear to instantly eat away at resources that have taken millions of years to form, bringing anthropocentric and geocentric temporality into sharp contrast. A sequence showing a night time metropolis underscores this distinction. The glittering cityscape is lit by hundreds of lights in skyscrapers in an effort, it appears, to mimic and surpass daylight and thus upturn the natural rhythm of life. As the narrator remarks, in our present-day environments, “days are now the pale reflections of nights.” Arthus-Bertrand also uses ritual liminality to mark the present as a transitory, threshold moment in human civilisation. The film-maker contrasts the spectre of our past with possible visions of the future to mark the moment of now as a time when humanity is on the threshold of two distinct states of mind. The narrator’s descriptions of contemporary post-industrial society’s reliance on non-renewable resources and lack of environmentally sustainable agricultural practices condemn the past and warn viewers of the consequences of continuing such practices into the future. Exploring the liminal present Arthus-Bertrand proposes distinctive futurescapes for humankind. On the one hand, the narrator’s description of California’s “concentration camp style cattle farming” suggests that humankind will live in a future that feeds from the past, falling back on frames of horrors and past mistakes. On the other hand, the example of Costa Rica, a nation that abolished its military and dedicated the budget to environmental conservation, is recognition of our ability to re-imagine our future in the face of global risk. Home introduces myths to imbue liminality with the alternative dominant social paradigm of ecology. By calling upon deep-seated structures myths “touch the heart of society’s emotional, spiritual and intellectual consciousness” (Killingsworth and Palmer 176) and help us understand and come to terms with complex social, economic, and scientific phenomena. With the capacity to “pattern thought, beliefs and practices,” (Maier 166) myths are ideal tools in communicating ritual liminality and challenging contemporary post-industrial society’s dominant social paradigms. The opening sequence of Home, where the crescent Earth is slowly revealed in the darkness of space, is an allusion to creation: the genesis myth. Accompanied only by a gentle hum our home emerges in brilliant blue, white, and green-brown encompassing most of the screen. It is as if darkness and chaos disintegrated and order, life, and the elements were created right before our eyes. Akin to the Earthrise image taken by the astronauts of Apollo 8, Home’s opening sequence underscores the notion that our home is a unique spot in the blackness of space and is defined and circumscribed by the elements. With the opening sequence Arthus-Bertrand wishes to impart the message of interdependence and reliance on elements—core concepts of ecology. Balance, another key theme in ecology, is introduced with an allusion to the Icarus myth in a sequence depicting Dubai. The story of Icarus’s fall from the sky after flying too close to the sun is a symbolic retelling of hubris—a violent pride and arrogance punishable by nemesis—destruction, which ultimately restores balance by forcing the individual back within the limits transgressed (Littleton 712). In Arthus-Bertrand’s portrayal of Dubai, the camera slowly tilts upwards on the Burj Khalifa tower, the tallest human-made structure ever built. The construction works on the tower explicitly frame humans against the bright blue sky in their attempt to reach ever further, transgressing their limitations much like the ill-fated Icarus. Arthus-Bertrand warns that contemporary modernity does not strive for balance or moderation, and with climate change we may have brought our nemesis upon ourselves. By suggesting new dominant paradigms and providing a critique of current maxims, Home’s retelling of myths ultimately sees spectators through to the final stage of the ritual. The last phase in the rite of passage “celebrates and commemorates transcendent powers,” (Deflem 8) marking subjects’ rebirth to a new status and distinctive perception of the outside world. It is at this stage that Arthus-Bertrand resolves the emotional distress uncovered in the separation phase. The film-maker uses humanity’s innate capacity for creation and renewal as a cathartic cleansing aimed at reconciling spectators’ guilt and shame in having inadvertently exacerbated global environmental degradation. Arthus-Bertrand identifies renewable resources as the key to redeeming technology, human intervention in the landscape, and finally humanity itself. Until now, the film-maker pictured modernity and technology, evidenced in his portrayal of Dubai, as synonymous with excess and disrespect for the interconnectedness and balance of elements on Earth. The final sequence shows a very different face of technology. Here, we see a mechanical sea-snake generating electricity by riding the waves off the coast of Scotland and solar panels turning towards the sun in the Sahara desert. Technology’s redemption is evidenced in its ability to imitate nature—a move towards geocentric consciousness (a lesson learned from the ritual’s liminal stage). Moreover, these human-made structures, unlike the skyscrapers earlier in the film, appear a lot less invasive in the landscape and speak of moderation and union with nature. With the above examples Arthus-Bertrand suggests that humanity can shed the greed that drove it to dig deeper and deeper into the Earth to acquire non-renewable resources such as oil and coal, what the narrator describes as “treasures buried deep.” The incorporation of principles of ecology, such as balance and interconnectedness, into humanity’s behaviour ushers in reconciliation and ritual cleansing in Home. Following the description of the move toward renewable resources, the narrator reveals that “worldwide four children out of five attend school, never has learning been given to so many human beings” marking education, innovation, and creativity as the true inexhaustible resources on Earth. Lastly, the description of Antarctica in Home is the essence of Arthus-Bertrand’s argument for our innate capacity to create, not simply exploit and destroy. Here, the narrator describes the continent as possessing “immense natural resources that no country can claim for itself, a natural reserve devoted to peace and science, a treaty signed by 49 nations has made it a treasure shared by all humanity.” Innovation appears to fuel humankind’s transcendence to a state where it is capable of compassion, unification, sharing, and finally creating treasures. With these examples Arthus-Bertrand suggests that humanity has an innate capacity for creative energy that awaits authentic expression and can turn humankind from destroyer to creator. In recent years various risk communication texts have explicitly addressed climate change, endeavouring to instigate environmentally consequential social action. Home breaks discursive ground among them through its ritualistic construction which seeks to transform spectators’ perception, and in turn roles and responsibilities, in the face of global environmental risks. Unlike recent climate change media texts such as An Inconvenient Truth (2006), The 11th Hour (2007), The Age of Stupid (2009), Carbon Nation (2010) and Earth: The Operator’s Manual (2011), Home eludes simple genre classification. On the threshold of photography and film, documentary and fiction, Arthus-Bertrand’s work is best classified as an advocacy film promoting public debate and engagement with a universal concern—the state of the environment. The film’s website, available in multiple languages, contains educational material, resources to organise public screenings, and a link to GoodPlanet.info: a website dedicated to environmentalism, including legal tools and initiatives to take action. The film-maker’s approach to using Home as a basis for education and raising awareness corresponds to Antonio Lopez’s critique of contemporary mass-media communications of global risks. Lopez rebukes traditional forms of mediatised communication that place emphasis on the imparting of knowledge and instead calls for a participatory, discussion-driven, organic media approach, akin to a communion or a ritual (106). Moreover, while texts often place a great emphasis on the messenger, for instance Al Gore in An Inconvenient Truth, Leonardo DiCaprio in The 11th Hour, or geologist Dr. Richard Alley in Earth: The Operator’s Manual, Home’s messenger remains unseen—the narrator is only identified at the very end of the film among the credits. The film-maker’s decision to forego a central human character helps dissociate the message from the personality of the messenger which aids in establishing and maintaining the geocentric sensibility of the text. Finally, the ritual’s invocation and cathartic cleansing of emotional distress enables Home to at once acknowledge our environmentally destructive past habits and point to a hopeful, environmentally sustainable future. While The Age of Stupid mostly focuses on humanity’s present and past failures to respond to an imminent environmental catastrophe, Carbon Nation, with the tagline “A climate change solutions movie that doesn’t even care if you believe in climate change,” only explores the potential future business opportunities in turning towards renewable resources and environmentally sustainable practices. The three-phased processural form of the ritual allows for a balance of backward and forward-looking, establishing the possibility of change and renewal in the face of world risk. The ritual is a transformative experience. As Turner states, rituals “interrupt the flow of social life and force a group to take cognizance of its behaviour in relation to its own values, and even question at times the value of those values” (“Dramatic Ritual” 82). Home, a ritualised media text, is an invitation to look at our world, its dominant social paradigms, and the key element within that world—ourselves—with new eyes. It makes explicit contemporary post-industrial society’s dependence on the environment, highlights our impact on Earth, and reveals our complicity in bringing about a contemporary world risk. The ritual structure and the self-reflexivity allow Arthus-Bertrand to transform climate change into a personally salient issue. This bestows upon the spectator the responsibility to act and to reconcile the spectre of the past with the vision of the future.Acknowledgments The author would like to thank Dr. Angi Buettner whose support, guidance, and supervision has been invaluable in preparing this article. References Beck, Brenda E. “Comments on the Distancing of Emotion in Ritual by Thomas J. Scheff.” Current Anthropology 18.3 (1977): 490. Beck, Ulrich. “Risk Society Revisited: Theory, Politics and Research Programmes.” The Risk Society and Beyond: Critical Issues for Social Theory. Ed. Barbara Adam, Ulrich Beck, and Joost Van Loon. London: Sage, 2005. 211–28. Boston, Jonathan., Philip Nel, and Marjolein Righarts. “Introduction.” Climate Change and Security: Planning for the Future. Wellington: Victoria U of Wellington Institute of Policy Studies, 2009. Boykoff, Maxwell T. “We Speak for the Trees: Media Reporting on the Environment.” Annual Review of Environment and Resources 34 (2009): 431–57. Corbett, Julia B. Communicating Nature: How we Create and Understand Environmental Messages. Washington, DC: Island P, 2006. Cox, Robert. Environmental Communication and the Public Sphere. London: Sage, 2010. Deflem, Mathieu. “Ritual, Anti-Structure and Religion: A Discussion of Victor Turner’s Processural Symbolic Analysis.” Journal for the Scientific Study of Religion 30.1 (1991): 1–25. Gifford, Robert. “Psychology’s Essential Role in Alleviating the Impacts of Climate Change.” Canadian Psychology 49.4 (2008): 273–80. Hamilton, Maxwell John. “Introduction.” Media and the Environment. Eds. Craig L. LaMay, Everette E. Dennis. Washington: Island P, 1991. 3–16. Horvath, Agnes., Bjørn Thomassen, and Harald Wydra. “Introduction: Liminality and Cultures of Change.” International Political Anthropology 2.1 (2009): 3–4. Howard-Williams, Rowan. “Consumers, Crazies and Killer Whales: The Environment on New Zealand Television.” International Communications Gazette 73.1–2 (2011): 27–43. Intergovernmental Panel on Climate Change. Climate Change Synthesis Report. (2007). 23 March 2012 ‹http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr.pdf› Killingsworth, M. J., and Jacqueliene S. Palmer. “Silent Spring and Science Fiction: An Essay in the History and Rhetoric of Narrative.” And No Birds Sing: Rhetorical Analyses of Rachel Carson’s Silent Spring. Ed. Craig Waddell. Carbondale, IL: Southern Illinois UP, 2000. 174–204. Littleton, C. Scott. Gods, Goddesses and Mythology. New York: Marshall Cavendish, 2005. Lorenzoni, Irene, Mavis Jones, and John R. Turnpenny. “Climate Change, Human Genetics, and Post-normality in the UK.” Futures 39.1 (2007): 65–82. Lopez, Antonio. “Defusing the Cannon/Canon: An Organic Media Approach to Environmental Communication.” Environmental Communication 4.1 (2010): 99–108. Maier, Daniela Carmen. “Communicating Business Greening and Greenwashing in Global Media: A Multimodal Discourse Analysis of CNN's Greenwashing Video.” International Communications Gazette 73.1–2 (2011): 165–77. Milfront, Taciano L. “Global Warming, Climate Change and Human Psychology.” Psychological Approaches to Sustainability: Current Trends in Theory, Research and Practice. Eds. Victor Corral-Verdugo, Cirilo H. Garcia-Cadena and Martha Frias-Armenta. New York: Nova Science Publishers, 2010. 20–42. O’Neill, Saffron, and Sophie Nicholson-Cole. “Fear Won’t Do It: Promoting Positive Engagement with Climate Change through Visual and Iconic Representations.” Science Communication 30.3 (2009): 355–79. Pawlik, Kurt. “The Psychology of Global Environmental Change: Some Basic Data and an Agenda for Cooperative International Research.” International Journal of Psychology 26.5 (1991): 547–63. Reynolds, Jock., ed. Emmet Gowin: Changing the Earth: Aerial Photographs. New Haven, CT: Yale UP, 2002. Rosenzweig, Cynthia, David Karoly, Marta Vicarelli, Peter Neofotis, Qigang Wu, Gino Casassa, Annette Menzel, Terry L. Root, Nicole Estrella, Bernard Seguin, Piotr Tryjanowski, Chunzhen Liu, Samuel Rawlins, and Anton Imeson. “Attributing Physical and Biological Impacts to Anthropogenic Climate Change.” Nature 453.7193 (2008): 353–58. Roser-Renouf, Connie, and Edward W. Maibach. “Communicating Climate Change.” Encyclopaedia of Science and Technology Communication. Ed. Susanna Hornig Priest. Thousand Oaks, California: Sage. 2010. 141–47. Stamm, Keith R., Fiona Clark, and Paula R. Eblacas. “Mass Communication and the Public Understanding of Environmental Problems: The Case of Global Warming.” Public Understanding of Science 9 (2000): 219–37. Turner, Victor. “Dramatic Ritual – Ritual Drama: Performative and Reflexive Anthropology.” The Kenyon Review, New Series 1.3 (1979): 80–93. —-. “Symbols in African Ritual.” Perspectives in Cultural Anthropology. Ed. Herbert A. Applebaum. Albany: State U of New York P, 1987. 488–501. —-. The Ritual Process: Structure and Anti-Structure. New Jersey: Transaction Publishers, 2008.

05–486Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413.05–487Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424.05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 302–319.05–489Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu) & Alan Hirvela, Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 187–205.05–490Bernhardt, Elisabeth (U of Minnesota, USA; ebernhar@stanford.edu), Progress and procrastination in second language reading. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 133–150.05–491Bishop, Dorothy (U of Oxford, UK; dorothy.bishop@psy.ox.ac.uk), Caroline Adams, Annukka Lehtonen & Stuart Rosen, Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 144–157.05–492Bowey, Judith A., Michaela McGuigan & Annette Ruschena (U of Queensland, Australia; j.bowey@psy.uq.edu.au), On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 400–422.05–493Bowyer-Crane, Claudine & Margaret J. Snowling (U of York, UK; c.crane@psych.york.ac.uk), Assessing children's inference generation: what do tests of reading comprehension measure?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 189–201.05–494Bruce, Ian (U of Waikato, Hamilton, New Zealand; ibruce@waikato.ac.nz), Syllabus design for general EAP writing courses: a cognitive approach. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 239–256.05–495Burrows, John (U of Newcastle, Australia; john.burrows@netcentral.com.au), Who wroteShamela? Verifying the authorship of a parodic text. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 437–450.05–496Clarke, Paula, Charles Hulme & Margaret Snowling (U of York, UK; CH1@york.ac.uk), Individual differences in RAN and reading: a response timing analysis. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 73–86.05–497Colledge, Marion (Metropolitan U, London, UK; m.colledge@londonmet.ac.uk), Baby Bear or Mrs Bear? Young English Bengali-speaking children's responses to narrative picture books at school. Literacy (Oxford, UK) 39.1 (2005), 24–30.05–498De Pew, Kevin Eric (Old Dominion U, Norfolk, USA; Kdepew@odu.edu) & Susan Kay Miller, Studying L2 writers' digital writing: an argument for post-critical methods. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 259–278.05–499Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu) & Samantha D. Outcalt, A syntactic bias in scope ambiguity resolution in the processing of English French cardinality interrogatives: evidence for informational encapsulation. Language Learning (Malden, MA, USA) 55.1 (2005), 1–36.05–500Fernández Toledo, Piedad (Universidad de Murcia, Spain; piedad@um.es), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics37.7 (2005), 1059–1079.05–501French, Gary (Chukyo U, Japan; french@lets.chukyo-u.ac.jp), The cline of errors in the writing of Japanese university students. World Englishes (Oxford, UK) 24.3 (2005), 371–382.05–502Green, Chris (Hong Kong Polytechnic U, Hong Kong, China), Profiles of strategic expertise in second language reading. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 1–16.05–503Groom, Nicholas (U of Birmingham, UK; nick@nicholasgroom.fsnet.co.uk), Pattern and meaning across genres and disciplines: an exploratory study. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 257–277.05–504Harris, Pauline & Barbara McKenzie (U of Wollongong, Australia; pharris@uow.edu.au), Networking aroundThe Waterholeand other tales: the importance of relationships among texts for reading and related instruction. Literacy (Oxford, UK) 39.1 (2005), 31–37.05–505Harrison, Allyson G. & Eva Nichols (Queen's U, Canada; harrisna@post.queensu.ca), A validation of the Dyslexia Adult Screening Test (DAST) in a post-secondary population. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 423–434.05–506Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-based reading and writing across the curriculum: two case studies of L2 writers. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 337–356.05–507Holdom, Shoshannah (Oxford U, UK; shoshannah.holdom@oucs.ox.ac.uk), E-journal proliferation in emerging economies: the case of Latin America. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 351–365.05–508Hopper, Rosemary (U of Exeter, UK; r.hopper@ex.ac.uk), What are teenagers reading? Adolescent fiction reading habits and reading choices. Literacy (Oxford, UK) 39.3 (2005), 113–120.05–509Jarman, Ruth & Billy McClune (Queen's U, Northern Ireland; r.jarman@qub.ac.uk), Space Science News: Special Edition, a resource for extending reading and promoting engagement with newspapers in the science classroom. Literacy (Oxford, UK) 39.3 (2005), 121–128.05–510Jia-ling Charlene Yau (Ming Chuan U, Taiwan; jyau@mcu.edu.tw), Two Mandarin readers in Taiwan: characteristics of children with higher and lower reading proficiency levels. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 108–124.05–511Justice, Laura M, Lori Skibbel, Andrea Canning & Chris Lankford (U of Virginia, USA; ljustice@virginia.edu), Pre-schoolers, print and storybooks: an observational study using eye movement analysis. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 229–243.05–512Kelly, Alison (Roehampton U, UK; a.m.kelly@roehampton.ac.uk), ‘Poetry? Of course we do it. It's in the National Curriculum.’ Primary children's perceptions of poetry. Literacy (Oxford, UK) 39.3 (2005), 129–134.05–513Kern, Richard (U of California, Berkeley, USA; rkern@berkeley.edu) & Jean Marie Schultz, Beyond orality: investigating literacy and the literary in second and foreign language instruction. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 381–392.05–514Kispal, Anne (National Foundation for Educational Research, UK; a.kispal@nfer.ac.uk), Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions, 1993–2004. Literacy (Oxford, UK) 39.3 (2005), 149–157.05–515Kriss, Isla & Bruce J. W. Evans (Institute of Optometry, London, UK), The relationship between dyslexia and Meares-Irlen Syndrome. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 350–364.05–516Lavidor, Michal & Peter J. Bailey (U of Hull, UK; M.Lavidor@hull.ac.uk), Dissociations between serial position and number of letters effects in lateralised visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 258–273.05–517Lee, Sy-ying (Taipei, Taiwan, China; syying.lee@msa.hinet.net), Facilitating and inhibiting factors in English as a foreign language writing performance: a model testing with structural equation modelling. Language Learning (Malden, MA, USA) 55.2 (2005), 335–374.05–518Leppänen, Ulla, Kaisa Aunola & Jari-Erik Nurmi (U of Jyväskylä, Finland; uleppane@psyka.jyu.fi), Beginning readers' reading performance and reading habits. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 383–399.05–519Lingard, Tony (Newquay, Cornwall, UK; tonylingard@awled.co.uk), Literacy Acceleration and the Key Stage 3 English strategy–comparing two approaches for secondary-age pupils with literacy difficulties. British Journal of Special Education32.2, 67–77.05–520Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com) & George Braine, Cohesive features in argumentative writing produced by Chinese undergraduates. System (Amsterdam, the Netherlands) 33.4 (2005), 623–636.05–521Masterson, Jackie, Veronica Laxon, Emma Carnegie, Sheila Wright & Janice Horslen (U of Essex; mastj@essex.ac.uk), Nonword recall and phonemic discrimination in four- to six-year-old children. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 183–201.05–522Merttens, Ruth & Catherine Robertson (Hamilton Reading Project, Oxford, UK; ruthmerttens@onetel.net.uk), Rhyme and Ritual: a new approach to teaching children to read and write. Literacy (Oxford, UK) 39.1 (2005), 18–23.05–523Min Wang (U of Maryland, USA; minwang@umd.edu) & Keiko Koda, Commonalities and differences in word identification skills among learners of English as a Second Language. Language Learning (Malden, MA, USA) 55.1 (2005), 71–98.05–524O'Brien, Beth A., J. Stephen Mansfield & Gordon E. Legge (Tufts U, Medford, USA; beth.obrien@tufts.edu), The effect of print size on reading speed in dyslexia. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 332–349.05–525Pisanski Peterlin, Agnes (U of Ljubljana, Slovenia; agnes.pisanski@guest.arnes.si), Text-organising metatext in research articles: an English–Slovene contrastive analysis. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 307–319.05–526Rilling, Sarah (Kent State U, Kent, USA; srilling@kent.edu), The development of an ESL OWL, or learning how to tutor writing online. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 357–374.05–527Schacter, John & Jo Booil (Milken Family Foundation, Santa Monica, USA; schacter@sbcglobal.net), Learning when school is not in session: a reading summer day-camp intervention to improve the achievement of exiting First-Grade students who are economically disadvantaged. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 158–169.05–528Shapira, Anat (Gordon College of Education, Israel) & Rachel Hertz-Lazarowitz, Opening windows on Arab and Jewish children's strategies as writers. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 72–90.05–529Shillcock, Richard C. & Scott A. McDonald (U of Edinburgh, UK; rcs@inf.ed.ac.uk), Hemispheric division of labour in reading. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 244–257.05–530Singleton, Chris & Susannah Trotter (U of Hull, UK; c.singleton@hull.ac.uk), Visual stress in adults with and without dyslexia. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 365–378.05–531Spelman Miller, Kristyan (Reading U, UK; k.s.miller@reading.ac.uk), Second language writing research and pedagogy: a role for computer logging?Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 297–317.05–532Su, Susan Shiou-mai (Chang Gung College of Technology, Taiwan, China) & Huei-mei Chu, Motivations in the code-switching of nursing notes in EFL Taiwan. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 55–71.05–533Taillefer, Gail (Toulouse U, France; gail.taillefer@univ-tlse1.fr), Reading for academic purposes: the literacy practices of British, French and Spanish Law and Economics students as background for study abroad. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 435–451.05–534Tardy, Christine M. (DePaul U, Chicago, USA; ctardy@depaul.edu), Expressions of disciplinarity and individuality in a multimodal genre. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 319–336.05–535Thatcher, Barry (New Mexico State U, USA; bathatch@nmsu.edu), Situating L2 writing in global communication technologies. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 279–295.05–536Topping, Keith & Nancy Ferguson (U of Dundee, UK; k.j.topping@dundee.ac.uk), Effective literacy teaching behaviours. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 125–143.05–537Torgerson, Carole (U of York, UK; cjt3@york.ac.uk), Jill Porthouse & Greg Brooks, A systematic review of controlled trials evaluating interventions in adult literacy and numeracy. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 87–107.05–538Willett, Rebekah (U of London, UK; r.willett@ioe.ac.uk), ‘Baddies’ in the classroom: media education and narrative writing. Literacy (Oxford, UK) 39.3 (2005), 142–148.05–539Wood, Clara, Karen Littleton & Pav Chera (Coventry U, UK; c.wood@coventry.ac.uk), Beginning readers' use of talking books: styles of working. Literacy (Oxford, UK) 39.3 (2005), 135–141.05–540Wood, Clare (The Open U, UK; c.p.wood@open.ac.uk), Beginning readers' use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 170–182.05–541Yasuda, Sachiko (Waseda U, Japan), Different activities in the same task: an activity theory approach to ESL students' writing process. JALT Journal (Tokyo, Japan) 27.2 (2005), 139–168.05–542Zelniker, Tamar (Tel-Aviv U, Israel) & Rachel Hertz-Lazarowitz, School–Family Partnership for Coexistence (SFPC) in the city of Acre: promoting Arab and Jewish parents' role as facilitators of children's literacy development and as agents of coexistence. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 114–138.

Screens, as technological but also narrative and social devices, alter reading and writing practices. Users consume vids, read stories on the Web, and produce creative contents on blogs or Web archives, etc. Uses of seriality and transmediality are here discussed, that is watching, reading, and writing as interpreting, as well as respective and reciprocal uses of iteration and interaction (with technologies and with others). A specific figure of users or readers will be defined as a skilful and literate audience: fans on archives (FanFiction.net-FFNet, and Archive of Our Own-AO3). Fans produce serial and transmedia narratives based upon their favourite TV Shows, publish on-line, and often produce discourses or meta-discourse on this writing practice or on writing in general.The broader perspective of reception studies allows us to develop a three-step methodology that develops into a process. The first step is an ethnographic approach based on practices and competencies of users. The second step develops and clarifies the ethnographic dimension into an ethno-narrative approach, which aims at analysing mutual links between signs, texts, and uses of reading and writing. The main question is that of significance and meaning. The third step elaborates upon interactions in a technological and mediated environment. Social, participative, or collaborative and multimodal dimensions of interacting are yet regarded as key elements in reshaping a reading-writing cultural practice. The model proposed is a socio-narrative device, which hangs upon three dimensions: techno-narrative, narratological, and socio-narrative. These three dimensions of a shared narrative universe illustrate the three steps process. Each step also offers specific uses of interacting: an ethnographic approach of fictional expectation, a narrative ethnography of iteration and transformation, and a socio-narrative perspective on dialogism and recognition. A specific but significant example of fans' uses of reading and interacting will illustrate each step of the methodology. This qualitative approach of individual uses aims to be representative of fans' cultural practice (See Appendix 1). We will discuss cultural uses of appropriation. How do reading, interpreting, writing, and rewriting, that is to say interacting, produce meaning, create identities, and build up our relation to others and to the (story)world? Given our interest in embodied and appropriated meanings, appropriation will be revealed as an open cultural process, which can question the conflict and/or the convergence of the old and the new in cultural practices, and the way former and formal dichotomies have to be re-evaluated. We will take an interest in the composition of meaning that unfolds a cultural and critical process, from acknowledgement to recognition, a process where iteration and transformation are no longer opposites but part of a continuum.From Users' Competencies to the Composition of Narrative and Social Skills: A Fictional ExpectationThe pragmatic question of real uses steers our approach toward reading and writing in a mediated environment. Michel de Certeau's work first encourages us to apply his concepts of strategies and tactics to institutional strategies of engaging the audience and to real audience tactics of appropriation or diversion. Real uses are traceable on forums, discussions groups, weblogs, and archives. A model can be built upon digital tracks of use left on fan fiction archives: types of audience, interactions, and types of usage are here considered.Media Types Interaction Types Usage Types Media audienceConsumerSkilfulViewingReadingInformation searchContent production (informative, critical, and creative)Multimedia audienceConsumerSkilful+Online readingE-shoppingSharingRecommendationDiscussionInformative content productionCross-media audienceConsumerSkilful+SerendipityPutting objects in perspectiveNetworkingCritical content productionTransmedia audienceConsumerSkilfulInvolvedPrecursor+Understanding enhanced narrativesValue judgments, evaluationUnderstanding economic dimensions of the media systemCreative content productionTable 1 (Cailler and Masoni Lacroix)Users gear their reading and writing practices toward one medium, or toward multiple media in multi-, cross-, and trans- dimensions. These dimensions engage different and specific kinds of content production, and also the way users think about their relation to the media system. We focus on cumulative uses needed in an evolving media system. Depending on their desire for cultural products issued from creative and entertainment industries, audiences can be consumer-oriented or skilful, but also what we term "involved" or "precursor." Their interactive capacity within these industries allows audiences to produce informative, narrative, discursive, creative (or re-creative), and critical content. An ethnographic approach, based upon uses, understands that accumulating, crossing, and mastering different uses requires available and potential competencies and literacies, which may be immediately usable, or which have to be gained.Figure 1 (Masoni Lacroix and Cailler)The English language enables us to use different words to specify competencies, from ability to skill (when multiple abilities tend towards appropriation), to capability and competency (when multiple skills tend towards cultural practice). This introduces an enhancement process, which describes the way users accumulate and cross competencies to enhance their capability of understanding a multimedia or transmedia system, shaped by multiple semiotic systems and literacies.Abilities and skills represent different literacies that can be distributed in four groups-literacy, graphic literacy, digital literacy and interactive literacy, converging to a core of competencies including cognitive capability, communicative capability, cultural capability and critical capability. Note that critical skills appear below in bold italics. Digital LiteracyTechnical ability / Computational ability / Digital ability or skill Informational skill Visual LiteracyGraphic abilityVisual abilitySemiotic skillSymbolic skill Core of CompetenciesCognitive capabilityCommunicative capabilityCultural capabilityCritical capability Interactive LiteracyInteractional abilitySpectatorial abilityCollective abilityAffective skill LiteracyNarrative ability or skill / Linguistic ability / Reading and interpreting ability / Mimetic and fictional ability Discursive skillTable 2 (Masoni Lacroix and Cailler)Our first illustration exhibits the diversity, even the profuse and confused multiplicity, of cultural influences and preferences of a fan, which he or she comprehends as a whole.Gabihime, born on 6 October in Lafayette, Louisiana, in the United States, joined FFNet in 2001, and last updated her profile in September of 2010. She has written 44 stories for a variety of fandoms, and she belongs to two fandom communities. She has written one story about Twin Peaks (1990-) for an annual fandom gift exchange in 2008. Within Twin Peaks, her favourite and only romantic pair is Audrey Horne and Dale Cooper. Pairing represents a formal and cultural use of fan fiction writing, and also a favourite variation of the original text. Gabihime proposes notes to follow the story:I love Twin Peaks, and I love Audrey Horne particularly, and the rich stilted imagery of the show certainly […] I started watching my favourite season one episodes and reading the script notes for them. When I got to the 4-5 episode break (when Cooper comes back from visiting Jacques's cabin to the delightful sounds of the Icelandic junket roaring at their big shindig and finds Audrey in his bed) I discovered that this scene was originally intended to be left extremely ambiguous.Two main elements can be highlighted. Love founds fans' relation to the characters and the text. Interaction is based on this affect or emotion. Ambiguity, real or presumed, leads to what can be called a fictional expectation. This strong motive to interact within a text means that readers have to fill in the blanks of the text (Jenkins, "Transmedia"). They fill it with their desire for a character, a pairing, and a story. Another illustration of a fan's affective investment, Lynzee005 (see below) specifies that her fiction, "shows what I hope happened in between the scenes to which we were treated in the series."Gabihime does not write fan fiction stories anymore. She has a web site where she posts her stories and links to other fan art, vids, or fiction, as well as a blog where she writes her original fiction, and various meta-narrative and/or meta-discursive productions, including a wiki, Tumblr account, LiveJournal page, and Twitter account.A Narrative Ethnography of Fans' Production Content: Acculturation as Iteration and TransformationWe can briefly focus on another partial but significant example of narratives and discourses of a fan, in the perspective of a qualitative and iterative approach. We will then emphasise that narratives and discourses circulate, in other words that they are written and reformulated in and on different periods and platforms, but also that narratives use iteration and variation (Eco 1985).Lynzee005 was born in 1985 in Canada. She joined FFNet in 2008 and last updated her profile in September 2015. She has a beta profile, which means that she reads and reviews other fans' work-in-progress. We can also clarify that publishing chapter-by-chapter and being re-read on FFNet appears to be a principle of writing and of writing circulation. So, writing reveals an iterative and participative practice.Prior to this updating she wrote:When I read, I look for an emotional connection with the characters and I hope to be genuinely invested in where the story is going. […] I tackle everything in chunks, concentrating on the big issues (consistent characterization, believable plot lines, etc.) before moving down to the smaller ones (spelling, punctuation). Once I finish reading a "chunk," I put it together in the whole and see if it works against the other "chunks," and if not, then I go back and start over.She has written 17 stories for 7 different fandoms. She wrote five stories for Twin Peaks including a crossover with another fandom. She joined AO3 in December 2014 and completed her Twin Peaks trilogy. Her profile no longer underlines this serial process of chunking and dispersal, stressed by Jenkins ("Transmedia"), but only evokes how scenes can be stitched together. She now insists on the outcome of unity or continuity rather than on the process of serialization and fragmentation.Stories about fans, their affective and interpretive relations to a story universe and their uses of reading and writing in and out a fandom, can illustrate a diversity of attachments and interests. We can briefly describe a range of attachments. Attachment to the character, described above, can move towards self-narration, to the exhibit of self both as a person and a character, to a self-distancing, an identity affect. Attachment also has interpretative and critical dimensions. Attached to a narrative universe, attached to storytelling, fans promote a writing normalisation and a narrative format (genre, pairing, tagging, memes, etc.). Every fan seems to iterate and alter this conduct. This appropriation renews self-imposed narrative codes. The use of writing by fans, based on attachments, is both iterative and transformative. The Organization for Transformative Works (OTW), AO3's parent apparatus, asserts that derivative fans' work is transformative.According to Umberto Eco's vision of a postmodern aesthetics of seriality, "Something is offered as original and different […] this something is repeating something else that we already know; and […] just because of it we like it" (167). There is an "enjoyment of variations" (174). "Seriality and repetition are not opposed to innovation" (175). Eco claims a dialectic between repetition and innovation, that is to say a: "dialectic between order and novelty -in other words, between scheme and innovation," where "the variation is no longer more appreciable than the scheme" (173). We acknowledge the "inseparable knot of scheme-variation" he is stressing (Eco 180), and we intend to put narrative fragmentation and narration dispersal forward to their reconstruction in a narrative universe as a whole, within the socio-narrative device. The knot illustrates the dialogical principle of exceeding dichotomies that will be discussed hereunder.The plurality of uses and media calls for an accumulation of competencies, which engage users in the process of media acculturation. A "literate" or skilful user should be able to comprehend "the flow of content across multiple media platforms," the media industries' cooperation, "the migratory behavior of media audiences," and the "technological, industrial, cultural, and social changes" that the word convergence manages to describe (Jenkins, Convergence, 3).Acculturation conveys an appropriation process, borrowed from "French" sociology of uses. Audiences become gradually intimate with the context of the evolving media environment. Scholars progressively understand how audiences are familiarizing themselves with competencies until they master literacies, where competencies are gathered. Users become sensitive, as well as mindful of time and space in literacy (Literacy), and of how writing can be spatialised (Graphic Literacy), of how the media space is technologized (Digital Literacy), and of what kind of structural interactions are emerging (Interactive Literacy).Thus, the research question takes shape: "What kind of interactions can users establish with objects that are both technical and cultural?" Which also means: "In a study of effective uses, can the researcher find appropriation logics or tactics in the way users, specifically here readers and writers, improve their cultural practices?" As Davallon and Le Marec furthered it, uses have to be included in a process of cultural growth. Users can cross technical and cultural dimensions of an object in two main ways: They can compare the object with other cultural products they are used to, or they can grasp its novelty when engaging a cognitive and cultural capability of adaptation. Acknowledgment and adaption are part of the social process of cultural growth. In this sense, use can be an integrated activity or a novel one.The model of cultural growth means that different and dispersed uses are progressively entering a meaning-making process. The question of meaning holds together, even unifies, multiple uses of reading and writing in a cultural practice of reading-writing. With this in mind, the core of competencies described above accurately displays the importance of critical skills (semiotic, informational, affective, symbolic, narrative, and discursive) nourishing a critical capability. Critically literate, users are able to question the place to which they have been attributed and the place they can gain, in an evolving (and even uncertain) media system. They can elaborate a critical reflection on their own practices of reading and writing.Two Principles of a Socio-Narrative Device: Dialogism and RecognitionUses of reading and writing online invite us to visualize and think through the convergence of a narrative object (technical, visual, and cultural), its medium and format(s), and the audiences involved. Here, multimodality has to be (re)considered. This is not only a question of different modes but a question of multiplicity in reading and writing uses, that leads us to the way a fan attachment creates his or her participation in the meaning of the text, and more generally leads us to the polyphonic form of writing questions. Dispersed uses converging into a cultural and social practice bring to light dialogical dimensions of writing, in the sense pointed out by Bakhtin in the early 1930s. Dialogism expands the notion of intertextuality to a social practice; enunciation appears polyphonic, and speakers are interacting. Every discourse is oriented to other discourses, interacting and responding to pre-existing discourses addressing the same object. Discourse is always others' discourse and shows a multiple and inter-relational subject.A fan producing meta-narratives or meta-discourses on media and fan fiction is an inter-relational subject. By way of illustration, Slaymesoftly, displays her stories on AO3, on her own Web site, and on specialized archives. She does not justify fan fiction writing through warnings or disclaimers but defines broadly what fiction is and how she uses fiction in her stories. She analyses publishing, describes her universe and the alternative universes that she explores, and depicts how stories become a series. Slaymesoftly can be considered a literate fan, approaching writing with emotion or attachment and critical rationality, or more precisely, leading her attachment to writing with the distance that critical thought allows. She writes "Essays -about writing, vampires, and whatever else I decide to blather on about" on her Web site or on her LiveJournal, where she also joined a community. In the main, Slaymesoftly experiences multiple variations, in the sense of Eco, variations that oppose and tie a character to a canon, or a loving writing object to what could be newly told. Slaymesoftly also exposes the desire for recognition engaged by fans' uses of interaction. This process of mutual recognition, stated in Hegel's Phenomenology of Spirit highlights and questions fans' attachment, individual identity, and normative foundation. Mutual recognition could strengthen communitarianism or conformism in writing, but it can also offer a way for attachments to be shared, a way to initiate a narrative, and a social practice of dialog.Dialogical dimensions of cultural practices of reading-writing (both in production and reception) design a fragmented narrative universe, unfinished but one, that can be comprehend in a socio-narrative device.Figure 2 (Masoni Lacroix & Cailler)Texts, authors, writers, and readers are not opposed but are part of a socio-narrative continuity. This device crosses three complementary and evolving dimensions of the narrative universe: techno-narrative, socio-narrative (playful, creative, and critical, in their interactivity), and narratological. Uses of literacy generating multimedia, cross-media, and transmedia productions also question the multimodal form of writing and invite us to an iterative, open, dialogical, and interrogative practice of multimodality. A (post)narratological activity opens up to an interrogative practice. This practice dialogs with others' discourse and narrative. The questioning complexity remains open. In a proximate meaning, a transmedia narrative is fragmented, open to incompletion, but enrolled in a continuum (Jenkins, "Transmedia").Looking back, through the overtaken dichotomy between production and reception, a social and narrative process has been described that leads to the reshaping of multiple uses of literacies into cultural practices, and further on, to a cultural and social practice of reading-writing blended into interactivity. Competencies, dictated uses of reading and writing and alterna(rra)tive upsurges (as fans' production content) can be questioned. What can be questioned is either the fragmentation, the incompletion, and the continuity of narratives, that Jenkins no longer brings into conflict ("Transmedia"). This is also what the social and narrative form of dialogism teaches us: dichotomies, as a tool or a structure of thought, appear suspect or no longer significant. There is continuity in the acculturation process, from acknowledgement to recognition, continuity in the multiple uses of interacting, continuity from narrative to discourse, continuity from emotion to writing critically, a transformative continuity in iteration and variation, a polyphonic continuity.ReferencesBakhtin, Michaïl, and V.N. Volosinov. Marxism and the Philosophy of Language. Cambridge: Harvard UP, 1973.Cailler, Bruno, and Céline Masoni Lacroix. "El 'French Touch' Transmediatico: Un Inventario." Transmediación: Espacios, Reflexiones y Experiencias. Eds. Denis Porto Renó et al. Bogotá, Colombia: Editorial Universidad del Rosario, 2012. 181-98.Davallon, Jean, and Joëlle Le Marec. "L'Usage en son Contexte. Sur les Usages des Interactifs des Céderons des Musées." Réseaux 101 (2000): 173-95.De Certeau, Michel. L'Invention du Quotidien. Paris: Folio Essais, 1990.Eco, Umberto. "Innovation and Repetition: Between Modern and Postmodern Aesthetics." Daedalus 114 (1985): 161-84.Hegel, G.W.F. Phénoménologie de l'Esprit. Trans. Bernard Bourgeois. Paris: Vrin, 2006.Jenkins, Henry. Convergence Culture. Where Old and New Media Collide. New York UP, 2006.———. "Transmedia 202: Further Reflections." 2011. <http://henryjenkins.org/2011/08/defining_transmedia_further_re.html>.Masoni Lacroix, Céline. "Mise en Récit des Fictions de Fans de Séries Télévisées: Variations, Granularité et Réflexivité." Tension narrative et Storytelling. Eds. Nicolas Pélissier and Marc Marti. Paris: L'harmattan, 2014. 83-100.———. "Narrativités 2.0: Fragmentation-Organisation d'un Métadiscours." Cahiers de Narratologie 32 (2017). <http://journals.openedition.org/narratologie/7781>.———, and Bruno Cailler. "Fans versus Universitaires, l'Hypothèse Dialogique de la Transmédialité au sein d'un Dispositif Socio-narratif." Revue française des sciences de l'information et de la communication 7 (2015). <http://journals.openedition.org/rfsic/1662>.———, and Bruno Cailler. "Principes Co-extensifs de la Fiction Sérielle, de la Distribution Diffusée à une Pratique Interprétative Dialogique: une Nouvelle Donne Socio-narrative?" Cahiers de Narratologie 31 (2016). <http://narratologie.revues.org/7576>. TV Show Fandoms ExploredBuffy The Vampire Slayer (Joss Whedon).Sherlock (Mark Gatiss & Steven Moffat).Twin Peaks (Mark Frost & David Lynch).Wallander (from Henning Mankell to Philip Martin).