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Academic literature on the topic 'Murrayburn Primary School (Edinburgh)'
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Journal articles on the topic "Murrayburn Primary School (Edinburgh)"
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Ritchie, Laura, and Aaron Williamon. "Primary School Children’s Self-Efficacy for Music Learning." Journal of Research in Music Education 59, no. 2 (May 11, 2011): 146–61. http://dx.doi.org/10.1177/0022429411405214.
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The Self-Efficacy for Musical Learning questionnaire was adapted and tested with 404 primary school children, producing a robust Cronbach alpha (0.87) and confirming a single underlying factor through exploratory factor analysis. Test–retest scores showed the measure’s stability over a 9-month period. Data were collected on children’s prior music experience, extracurricular activities, and typical daily activities. Children also completed the Short Warwick-Edinburgh Mental Well-Being Scale and the Strengths and Difficulties Questionnaire. Those currently engaged in music tuition (learning an instrument or singing) had significantly higher self-efficacy scores than children who were not, and overall, girls’ scores were significantly higher than boys’. Correlations with various additional measures, including wellbeing and reading for pleasure, highlighted multifaceted relationships of self-efficacy to children’s lives. Regression analyses revealed that prior experience with instrumental tuition was the strongest predictor of music self-efficacy for learning; prosocial behaviors predicted boys’ scores, and well-being predicted girls’ scores.
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Ruffles, Philip Charles. "Stewart Crichton Miller, C.B.E. 2 July 1934 – 7 August 1999." Biographical Memoirs of Fellows of the Royal Society 48 (January 2002): 323–29. http://dx.doi.org/10.1098/rsbm.2002.0018.
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Stewart Crichton Miller, a mechanical engineer of great distinction, was the former Director of Engineering and Technology for Rolls-Royce plc, where he worked for over 40 years. Stewart was a foremost contributor to several of the company's most important development projects, chief among them being the RB211-535 engine project, which is used on Boeing 757 aircraft. Stewart was born on 2 July 1934 to William and Grace Miller in Kirkcaldy, Fife, where he spent his childhood. His primary school education at Kirkcaldy Fife High Primary School started on 4 September 1939, the day after war was declared. A contemporary, with whom he was a close friend during school years, is Archie Howie (F.R.S. 1978), a distinguished physicist and former Head of the Cavendish Laboratory, Cambridge. Professor Howie recalls that he and Stewart vied with each other for school prizes, etc., with Stewart emerging as the Dux of the primary school. On leaving primary school, Stewart attended Kirkcaldy High School from 1945 to 1951. It was there that he received the Scottish Higher Learning Certificate in 1950 and an award in the Edinburgh University Bursary Competition. He continued his education at the University of Edinburgh from 1951 to 1954, enrolling as an engineering degree candidate. His choice of engineering as a career was considered unusual by others for someone of his high academic abilities. However, this doubt only increased his determination. His research emphasis while studying was on mechanical vibration, which served as useful background for his later work at Rolls-Royce on turbo-machinery. He graduated in 1954 from Edinburgh with a BSc (firstclass honours) in mechanical engineering. After leaving university, Stewart spent two years completing a graduate apprenticeship with Rolls-Royce that marked the beginning of his extensive career. Spending his first year gaining workshop experience and his second in all the major technical offices, Stewart subsequently qualified to receive the status of Chartered Engineer.
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Hague, Euan. "Nationality and children's drawings — pictures ‘about Scotland’ by primary school children in Edinburgh, Scotland and Syracuse, New York State." Scottish Geographical Journal 117, no. 2 (January 2001): 77–99. http://dx.doi.org/10.1080/00369220118737114.
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Malden, Stephen, and Lawrence Doi. "The Daily Mile: teachers’ perspectives of the barriers and facilitators to the delivery of a school-based physical activity intervention." BMJ Open 9, no. 3 (March 2019): e027169. http://dx.doi.org/10.1136/bmjopen-2018-027169.
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ObjectivesChildren spend a significant amount of their time in a school environment, often engaged in sedentary activities. The Daily Mile is a physical activity intervention which aims to increase physical activity and fitness in children through the completion of an outdoor teacher-led walk or run during the school day. This study aimed to explore the barriers, facilitators and perceived benefits of the Daily Mile from the perspectives of teachers through the use of qualitative semi-structured interviews. It also aimed to identify important context-specific factors, which might require consideration for those who intend to adopt the Daily Mile.SettingEight Local Authority primary schools in the City of Edinburgh and East Lothian, UK.ParticipantsThirteen teachers (eleven women) who teach children in primaries one to seven in a school which delivered the Daily Mile.ResultsData were analysed using an interpretative thematic analysis. Teachers were positive and enthusiastic about the Daily Mile and perceived it to be beneficial to children’s health and fitness. A number of barriers to participation were identified including inadequate all-weather running surfaces and time constraints in an already full school curriculum. The perceived impact on learning time was identified as a concern for teachers, while other benefits were also identified including increased teacher–child rapport and perceived enhanced classroom concentration levels.ConclusionThe Daily Mile appears to be a valuable addition to the school day, however important context-specific barriers to delivery of the Daily Mile exist, which should be considered when implementing the Daily Mile in schools.
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Stoakley, Megan, Richard Newman, Anne Crone, Lynne F. Gardiner, Adrian Bailey, George Haggarty, Janet Montgomery, Mandy Jay, Geoff Nowell, and Jo Peterkin. "‘Great fears of the sickness here in the City … God preserve us all …’ A Plague Burial Ground in Leith, 1645: an archaeological excavation at St Mary’s (Leith) RC Primary School, Leith Links, Edinburgh." Scottish Archaeological Internet Reports 86 (July 2, 2019): 1–82. http://dx.doi.org/10.9750/issn.2056-7421.2019.86.
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In 2016, Wardell Armstrong undertook an archaeological excavation at St Mary’s (Leith) RC Primary School, Edinburgh. The archaeological excavation revealed four phases of activity; Phases 1 and 2 comprised coffined and uncoffined human burials. The lack of infectious pathognomic skeletal lesions, the dating of the finds, the dendrochronological analysis of the coffin wood and technological data, along with the known historic land-use of the area, all indicate that the burial ground relates to the 1645 outbreak of plague in Leith. Dendrochronological analysis revealed a terminus post quem felling date of c 1640 for the coffin wood, while analysis of the coffins’ manufacture revealed hasty construction methods. Phase 3 comprised a series of waste disposal pits of 19th-century date. Phase 4 comprised levelling deposits, which were likely associated with the construction of the school and the demolition of the 19th-century smallpox hospital located to the north of the site. A total of 81 individuals were interred at the site. Adults represent 68.3% while non‐adults represent 31.7%. All age groups were present except neonates. Artefacts including keys, coins, sewing kits and combs were recovered. That the bodies were interred seemingly fully clothed and the corpses not rifled prior to burial strongly indicates a fear of the diseased corpse. The presence of everyday items on the bodies may also indicate a more sudden death outside the sick bed, possibly indicating the occurrence of septicaemic plague. Frequent occupation and attrition-related skeletal and dental pathologies indicate lives characterised by poverty and toil. Strontium analysis revealed that almost all individuals were local to Leith; several individuals had rosary or paternoster beads, indicating a likely Catholic affiliation, which would have been risky given that the pro-Presbyterian Covenant was signed in Leith in 1638. In contrast to older children, the younger children were interred in coffins, indicating differing views on the treatment of the body.
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Smees, Rebecca, James Hughes, Duncan A. Carmichael, and Julia Simner. "Learning in colour: children with grapheme-colour synaesthesia show cognitive benefits in vocabulary and self-evaluated reading." Philosophical Transactions of the Royal Society B: Biological Sciences 374, no. 1787 (October 21, 2019): 20180348. http://dx.doi.org/10.1098/rstb.2018.0348.
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Cognitive benefits associated with grapheme-colour synaesthesia in adults are well documented, but far less is known about whether such benefits might arise in synaesthetes as children. One previous study on a very small group of randomly sampled child synaesthetes found cognitive benefits in short-term memory and processing speed (the ability to quickly scan an array of images and discriminate between them), but was inconclusive for a test of receptive vocabulary. Using a stratified population sample ( Growing Up in Scotland Project, Edinburgh, UK: Scottish Executive, 2007), we investigated the performance of a large cohort of child grapheme-colour synaesthetes using four literacy measures taken at age 10 years. These were three verbal comprehension measures (expressive vocabulary, receptive vocabulary and sentence comprehension) and one measure of academic self-concept in reading (plus one measure of academic self-concept in numeracy as a comparison). After controlling for demographic differences between groups, synaesthetes showed significantly enhanced performance for expressive and receptive vocabulary compared to their peers, but no benefits in sentence comprehension. Child synaesthetes also reported significantly higher academic self-concept for reading, but not for numeracy. Finally, we found that synaesthetes made significantly more progress than controls across the primary school years, although they began school with no a priori advantage. Our study provides powerful new evidence that children with grapheme-colour synaesthesia show vocabulary and literacy differences, which we contextualize within a theory of synaesthetic development. This article is part of a discussion meeting issue ‘Bridging senses: novel insights from synaesthesia’.
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Wasil, Akash R., Tom Lee Osborn, John R. Weisz, and Robert J. DeRubeis. "Online single-session interventions for Kenyan adolescents: study protocol for a comparative effectiveness randomised controlled trial." General Psychiatry 34, no. 3 (June 2021): e100446. http://dx.doi.org/10.1136/gpsych-2020-100446.
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BackgroundMental health problems are the leading cause of disability among adolescents worldwide, yet access to treatment is limited. Brief digital interventions have been shown to improve youth mental health, but little is known about which digital interventions are most effective.AimsTo evaluate the effectiveness of two digital single-session interventions (Shamiri-Digital and Digital-CBT (cognitive-behavioural therapy)) among Kenyan adolescents.MethodsWe will perform a school-based comparative effectiveness randomised controlled trial. Approximately 926 Kenyan adolescents will be randomly assigned to one of three conditions: Shamiri-Digital (focused on gratitude, growth mindsets and values), Digital-CBT (focused on behavioural activation, cognitive restructuring and problem solving) or a study-skills control condition (focused on note-taking and essay writing skills). The primary outcomes include depressive symptoms (measured by the Patient Health Questionnaire-8), anxiety symptoms (Generalized Anxiety Disorder Screener-7) and subjective well-being (Short Warwick-Edinburgh Mental Well-being Scale). The secondary outcomes include acceptability, appropriateness, primary control and secondary control. Acceptability and appropriateness will be measured immediately post-intervention; other outcomes will be measured 2 weeks, 4 weeks and 12 weeks post-intervention.ResultsWe hypothesise that adolescents assigned to Shamiri-Digital and adolescents assigned to Digital-CBT will experience greater improvements (assessed via hierarchical linear models) than those assigned to the control group. We will also compare Shamiri-Digital with Digital-CBT, although we do not have a preplanned hypothesis.ConclusionsOur findings will help us evaluate two digital single-session interventions with different theoretical foundations. If effective, such interventions could be disseminated to reduce the public health burden of common mental health problems.Trial registration numberPACTR202011691886690.
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Bonell, Chris, Adam Fletcher, Natasha Fitzgerald-Yau, Daniel Hale, Elizabeth Allen, Diana Elbourne, Rebecca Jones, et al. "Initiating change locally in bullying and aggression through the school environment (INCLUSIVE): a pilot randomised controlled trial." Health Technology Assessment 19, no. 53 (July 2015): 1–110. http://dx.doi.org/10.3310/hta19530.
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BackgroundYouth bullying and other aggressive behaviours are a major public health concern owing to their impact on adolescent physical and mental health and well-being. Whole-school restorative approaches have been identified as a promising method of addressing aggressive behaviour but there have been no randomised trials undertaken to examine their effects.AimTo examine the feasibility and acceptability of implementing and trialling the INCLUSIVE (initiating change locally in bullying and aggression through the school environment) intervention in English secondary schools.DesignCluster randomised controlled pilot trial in eight schools (1 : 1 computer-generated random allocation post baseline by a statistician blind to the identity of clusters) and process evaluation.SettingSecondary schools in England (purposively sampled to ensure diversity).ParticipantsYear 8 students (aged 12–13 years), teachers, other school staff and intervention providers.InterventionWhole-school restorative approach to address bullying and aggression, involving the following standard processes: school action group formation and external facilitation to review needs assessment data, identify priorities, and plan and monitor school-level actions; staff training in restorative practices; and a new social and emotional skills curriculum.Comparison groupStandard practice.Main outcome measures(1) The primary outcome of interest was the feasibility and acceptability of delivering and trialling the intervention according to prespecified criteria; (2) process data were analysed to explore participants’ experiences of implementing and trialling the intervention and how these varied according to school context; and (3) indicative primary outcomes (aggressive behaviour measures), secondary outcomes, intermediate outcomes and economic evaluation methods were piloted.Data sourcesStudents (n = 1144 baseline;n = 1114 follow-up) and teachers (n = 387 baseline;n = 336 follow-up) were surveyed at the start and end of the 2011–12 academic year (baseline September 2011; follow-up June–July 2012). A total of 1017 students surveyed at baseline remained in the study at follow-up (89%). Other quantitative data were collected via intervention provider checklists (n = 4) and action group surveys (n = 44); qualitative data were collected via interviews (n = 34), focus groups (n = 20) and observations of action group meetings (n = 16).Results(1) All prespecified feasibility and acceptability criteria were met. (2) Qualitative data indicated that all intervention components and the trial design were feasible and acceptable to students and staff, including in more disadvantaged school contexts. Qualitative data also suggested that student participation may be a core component in improving relationships and engagement across the school. The later-than-planned project start (July) and the timing of the baseline surveys (September), which needed to be completed pre allocation, caused delays in launching the intervention, staff training and other intervention outputs. (3) Three pilot primary outcomes were examined (completion rate at follow-up range: 91.7–94.2%) and the Gatehouse Bullying Scale and the Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale were acceptable, discriminating and reliable measures of bullying and aggression in this context. Our pilot economic analyses support the use of the Child Health Utility 9D scale with this population and the feasibility of cost–utility analysis, although this should be supplemented with a cost–consequence analysis. There was no evidence of harm.ConclusionsIt is feasible and acceptable to implement and trial the INCLUSIVE intervention in English secondary schools, although a longer lead-in time is required to enable timely intervention outputs to occur. A Phase III cluster randomised controlled trial is required to examine the effectiveness and cost-effectiveness over a 3-year period of implementation for reducing aggressive behaviours, promoting mental health and well-being, and reducing health inequalities.Trial registrationCurrent Controlled Trials ISRCTN88527078.FundingThe National Institute for Health Research Health Technology Assessment programme (research), the Paul Hamlyn Foundation, the Big Lottery Fund and the Coutts Charitable Trust (intervention). The report will be published in full inHealth Technology Assessment; Vol. 19, No. 53. See the NIHR Journals Library website for further project information.
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Bonell, Chris, Elizabeth Allen, Emily Warren, Jennifer McGowan, Leonardo Bevilacqua, Farah Jamal, Zia Sadique, et al. "Modifying the secondary school environment to reduce bullying and aggression: the INCLUSIVE cluster RCT." Public Health Research 7, no. 18 (October 2019): 1–164. http://dx.doi.org/10.3310/phr07180.
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Background Bullying, aggression and violence among children and young people are some of the most consequential public mental health problems. Objectives The INCLUSIVE (initiating change locally in bullying and aggression through the school environment) trial evaluated the Learning Together intervention, which involved students in efforts to modify their school environment using restorative approaches and to develop social and emotional skills. We hypothesised that in schools receiving Learning Together there would be lower rates of self-reported bullying and perpetration of aggression and improved student biopsychosocial health at follow-up than in control schools. Design INCLUSIVE was a cluster randomised trial with integral economic and process evaluations. Setting Forty secondary schools in south-east England took part. Schools were randomly assigned to implement the Learning Together intervention over 3 years or to continue standard practice (controls). Participants A total of 6667 (93.6%) students participated at baseline and 5960 (83.3%) students participated at final follow-up. No schools withdrew from the study. Intervention Schools were provided with (1) a social and emotional curriculum, (2) all-staff training in restorative approaches, (3) an external facilitator to help convene an action group to revise rules and policies and to oversee intervention delivery and (4) information on local needs to inform decisions. Main outcome measures Self-reported experience of bullying victimisation (Gatehouse Bullying Scale) and perpetration of aggression (Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale) measured at 36 months. Intention-to-treat analysis using longitudinal mixed-effects models. Results Primary outcomes – Gatehouse Bullying Scale scores were significantly lower among intervention schools than among control schools at 36 months (adjusted mean difference –0.03, 95% confidence interval –0.06 to 0.00). There was no evidence of a difference in Edinburgh Study of Youth Transitions and Crime scores. Secondary outcomes – students in intervention schools had higher quality of life (adjusted mean difference 1.44, 95% confidence interval 0.07 to 2.17) and psychological well-being scores (adjusted mean difference 0.33, 95% confidence interval 0.00 to 0.66), lower psychological total difficulties (Strengths and Difficulties Questionnaire) score (adjusted mean difference –0.54, 95% confidence interval –0.83 to –0.25), and lower odds of having smoked (odds ratio 0.58, 95% confidence interval 0.43 to 0.80), drunk alcohol (odds ratio 0.72, 95% confidence interval 0.56 to 0.92), been offered or tried illicit drugs (odds ratio 0.51, 95% confidence interval 0.36 to 0.73) and been in contact with police in the previous 12 months (odds ratio 0.74, 95% confidence interval 0.56 to 0.97). The total numbers of reported serious adverse events were similar in each arm. There were no changes for staff outcomes. Process evaluation – fidelity was variable, with a reduction in year 3. Over half of the staff were aware that the school was taking steps to reduce bullying and aggression. Economic evaluation – mean (standard deviation) total education sector-related costs were £116 (£47) per pupil in the control arm compared with £163 (£69) in the intervention arm over the first two facilitated years, and £63 (£33) and £74 (£37) per pupil, respectively, in the final, unfacilitated, year. Overall, the intervention was associated with higher costs, but the mean gain in students’ health-related quality of life was slightly higher in the intervention arm. The incremental cost per quality-adjusted life year was £13,284 (95% confidence interval –£32,175 to £58,743) and £1875 (95% confidence interval –£12,945 to £16,695) at 2 and 3 years, respectively. Limitations Our trial was carried out in urban and periurban settings in the counties around London. The large number of secondary outcomes investigated necessitated multiple statistical testing. Fidelity of implementation of Learning Together was variable. Conclusions Learning Together is effective across a very broad range of key public health targets for adolescents. Future work Further studies are required to assess refined versions of this intervention in other settings. Trial registration Current Controlled Trials ISRCTN10751359. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 18. See the NIHR Journals Library website for further project information. Additional funding was provided by the Educational Endowment Foundation.
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Gongal, Rajesh N. "Random thoughts of a (palliative care) surgeon." Journal of Society of Surgeons of Nepal 19, no. 2 (December 31, 2016): 1–2. http://dx.doi.org/10.3126/jssn.v19i2.24539.
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Prof. Dr Rajesh N Gongal ,FRCS (Eng) returned to Nepal from UK completing his surgical training in 1998 and has been working in Patan Hospital, initially as a Consultant and then as a Medical Director. Following the establishment of Patan Academy of Health Sciences (PAHS), he was appointed the Founding Dean of School of medicine. At present, he serves as the Rector of PAHS. He also served as the Chief Editor of Journal of Society of Surgeons (JSSN). He initiated Primary Trauma Care (PTC) Training in the country as the Founding Chair of PTC, Nepal. He was the Founding President of Nepal Ambulance Service (NAS), a non- profit initiative as the first proper Emergency Medical Service (EMS) with trained EMTs and a call centre accessed by calling a three-digit number 102. He is the Founding Chairperson of Hospice Nepal, the first palliative care centre in Nepal established in the year 2000. His interest in palliative care led him to Northern Ireland where he worked as fulltime trainee and completed fellowship in palliative care in 2016 under the auspices of Royal College of Physician of Edinburgh. He recently completed MSc in palliative from Ulster University.
He has worked as an Instructor for HOPE (Hospital Preparedness for Emergency) Course, ‘Primary Trauma Course; and the ‘Palliative care’ courses. He has presented in numerous national and International conferences and numerous publications in national and international journals such as Palliative Medicine and has published handbooks on ‘Basic surgical skills’ and ‘Palliative care’ as well.
He is an active member of the Society of surgeons of Nepal and has contributed to its establishment and development in the early days. He also served as the Chief editor of the Journal of Society of Surgeons of Nepal and has played a crucial role in the establishment of the journal encouraging scientific writing and paper publication culture amongst the fraternity. He is an important member of the society and serves as a mentor in the capacity of the advisory board of the journal.
Books on the topic "Murrayburn Primary School (Edinburgh)"
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Edinburgh (Scotland). Education Department. School handbook: Educated in Edinburgh. Edinburgh: The City of Edinburgh Council, 2002.
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Great Britain. Scottish Education Department. Inspectors of Schools. Sciennes Primary School, Edinburgh, Lothian Regional Council: Report of an inspection in September 1988. {Edinburgh}: Scottish Education Department, 1989.
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Great Britain. Scottish Education Department. Inspectors of Schools. Prestonfield Primary School, Edinburgh, Lothian Regional Council: Report of an inspection in October 1986. {Edinburgh}: Scottish Education Department, 1987.
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Scotland. Scottish Executive. Education Department. HM Inspectors of Schools. Inspection of standards and quality in Stockbridge Primary School and Nursery Class, City of Edinburgh Council. Edinburgh: Scottish Executive, 2000.
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Schools, Great Britain Scottish Education Department Inspectors of. Sighthill Primary School, Edinburgh, Lothian Regional Council: Report of an inspection in May 1987. {Edinburgh}: Scottish Education Department, 1987.
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Schools, Great Britain Scottish Education Department Inspectors of. St Catherine's Roman Catholic Primary School, Edinburgh: Report of an inspection in May 1985. {Edinburgh}: Scottish Education Department, 1985.
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Great Britain. Scottish Education Department. Inspectors of Schools. London Street Primary School, Edinburgh, Lothian Regional Council: Report of an inspection in April 1986. {Edinburgh}: Scottish Education Department, 1986.
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Schools, Great Britain Scottish Education Department Inspectors of. Royal High Primary School, Edinburgh, Lothian Regional Council: Report of an inspection in March 1985. {Edinburgh}: Scottish Education Department, 1985.
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Great Britain. Scottish Education Department. Inspectors of Schools. St Mary's RC Primary School, Edinburgh, Lothian Re: Report of an inspection in March 1987. {Edinburgh}: Scottish Education Department, 1987.
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Scotland. Scottish Executive. Education Department. HM Inspectors of Schools., ed. Standard inspection of Murrayburn Primary School and Nursery Class City of Edinburgh Council. Edinburgh: Scottish Executive, 2000.
Find full textBook chapters on the topic "Murrayburn Primary School (Edinburgh)"
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Morgan, Ben. "A 5th E: Distributed Cognition and the Question of Ethics in Benjamin and Vygotsky, and Horkheimer and Dewey." In Distributed Cognition in Victorian Culture and Modernism, 232–50. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474442244.003.0013.
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The chapter uses Walter Benjamin’s engagement with Soviet developmental psychologist Lev Vygotsky, and Max Horkheimer’s with the work of American pragmatist John Dewey to suggest a productive path not taken by the Frankfurt School in the 1930s and 1940s as they considered the empirical study of human beings’ ‘mimetic’, i.e. pre-conscious and visceral interactions with others and with the world. Their analyses suggests positive ways of re-thinking the relation between norms and ‘primary intersubjectivity’ if we abandon their unnecessarily stark distinction between mimetic and goal-oriented forms of behaviour. The result is an understanding of how the basis of primary subjectivity, imitation, is itself necessarily distributed and ethically inflected, adding a 5th E to embedded, embodied, enactive and extended cognition.
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Collett, Guillaume. "Introduction." In The Psychoanalysis of Sense. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474409025.003.0001.
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While subtitled ‘Deleuze and the Lacanian School’, the primary aim of the present book is to provide a close reading of Deleuze’s 1969 work The Logic of Sense faithful to the text. This presents an immediate difficulty in that the text is itself highly fragmentary, being comprised of thirty-four miniature chapters or ‘series’ whose interrelations are never fully spelled out – indeed, the form and content of the work aligned, the text’s series are ‘nonsense’ yet collectively as a ‘structure’ generate sense as their superficial (yet not insignificant) by-product. The wager of the present book is that ‘sense’ can be made of The Logic of Sense by approaching this structure as a psychoanalysis of sense. Although I will be primarily focusing on the latter portion, the so-called ‘dynamic genesis’ which provides a psychoanalytical account of language acquisition, by reading it in parallel with a number of the book’s earlier series I will show how psychoanalysis underpins the larger project.