Relevant bibliographies by topics / Writing. 2

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Writing. 2'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Writing. 2"

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Goonaratna, Colvin. "Writing well 2." Ceylon Medical Journal 45, no. 3 (June 11, 2015): 97. http://dx.doi.org/10.4038/cmj.v45i3.8098.

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Baillie, J., and C. Kotlar. "On Writing (7): Writing a Book (2)." Endoscopy 37, no. 4 (April 2005): 378–80. http://dx.doi.org/10.1055/s-2005-861119.

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Rich, Morton D. "On Writing, from Page 2." Inquiry: Critical Thinking Across the Disciplines 4, no. 1 (1989): 9. http://dx.doi.org/10.5840/inquiryctnews19894168.

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Takahashi, Ryoko. "Education: Medical English Writing 2." Journal of Nihon University Medical Association 78, no. 6 (December 1, 2019): 337–40. http://dx.doi.org/10.4264/numa.78.6_337.

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Schöttle, Markus. "Writing history." ATZelektronik worldwide 13, no. 2 (April 2018): 3. http://dx.doi.org/10.1007/s38314-018-0020-2.

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Thompson, David R. "Writing for Publication." European Journal of Cardiovascular Nursing 1, no. 4 (December 2002): 221–22. http://dx.doi.org/10.1016/s1474-51510200045-2.

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TSUKAMOTO, Shinya. "Intelligent Technical Writing in Japanese (2)." Journal of The Institute of Electrical Engineers of Japan 126, no. 11 (2006): 738–41. http://dx.doi.org/10.1541/ieejjournal.126.738.

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Polkinghorne, Jan. "Electronic literacy, part 2: Electronic writing." Australian Journal of Learning Disabilities 9, no. 2 (June 2004): 26–27. http://dx.doi.org/10.1080/19404150409546762.

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Cook, R. L., F. L. Rawson, III, J. A. Tunkel, and R. L. Williams. "Writing an Operating System/2 application." IBM Systems Journal 27, no. 2 (1988): 134–57. http://dx.doi.org/10.1147/sj.272.0134.

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Bliss, Donna Z., and Kay Savik. "Writing a Grant Proposal—Part 2." Journal of Wound, Ostomy and Continence Nursing 32, no. 4 (July 2005): 226–29. http://dx.doi.org/10.1097/00152192-200507000-00006.

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Dissertations / Theses on the topic "Writing. 2"

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Grigoras, Stephanie. "The relationship between secondary students' writing self-efficacy and writing achievement." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/198023/2/Stephanie_Grigoras_Thesis.pdf.

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This study explored the relationship between secondary school students' writing self-efficacy and writing achievement and the factors that influence this relationship. A mixed methods approach included a writing self-efficacy survey with 62 Year 7 and Year 9 students, and their 2018 writing scores on a national standardised test (NAPLAN). A subset of six students was then interviewed to explore the student-perceived influencing factors associated with writing self-efficacy. The findings show that self-efficacy and writing achievement are weakly correlated. In addition, the qualitative data revealed eight themes that are likely to influence the writing process and writing achievement.These include emotion, self-perception, parent and teacher influence, student strategies, writing genre, writing comprehension, and writing achievement.
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Araújo, Roger Albernaz de. "1/2 dia 1/2 noite." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/12229.

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Uma educação por entre as linhas. Uma multiplicidade de textos. Freqüências díspares e sonoridades singulares. Este é o jogo. Intercessores são secretamente convocados. Gilles Deleuze e Félix Guattari. Samuel Beckett. Antonin Artaud. Virginia Woolf. Henry Miller. Franz Kafka. Maurice Blanchot. Friedrich Nietzsche. A cada repetição uma diferença de intensidade. Linhas que atravessam um tempo, uma vida, um pensamento. E o jogo continua. Mais intercessores são chamados. Clarice Lispector. Fernando Pessoa. Roland Barthes. Mikhail Bakhtin. E outros tantos, mais imperceptivelmente, quem sabe. E os conceitos? Talvez se encontrem ali, transversalmente às linhas do texto. Mal vistos? Mal ditos?
An education between the lines. A multiplicity of texts. Mismatched frequencies and singular sonorities. This is the name of the game. Intercessors are secretly summoned. Gilles Deleuze and Félix Guattari. Samuel Beckett. Antonin Artaud. Virginia Woolf. Henry Miller. Franz Kafka. Maurice Blanchot. Friedrich Nietzsche. With each repetition a difference of intensity. Lines which traverse a time, a life, a thought. And the game goes on. New intercessors are invited. Clarice Lispector. Fernando Pessoa. Roland Barthes. Mikhail Bakhtin. And so many others, more imperceptibly, who knows. And what about the concepts? Maybe they can be found out there, cutting the lines of the text. Ill seen? Ill said?
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Palacio, Katherine. "Re-centering Students’ Attitudes About Writing: A Qualitative Study of the Effects of a High School Writing Center." NSUWorks, 2010. http://nsuworks.nova.edu/writing_etd/2.

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While attitudes are difficult to assess, a qualitative research study can produce results to give insight into how a student feels a writing center has improved his or her confidence and attitude towards writing. This study reviews the minimal discussion of students‟ attitudes towards writing in past and current writing center research and builds upon the conversation by following three students‟ journeys in the writing center and discussing whether their experiences with the tutors has improved their attitudes about writing.
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Cibella, Marc. "On Writing 2: An Essay Collection and Loose Sequel to Stephen King's On Writing." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523230814234157.

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Ge´lat, Mona. "Peer interaction, cognition and argumentative writing (Key Stage 2 children)." Thesis, Open University, 2001. http://oro.open.ac.uk/19941/.

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Argumentative writing, which has become a National Curriculum requirement, is recognised to be a cognitively taxing undertaking at Key Stage 2 This dissertation describes an experiment using a multiple research approach to investigate 10-year-olds in peer groups of three, interacting in preparation for a written argument. This situation was hypothesised to foster logical reasoning which could affect writing quality. The study contrasts the peer support strategy with the pervasive teacher direct instruction of composition writing, It also investigates the effects of each of the two conditions on the written task. Both experimentals and controls, each 33 in number, were selected to be quasi-equal in written, verbal and general abilities. Direct observations and talk transcripts show that the experimental participants used sustained deductive utterances and modelled the written argumentative structure verbally during their interactions. The teacher-led strategy, however, was constraining and hindered extended speech and logical reasoning. The peer learning and assistance process is explained in terms of both Vygotskian and Piagetian social constructivist perspectives. The subsequent written scripts were close-read, compared and evaluated both qualitatively and quantitatively in terms of (a) stating and instantiating viewpoints, (b) sequencing and coherence and (c) processing content material. The reasoning at micro-level within the clauses was quantified. Findings indicate that the experimentals significantly excelled the controls’ performance in both adjustment to argument form and the internal reasoning. It suggested that implementing the strategy at Key Stage 2 can be facilitating, particularly in large sized classes.
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Gélat, Mona. "Peer interaction, cognition and argumentative writing (Key Stage 2 children)." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=116.

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Waring, Jennifer W. "The impact of writing on student achievement /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/waringj/jenniferwaring.pdf.

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Carson, Susan J. "Making the modern : the writing of Eleanor Dark." Thesis, The University of Queensland, 1999. https://eprints.qut.edu.au/21029/1/CARSON_DARK_THESIS_PDF_%282%29.pdf.

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This dissertation examines the published and unpublished work to date by Australian author Eleanor Dark (1901-1985). It discusses quite divergent aspects of Dark's work, ranging from her engagement with modernist writing styles to her interest in ecology and, in so doing, offers quite diverse perspetives on Australian women's writing in the 1930s, 1940s, and 1950s. In this discussion, I consider Dark as a transitional author who deployed differing narrative modes, from realism to modernism, but also as an itnellectual writer who undertakes an ideological enquiry into her vision of an Australian 'nation.' In this study, I trace the ways in which Dark's writing has been eclipsed by a confluence of political machinations, literary critical strategies and, so some extent, the perceptions permitted by Dark herself. The dissertation calls attention to the tensions and ambivalences associated with creative aspiration in a period of accelerating change. In this examination certain feminist and cultural studies stragegies take precedence. The study endeavours to extend existing Dark criticism by focussing on the connections between, on the one hand, her varied writing techniques and thematic interests and, on the other, the wider perspectives of a newly-constituted nation's engagement with modernity.
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Carey, Benjamin P. "The architect of forking paths: Developing key writing strategies for interactive writers." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115836/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Ben_Carey_Thesis.pdf.

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'The Architect of Forking Paths' examines the creative writing process involved in producing interactive narratives. Stories that feature interaction offer a substantially different reading experience because the reader influences the order, and often the outcome, of the story. This heightened level of participation adds another dimension to the process of conceptualising and writing such narratives. This thesis investigates this writing process using a number of research methods including creative writing, interviews with practitioners, content/textual analysis, and reflective practice. The exegesis contributes to theoretical and practical knowledge in the field of creative writing research by investigating the writing process involved in creating interactive narratives and proposing a group of potential writing strategies for authors. The creative component of this thesis is a 50,000 word interactive novel titled Ouroboros.
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Design, ETSU Department of Art and, and ETSU Department of English. "The Mockingbird." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/mockingbird/2.

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Devon Koren Asdell [Natural Bridge]; Jessica Brice [The Furrowed Field]; Amy Chartier [Through the Road and of My Heart]; Victoria Cunningham [Concealment July 2001]; Carie Dutro [A Friend of Mine Once Told Me]; Nancy Jane Earnest [Summer Ritual]; Franci Doyle [Jackass]; Mike Garrett [Game]; Spicey Gould [Passage]; Megan Jewell Kern [On Three]; Jessica Hodges [Just 2]; Gregory Marlow [Charlie’s Wife]; Shanda Miller [Affirmations]; Neli Jennifer Minthorn [Untitled]; Ouzounova [Stairway to a Sense of Place]; Alison Pack [Accessories]; James Sharp [Boones Creek]; Deborah Smith [The Game]; Kevin Stephenson [A Tale of Two Tales]; Pam Tabor [Letting Go]; Chris Vaughn [Foretold]; Rachel Williamson [Retired Barber];
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Books on the topic "Writing. 2"

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Richard, Knight. Writing 2. Eastbourne: Cassell, 1986.

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Voice of Women (Organization : Sri Lanka), ed. Women writing, 2. Colombo: Voice of Women, 2009.

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1948-, Pike-Baky Meredith, ed. Tapestry writing 2. Boston: Heinle & Heinle, 2000.

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Joy, Collins, ed. Writing: Level 2. 4th ed. Shrewsbury: Axis Education, 2011.

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Booth, David. The writing programme 2. Toronto: Globe/Modern Curriculum Press, 1989.

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Westwater, Raymond. Writing OS/2 Device Drivers. Reading, Mass: Addison-Wesley Pub. Co., 1989.

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Richardson, Ronny. Writing OS/2 REXX programs. New York: McGraw-Hill, 1994.

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Writing VX-REXX programs. New York: McGraw-Hill, 1995.

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Adams, Elizabeth. Basic reading and writing 2. Harlow, Essex: Longman, 1987.

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Nancy, Farnan, ed. Get writing!!: Grades 2-3. San Antonio, Tex: ECS Learning Systems, 1999.

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Book chapters on the topic "Writing. 2"

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Diefenbach, Donald L., and Anne E. Slatton. "Writing." In Video Production Techniques, 35–57. Second edition. | London; New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351051705-2.

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Hogarth, Christopher. "Life Writing and Writing Lives." In Afropean Female Selves, 30–57. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003203858-2.

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Bailey, Stephen. "Progress Check 2." In Academic Writing, 130–31. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-24.

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Arora, Bharti. "Women as ‘Citizens’." In Writing Gender, Writing Nation, 33–67. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Revision of author’s thesis (doctoral)—Jamia Millia Islamia (India), 2018, titled Writing gender, writing nation : a critical study of select women’s fiction in post-independence India.: Routledge India, 2019. http://dx.doi.org/10.4324/9780429299421-2.

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Khannous, Touria. "Writing identity." In Black-Arab Encounters in Literature and Film, 47–63. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429462979-2.

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Bastress-Dukehart, Erica. "Writing Memory." In The Zimmern Chronicle, 12–47. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315236483-2.

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Bailey, Stephen. "Writing Basics." In Academic Writing for University Students, 3–10. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-2.

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DiPrince, Dawn, and Cheryl Miller Thurston. "Writing Prompts." In Unjournaling, 7–58. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239376-2.

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Stubbs, Ben. "Travel writing." In Creative and Non-fiction Writing during Isolation and Confinement, 6–27. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003243267-2.

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DiPrince, Dawn, and Cheryl Miller Thurston. "Writing Prompts." In Unjournaling, 3–67. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003278559-2.

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Conference papers on the topic "Writing. 2"

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Pham, Vu Phi Ho, and Thi Niem My My Tran. "Reflecting Journal Writing and Primary Students’ Writing Fluency." In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211224.001.

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Li, Aikui, Zemin Wang, Jiajun Liu, Xiaoyan Zeng, Chunxia Wang, and Hongda Chen. "Fabrication of SiO 2 -TiO 2 strip waveguides by laser direct writing." In Photonics Asia 2007, edited by ShuShen Deng, Akira Matsunawa, and Xiao Zhu. SPIE, 2007. http://dx.doi.org/10.1117/12.785629.

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Wang, Qingyun, Zhihao Zhou, Lifu Huang, Spencer Whitehead, Boliang Zhang, Heng Ji, and Kevin Knight. "Paper Abstract Writing through Editing Mechanism." In Proceedings of the 56th Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/p18-2042.

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Sumira, Sumira, Desi Yulastri, Muthia Damaiyanti, and Ofra Regina. "Writing Brochure as Apart of Learning Material Development in Writing for Media Subject." In Proceedings of the 1st International Conference on Applied Social Sciences, Business, and Humanity, ICo-ASCNITY, 2 November 2019, Padang, West Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.1-11-2019.2294025.

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Karpinski, P., V. Shvedov, W. Krolikowski, and C. Hnatovsky. "Femtosecond laser writing in lithium niobate." In CLEO: Science and Innovations. Washington, D.C.: OSA, 2016. http://dx.doi.org/10.1364/cleo_si.2016.sth1q.2.

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Nurjamin, Lucky, Yustika Fajriah, and Anne Suminar. "Think first or just do writing?" In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286152.

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Beigman Klebanov, Beata, Nitin Madnani, Jill Burstein, and Swapna Somasundaran. "Content Importance Models for Scoring Writing From Sources." In Proceedings of the 52nd Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/p14-2041.

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Jia, Baohua, Han Lin, and Scott Fraser. "High performance supercapacitors by direct laser writing." In Optics for Solar Energy. Washington, D.C.: OSA, 2015. http://dx.doi.org/10.1364/ose.2015.rm4c.2.

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Chen, Jhih-Jie, Jim Chang, Ching-Yu Yang, Mei-Hua Chen, and Jason S. Chang. "Extracting Formulaic Expressions and Grammar and Edit Patterns to Assist Academic Writing." In EUROPHRAS 2017 - Computational and Corpus-based Phraseology: Recent Advances and Interdisciplinary Approaches. Editions Tradulex, Geneva, Switzerland, 2017. http://dx.doi.org/10.26615/978-2-9701095-2-5_012.

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Jin, Xi, Daqing Zhu, and Xiaoyan Zeng. "Fabricating fluorinated polyimide optical waveguide by CO 2 laser direct-writing." In Photonics and Optoelectronics Meetings, edited by Peixiang Lu, Katsumi Midorikawa, and Bernd Wilhelmi. SPIE, 2008. http://dx.doi.org/10.1117/12.823213.

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Reports on the topic "Writing. 2"

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Boblenz, J. N., and A. A. Calhoun. Technical Report Writing Style Manual. Revision Number 2. Fort Belvoir, VA: Defense Technical Information Center, July 1985. http://dx.doi.org/10.21236/ada159694.

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Mahn, J. A., R. C. Silver, Y. Balas, and W. Gilmore. Style, content and format guide for writing safety analysis documents: Volume 2, Safety assessment reports for DOE non-nuclear facilities. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/89536.

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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Roth, Emmanuelle. Key Considerations: 2021 Outbreak of Ebola in Guinea, the Context of N’Zérékoré. SSHAP, March 2021. http://dx.doi.org/10.19088/sshap.2021.016.

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This brief summarises key considerations about the social, political and economic context shaping the outbreak of Ebola in the N’Zérékoré prefecture, Guinea, as of March 2021. The outbreak was declared on 14 February 2021, two weeks after the death of the first known case, a health agent (Agent Technique de Santé) from Gouécké. Gouécké is located 40km north of N’Zérékoré via the paved Route Nationale 2. The nurse sought care at a health centre in Gouécké, a clinic and then a traditional healer in N’Zérékoré. She died in N’Zérékoré on 28 January. When they became sick, the relatives of the first known case referred themselves to N’Zérékoré regional hospital, where the disease was transmitted to healthcare workers. Although the potential for transmission in rural areas of the Gouécké subprefecture was high, to date, most cases have been reported in the urban setting of N’Zérékoré, which is the focus of this brief. At the time of writing (22 March), the total number of cases was 18 (14 confirmed, four probable), with nine deaths and six recoveries. The last new case was reported on 4 March.
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Israel, Alvaro, and John Merrill. Production of Seed Stocks for Sustainable Tank Cultivation of the Red Edible Seaweed Porphyra. United States Department of Agriculture, 2006. http://dx.doi.org/10.32747/2006.7696527.bard.

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Porphyra species (commonly known as ‘nori’ or ‘purple laver’) are edible red seaweeds rich in proteins, vitamins and other highly valued biogenic compounds. For years Porphyra has been cultured using seeded nets extended in the open sea, and its biomass consumed primarily in the Far East. While demands for international markets have increased steadily at an average of 20% per year, supplies are on the verge and not expected to meet future demands. Alternatively, land-based cultivation of seaweed has become attractive in the mariculture industry since (1) important growth parameters can be controlled, (2) is environmentally friendly and (3) perfectly matches with integrated aquaculture leading to sustainable, high quality products. During the last few years a tank cultivation technology for Porphyra has been developed at the Israeli institution. This technology is based on indoor production of asexual spores and their subsequent growth to 1-2 mm seedlings. The seedlings are then transferred to outdoor tanks and ponds when seawater temperatures drop to 20 °C, or below, and days become shorter during winter time. However, the current technology efficiently serves only about 100 m2 of ponds during one growth season. In order to produce seedlings in sufficient amounts, it is critical to address both technical and biological aspects of seedling production, securing optimal up-scale to commercial-size cultivation farms. We hypothesize that massive production of spores is related to thalli origin, thalli age and sporulation triggers, and that seedling survival and their subsequent growth potential is determined by the seawater quality and overall indoor growth conditions imposed. A series of bio-reactors were constructed and tested in which spore release and spore growth were separately studied. The main assessment criteria for optimal viability of the seedlings will be by determining their electron transport rate using PAM fluorometry and by subsequent growth and biomass yields in outdoor ponds. Altogether the project showed (1), controlled sporulation is possible in big outdoor/growth chamber settings provided initial stock material (small frozen seedlings) is at hand, (2), contamination problems can be almost completely avoided if stock material is properly handled (clean as possible and partially dehydrated prior to freezing), (3), spore release can significantly be enhance using high nutrient levels during thawing for P. yezoensis and P. haitanensis, but not for P. rosengurttii, (4), PAM fluorometry is an efficient tool to estimate growth capacity in both seedlings and juvenile thalli. The BARD funding also served to explore other aspects of Porphyra biology and cultivation. For example, the taxonomical status of Porphyra strains used in this study was defined (see appendix), and the potential use of this seaweed in bioremediation was well substantiated. In addition, BARD funding supported a number of opportunities and activities in the Israeli lab, direct or indirectly related to the initial objectives of the project such as: additional molecular work in other seaweeds, description of at least 2 new species for the Israeli Mediterranean, and continuous support for the writing of a book on Global Change and applied aspects of seaweeds. The technology for Porphyra cultivation in land-based ponds is readily available. This study corroborated previous know-how of Porphyra growth in tanks and ponds, and yet offers important improvements regarding seedling production and their handling for successful cultivation. This study supported various other activities opening additional important issues in the biology/cultivation/use of Porphyra and other seaweeds.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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