Artykuły w czasopismach na temat „Dorothy Miller”

Fiction as Restriction? Or as Indirect Communication? A Discussion with Dorothy Hale about an Ethical Turn in Recent Literary Theory:This article is a discussion with a recent article by Dorothy Hale: »Fiction as Restriction: Self-Binding in New Ethical Theories of the Novel«. Here, Hale claims that different new ethicists among contemporary literary scholars all end up sounding very much like the Wayne Booth of The Rhetoric of Fiction. In this connection, she points out that the reader’s willing surrender to the fictitious universe of a novel and making room for the characters he or she encounters there – the »self-binding« of her title – is a common ideal of these new ethicists, since it is an exercise in appreciating and making room for otherness as such. The argument of this article, however, is that three of the ethicists Hale discusses, Lynne Huffer, Judith Butler and J. Hillis Miller, do in fact not sound that much like Booth, since Booth does not acknowledge the problems of difference, irony and translation that they, in different ways, address. Instead, it is argued that Kierkegaard’s idea and practice of »indirect communication« seems to be a more convincing, even if somewhat subterranean, common denominator for these critics. Henry James and Walter Benjamin, too, are invited to take part in the discussion.

The paper analyses syntax analysis in relative clause found in the novel “The Wonderful Wizard of Oz”. “The Wonderful Wizard of Oz” is a literary work of kid story by Lyman Frank Baum and the illustration was made by W.W. Denslow. Dorothy lived with her Aunt Em, Uncle Henry and her dog, Toto. Theory of relative clauses that was proposed by Quirk (1985), Sneddon (1996) and was supported by other theories. The theory used to analyze the syntax structure was the theory proposed by Brown and Miller. The method that was used to get the data was qualitative, library research. The data were taken from the novel entitled “The Wonderful Wizard of Oz”. This research study aims to: (i) analyze the syntax structure in the relative clause found in the novel entitled “The Wonderful Wizard of Oz”, (ii) analyze the types of relative clauses in the relative clauses found in the novel entitled “The Wonderful Wizard of Oz”.

Does the public abortion debate in the United States bear any relation to women’s private discourse about their abortion experiences? In this work—a qualitative study of the abortion narratives of 20 women—I argue that the familiar pro-choice and pro-life frameworks that have dominated public abortion discourse do not begin to provide a suitable forum for the collective expression and understanding of women’s personal abortion stories. By focusing on the conflicting rights of the parties involved, these frameworks leave us poorly equipped to understand how women experience abortion as members of social networks where interdependence and connection are important. While the debate emphasizes conflicting rights, women articulate their experiences with abortion in ways that emphasize relationship, care, and connection to others. By drawing on the work of theorists such as Dorothy Smith, Jean Baker Miller, Carol Gilligan, and Georg Simmel, I illuminate the misappropriation of women’s abortion experience in the public debate, relating this phenomenon to the social-structural context in which it and other exclusions of subordinate groups occur.

El presente artículo analiza la elaboración de lo tropical desde la trayectoria vocal e histórica de la mujer en las primeras grabaciones de Xavier Cugat, entre los años 1933 y 1940. Partimos de la teoría de los discursos multimodales (Kress y Van Leeuwen, 2001) y de la musicología feminista (Citron 1994; McClary 1991; Ramos 2010 y 2013); y a nivel metodológico, se identifican estilos y cualidades de la voz desde la musicología de la producción musical (Frith y Zagorski-Thomas 2012; Juan de Dios Cuartas 2016). Se devela la presencia de cantantes como Carmen Castillo, Yolanda Norris, Dorothy Miller, Charito, Celia Branz, Dinah Shore, Chacha Aguilar, Alice Corner, Loretta Clemens y Lina Romay, quienes determinaron un imaginario de sonoridad vocal femenina. Como conclusión, planteamos que el sonido vocal de mujer y la apariencia física fue fundamental en la música tropical que grabó Cugat, quien pasó por un largo proceso de selección y depuración estilística hasta lograr un sonido adecuado para el estilo de música y la audiencia norteamericana entre los años treinta y cuarenta.

Beban ganda generasi roti apit (sandwich generation) yang menanggung tiga generasi, satu generasi diatasnya, diri sendiri dan satu digenerasi dibawahnya mempengaruhi produktivitas dan daya saingnya., terlebih di saat krisis ekonomi global akibat dari pandemic Covid 19 dan dampak perang. Bagi Indonesia, ini titik krusial dalam memanfaatkan peluang bonus demografi karena generasi roti apit mencapai 70,72 persen dari total penduduk sebanyak 271,35 juta jiwa sesuai dengan hasil Sensus Penduduk Tahun 2020. Istilah “sandwich generation” yang dikemukakan pertama kali oleh Prof. Dorothy A. Miller pada tahun 1981 juga terjadi di semua negara, terlebih di Indonesia dimana masyarakatnya menjunjung tinggi nilai-nilai riligius dan kekerabatan. Mereka rentan menjadi miskin, manakala terkena Pemutusan Hubungan Kerja yang berdampak kepada dirinya maupun dua generasi yang ditanggungnya. Mereka umunya memiliki latar belakang pendidikan dan pendapatan yang rendah, sehingga produktivitas yang diharapkan dari pemanfaatan bonus demografi dapat tertahan oleh munculnya berbagai persoalan multi dimensional dari generasi roti apit. Desain penelitian ini adalah penelitian deskriptif menggunakan metode kualitatif untuk menggambarkan variable generasi roti apit dan peluang pemanfaatan bonus demografi di Indonesia. Analisis data bersifat naratif mengacu pada rumusan permasalahan dan tujuan penelitian ini. Kondisi mereka yang fatik mengakibatkan produktivitas dan daya saingnya rendah. Oleh karena itu, pemerintah harus mencari solusi terbaik melalui pendidikan dan latihan maupun jaminan sosial baik bagi generasi roti apit maupun yang menjadi tanggungannya.

“We endeavoured with some tools our servants had, to carry some pieces of it with us,” Caroline Powys wrote of her visit to Stonehenge in 1759. “Tho’ our party were chiefly female,” she remarked, “we had no more curiosity than the learn'd gentlemen of the Royal Society.” Carolyn was not alone in challenging the gendered demarcation of scientific observation. From the second half of the century, British women travelers carefully packed minerals in cases, filled bags with botanical specimens, and roamed the shores in search of shells and seaweed. This article proposes that British women of the late eighteenth century used the empirical approach promoted by their polite scientific education to turn their leisured travels into knowledge-finding pursuits. The specimens and observations that they brought home played an overlooked role in allowing them to shape themselves as authoritative observers within the larger scientific knowledge-building enterprise that drew from the diffusion of Enlightenment classificatory systems, overseas exploration, and trade. This article brings to light four understudied eighteenth-century female empiricists: the mistress of Hardwick House, Whitchurch, Oxfordshire, Caroline Lybbe Powys (1738–1817); the first woman to publish a Grand Tour account, Lady Anna Miller (1741–81) of Batheaston, Somerset; the unmarried daughter of the rector of Thornton in Craven, Yorkshire, Dorothy Richardson (1748–1819); and the Whig political salon hostess, Lady Elizabeth Holland (1732–95). Each woman is of interest in her own right, but together, as I will argue, their scientific contributions add significantly to the ongoing investigation of the role that women played in developing Enlightenment science.

This symposium is the culmination of work that began in October 2007, when fourteen scholars from Australia, the United Kingdom, and the United States convened at Case Western Reserve University to participate in the research conference Toward a Comparative Politics of Gender: Advancing the Discipline along Interdisciplinary Boundaries. The conference was funded by a Presidential Initiative Grant from the University and further supported by an ACES grant. Dr. Gregory Eastwood made available the Library of the Inamori Center for Ethnics and Excellence for our conference meetings. Many thanks to Linda Gilmore, Tonae Bolton-Dove, Gail Papay, Shelley White, and Sharon Skowronski for their expert administrative support. Professors Dorothy Miller (Women's Studies), Rosalind Simson (Philosophy, Law and Women's Studies), and Kelly McMann (Political Science and International Studies) served as discussants of the conference papers. To Theda Skocpol, who presented remarks at the opening dinner of the conference, and to the scholars who participated in the CPG conference and whose contributions are included in this symposium, I offer my deepest appreciation and gratitude.What do we mean by a comparative politics of gender? How would a comparative politics of gender advance our understanding of politics generally? What would it take to develop a gendered comparative political analysis? In the essays that follow, Teri Caraway, Louise Chappell, Leslie Schwindt-Bayer, and Aili Mari Tripp elaborate their understandings of a comparative politics of gender. Five additional essays focus specifically on issues of democratization (Lisa Baldez, Georgina Waylen), political institutions and representation (Mili Caul Kittilson, Mona Lena Krook), and comparative sex equality policies (Mala Htun and Laurel Weldon). In this introductory essay, I discuss what I mean by “gender” in the context of comparative politics. Briefly enumerating the advantages of comparative politics as a subfield for a gendered analysis of political phenomena, I discuss how a comparative politics of gender can serve to advance our understanding of politics generally, and I provide an example of subfield research—the study of political violence—where gender as a metaconcept may be particularly useful. I conclude by considering what it would mean to our study of gender and of comparative politics to place gender as a central concept in comparative political research and to move to a comparative politics of gender.

Abstract Skin tumors are the most common type of neoplastic lesion affecting humans and dogs, and their incidence is increasing for both species. Skin tumor initiation and progression are associated with chronic exposure to ultraviolet (UV) radiation, mainly for light-skinned individuals, that can activate different oncogenes and pathways. Solar UV-induced mutations, characterized by C to T or CC to TT mutations, are well described in the TP53 gene in human skin cancers such as ​​basal cell carcinoma, squamous cell carcinoma and melanoma. This study evaluated TP53 mutations in 2201 canine tumors enrolled in FidoCure Precision Medicine Platform. Tumors were classified in 26 different types according to their histology and anatomic location. Gastrointestinal tumors, insulinomas and mesotheliomas did not carry any TP53 mutation as opposed to cutaneous squamous cell carcinoma (CSCC) and cutaneous hemangiosarcoma (CHSA) that had higher number of TP53 mutations in 88.9% and 77.8% of cases, respectively. Canine CSCC had a similar frequency of TP53 mutations compared to humans, previously identified in 83.64% of cases (MSKCC, Nat Med 2017). The C to T transitions were the most prevalent type of mutations in both canine CSCC and CHSA representing 66.67% and 55.55% of TP53 mutations, respectively. On the other hand, C>T corresponded to just 23.36% of TP53 mutations for the other 24 tumor types. R261H, G290R, R184*, S229F, N143K and R201* variants were identified more than 10 times in all canine tumors. Canine CSCC and CHSA were enriched with R201* (P<0.0001; P=0.004) and R184*(P<0.0001; P=0.048). These two nonsense variants are C>T changes at the position 601 and 550, respectively. They are homologous to human R213* (637C>T) and R196* (586C>T). Canine R201* was identified in 44.4% of CSCC, and human R213* in 73.91% of cases (MSKCC, Nat Med 2017). This study identified a high frequency of TP53 mutations in canine cutaneous tumors consistent with solar induced lesions. These results position canines as excellent spontaneous models of human solar induced cancers that can be utilized to elucidate elements of cancer biology, prognosis and responses across a wide spectrum of therapies. Citation Format: Lucas Rodrigues, Thaynan Vieira, Garrett Harvey, Dorothy Girimonte, Gerald Post, Lindsay Lambert, Aubrey Miller, Abigail Hull, Chase Schwalbach, Christina Lopes, Michelle White. High frequency of TP53 mutations in canine skin tumors recapitulates solar induced human lesions representing an important research model of spontaneous diseases [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2023; Part 1 (Regular and Invited Abstracts); 2023 Apr 14-19; Orlando, FL. Philadelphia (PA): AACR; Cancer Res 2023;83(7_Suppl):Abstract nr 55.

Abstract In recent years, clinico-genomic databases integrating real-world data (RWD) from electronic health records and tumor genomic profiles have been used to expedite development of new, precision medicine therapies for cancer treatment. Clinical trials in humans for new targeted therapies are often limited to approved use only as second- or third-line chemotherapies, complicating the ability to make conclusions about the efficacy of the drug alone. Pre-clinical trials in murine models with induced or xenograft tumors often fail to predict response in the intended human population. Several studies have qualified spontaneous tumors in dogs as important models for human cancers. Tumors in dogs are highly similar to human cancers histologically, genetically, molecularly and clinically, which provides an opportunity to investigate biomarkers and outcomes. Canine cancers progress over an accelerated timeline compared to human cancers due to several factors including differences in expected lifespan. Additionally, more flexibility exists in treatment options for canine cancers than in the more tightly regulated and standardized human care model. These key similarities and differences make dogs a powerful model for cancer research including interrogating the clinical benefit of new and existing cancer therapies. Over 3,500 dogs have enrolled into the FidoCure® Precision Medicine Platform. Our current, ongoing studies use clinico-genomic data from dogs with cancer including those with naïve or early stage tumors as a tool to evaluate and inform clinical response to small-molecule targeted therapies, and our model allows for expansion into trials for additional, diverse therapy types. Using the FidoCure® Next-Generation Sequencing (NGS) panel, molecular targets are identified in canine tumors for treatment regimens with one or combinations of 12 small molecules approved for use in humans. Clinical information and outcomes data from participating dogs is collected and analyzed. In an unbiased, AI-driven analysis of our dataset, several significant prognostic findings with translational relevance included association of TP53 mutations with worse prognosis (OS HR 1.48, P<0.01) across 14 canine tumor types. Conversely, ATM and KIT mutations were associated with better prognosis (OS HR) of 0.51 and 0.43, respectively (P=0.01, P=0.02). We are now developing a tool called Fetch for real-time exploration of our dataset for use by external partners including clinicians and biopharmaceutical collaborators to visualize correlations between single or combinations of factors such as cancer type, breed, gene mutated, and treatment regimen with survival outcomes in our canine patient population. This tool can accelerate R&D by making real-time, real-world data on thousands of dogs with translationally relevant disease available to clinicians and researchers looking to advance cancer treatment. Citation Format: Chase Schwalbach, Lucas Rodrigues, Garrett Harvey, Dorothy Girimonte, Gerald Post, Lindsay Lambert, Aubrey Miller, Abigail Hull, Christina Lopes, Michelle E. White. Use of real-world data of dogs with cancer to drive drug development strategy and inform human clinical trials [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2023; Part 1 (Regular and Invited Abstracts); 2023 Apr 14-19; Orlando, FL. Philadelphia (PA): AACR; Cancer Res 2023;83(7_Suppl):Abstract nr 934.

Abstract Canine cancer patients represent an important translational model for human cancer research with their spontaneous tumor pathogenesis and the many histological, genetic, molecular and clinical similarities between canine and human tumors. Canine tumors provide an opportunity to investigate shared biomarkers and their response to therapeutic interventions over an accelerated timeline compared to human cancers due to differences in expected lifespan and other factors. Dogs, like humans, have three related RAS genes, HRAS, KRAS, and NRAS, with extremely similar genetic sequence and resultantly high protein homology. These proteins have many key molecular functions including roles in cell proliferation and survival. Across multiple human cancer types, recurrent gain-of-function missense mutations in the RAS-family genes occur primarily at codons 12, 13, and 61. These mutations result in constitutively active RAS proteins. The frequencies of mutations across the three RAS genes and codons have been hypothesized to lead to distinct biological behaviors. Mutations are most common in KRAS, then NRAS followed by HRAS. We investigated RAS-family genetic mutations in a dataset of 213 canine patients with hemangiosarcoma (HSA), a common, aggressive malignancy derived from endothelial cells for which treatment with both surgery and traditional chemotherapies often fail to prolong survival beyond six months. Recent publications show that genomic profiling of canine HSA tumors can help group tumors into subtypes with potential for guiding therapy selection and improving outcomes. All 213 dogs had tumor tissue sequenced via the FidoCure® Precision Medicine Platform targeted sequencing panel and were followed until time of death or were censored to the date patients were last known to be living. All SNVs and Indels detected were missense mutations. Unlike human pan-cancer data, somatic mutations in NRAS (n=32) were most common with only 1 dog with a somatic KRAS mutation and no dogs with somatic HRAS mutations. Similar to human RAS mutations, affected codons were primarily codon 61 (n=28), codon 13 (n=5), and codon 12 (n=1). Pairwise survival comparisons between dogs with missense mutations in NRAS codon 61 showed that this mutation was associated with better prognosis (n=28, MST 251 [CI 213;327]) compared to dogs with missense mutations at other codons in the NRAS and KRAS genes (n=5, MST 66 [CI 64;NA], p=1.58E-05) and compared to dogs without missense mutations in the RAS family of genes (n=180, MST 123 [CI 100;149], p=0.036). These preliminary findings of similarities between canine and human tumors and associations between mutated codons and prognosis in our growing dataset create an important opportunity to accelerate cancer research, including clinical and biopharmaceutical studies, with great potential benefit to both dogs and humans. Citation Format: Michelle E. White, Garrett Harvey, Lucas Rodrigues, Chase Schwalbach, Dorothy Girimonte, Aubrey Miller, Abigail Hull, Lindsay Lambert, Christina Lopes, Gerald Post. Canine hemangiosarcoma as a model for RAS-mutated human cancers: Preliminary data [abstract]. In: Proceedings of the AACR Special Conference: Targeting RAS; 2023 Mar 5-8; Philadelphia, PA. Philadelphia (PA): AACR; Mol Cancer Res 2023;21(5_Suppl):Abstract nr A005.

The 50th anniversary of the Centre of Postgraduate Medical Education (CMKP) was celebrated in 2021. Since the beginning, the School of Public Health (SZP) has been inseparable linked with the CMKP. Throughout this period, the position of the SZP director has been held by eight persons i.e. Bogusław Kożusznik (1971 to 1977), Marek Sanecki (1978 to 1991), Andrzej Wojtczak (1991 to 1996), Jerzy Leowski (1996 to 2003), Janusz Opolski (2003 to 2004 and 2005 to 2011), Maria Miller (2005 to 2005), Dorota Cianciara (2011 to 2018) and Jarosław Pinkas (since 2018). In the paper, the consecutive directors and the SZP modifications during the period of the recent 50 years is presented.

Artykuł omawia argumenty na rzecz znaczenia (albo jego braku) literatury w życiu społecznym i w wymiarze psychologicznym, które pojawiają się w publikacjach J.H. Millera, Pierre’a Bayarda, Michała Pawła Markowskiego, Ryszarda Koziołka i przede wszystkim Rity Felski (Użycia literatury), wskazując na najważniejsze prądy oraz trendy w teoretycznym namyśle nad literaturą w ostatnim ćwierćwieczu. Za szczególnie istotny kontakt przewartościowywania znaczeń literatury autorka artykułu uważa zwrot afektywny oraz namysł nad relacjami życia i literatury w kontekście dominacji innych, niż oparte na piśmie, (nowych) mediów. Bliska i krytyczna lektura Użyć literatury Rity Felski oparta jest na a) omówieniu teoretycznych inklinacji i problemów, które generują poszczególne kategorie estetyczne; b) przymierzaniu zaproponowanych przez amerykańską badaczkę kategorii estetycznych do interpretacji konkretnych utworów prozatorskich, lirycznych i eseistycznych Zofii Nałkowskiej, Ingi Iwasiów, Justyny Bargielskiej, Doroty Masłowskiej, Szczepana Twardocha, Andrzeja Ledera.

Abstract Ubiquitination is a conserved post translation modification involving covalent attachment of ubiquitin protein and is known to regulate many biological processes, including proteasomal degradation. Three major families of enzymes are involved in the regulation of ubiquitination, including activating enzyme E1, Ubiquitin conjugating enzyme E2 and ubiquitin ligase E3. UBE2K is an E2 conjugating ligase that was identified as an anti-cancer drug target from the BERG Interrogative Biology® platform, an artificial intelligence multi-omics analytical method employing Bayesian algorithms. Herein, we used proteomics, lipidomics and metabolomics to investigate the impact of the treatment of UBE2K small molecule ligand (BRG0451) on K562 leukemia cells. K562 cells were treated with 30, 100 and 300 nM concentrations for 24 hours with BRG0451 or Paclitaxel or 0.1% DMSO (Control). Cells were pelleted and analyzed using a multi-omics approach. Proteomic analysis was performed using Thermo Q-Exactive+ LC MS/MS analysis. Lipidomic analysis was performed using SCIEX TripleTOF MS/MS ALL shotgun workflow and metabolomics was performed using 3 different platforms (High resolution RP-LC-MS, HILIC QqQ LC-MS/MS and GC-TOF MS). Unsupervised clustering and differential analysis were used to investigate the impact of the treatments. Proteomic analysis identified and quantified 6930 proteins from K562 cells using TMT labelling with offline 24 fractions and LC-MS/MS. Structural lipidomics analysis evaluated 1980 lipid molecular species and metabolomics analysis identified over 700 metabolites using GC-MS, LC-MS and LC-MS/MS. Multiomics and regression analysis for 30 nM BRG0451 treatment revealed no distinct pattern of omics variables. However, treatment on K562 cells with 300 nM treatment demonstrated 97 differentially expressed proteins compared to control. Pathway analysis revealed chromatin remodeling, and more specifically, regulation of chromatin silencing and localization to nucleolus as major pathways impacted by differentially expressed proteins. Similar pathways were impacted by Paclitaxel and Nocodazole treatment compared to control. Additionally, metabolomic and lipidomic differentials were observed with 300 nM BRG0451 treatment. Structural lipidomics revealed dose -dependent changes in triacylglycerols and cholesterol esters, glycolipid monounsaturated species, and glycolipid medium carbon chain subgroups. Dose dependent impact on amino acids metabolism, purine metabolism, and pyrimidine metabolism was observed with a high degree of similarity for compared drugs. Herein, we demonstrated the use of multi-omics technology in deconvoluting the impact of BRG0451 on independent biological pathways, revealing the intricate mechanisms targeting cell cycle as well as ubiquitin regulator components in a leukemia cell line. Citation Format: Punit Shah, Richard Searfoss, Valerie Bussberg, Bennett Greenwood, Shraddha Karmacharya, Allison MacDonald, Kennedy Ofori-Mensa, Vladimir Tolstikov, Pragalath Sundararajan, Maria-Dorothea Nastke, Eric M. Grund, Gregory M. Miller, Stephane Gesta, Rangaprasad Sarangarajan, Elder Granger, Niven R. Narain, Vivek K. Vishnudas, Michael A. Kiebish. Treatment of K562 leukemia cells with an experimental UBE2K modifier identifies multi-omic changes associated with altered oncogenic processes [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2022; 2022 Apr 8-13. Philadelphia (PA): AACR; Cancer Res 2022;82(12_Suppl):Abstract nr 5319.

Abstract Gastric cancer is difficult to treat and exhibits poor survival with current therapies (five-year survival for all stages is 32% and 5% for metastatic gastric cancer) demonstrating a clear unmet clinical need. UBE2K was identified as a drug target from the BERG Interrogative Biology® Platform, from an Artificial Intelligence derived in vitro pan-cancer Bayesian network. UBE2K (also known as Huntington Interacting Protein 2 and E2-25K) is one of the ~40 E2 enzymes from the Ubiquitin Proteasome System and belongs to the Class II of E2 enzymes that preferentially catalyze the synthesis of Lys48-linked changes on monoubiquitinated substrates. Recently, high expression of UBE2K in tumors of gastric cancer patients has been shown to associate with poor prognosis. BERG has developed BRG399 as a candidate molecule to modulate UBE2K activity for use in oncology. Here, we evaluated the anti-cancer effect of BRG399 using Hs 746T, a human xenograft in vivo model for gastric cancer. In vitro evaluation of BRG399 potency revealed an IC50 of 44.3nM in Hs 746T cells. For determination of BRG399 potency in vivo, nude mice were inoculated subcutaneously with Hs 746T cell line and tumors were allowed to reach 120mm3. Animals were then randomized into four groups to receive oral administration of vehicle, 75, 100, or 150mg/kg of BRG399 twice per day for 15 days. The result revealed that BRG399 significantly decreased the growth of Hs 746T tumors in a dose-dependent manner. Statistical analysis using a mixed effect linear model of the tumor volumes on the last day of study demonstrated a tumor growth inhibition of 60.3, 71.2 and 85.3% at the three doses, respectively, without any significant effect on body weight. These results are well correlated with the dose-dependent increase of BRG399 in both plasma and tumor tissues. Anti-tumor effect of BRG399 appears to be the result of G2/M arrest, as indicated by a dose-dependent elevation of two cell cycle-dependent biomarkers, CNNB1 and pHH3, in tumor tissue. This is consistent with the role of UBE2K in regulating several components of cell cycle for dictating the precise timing of cell division. Mixed effect multivariable regression modeling was employed to identify the relationship between these two biomarkers and response. This analysis indicated that the level of plasma concentration of BRG399, together with the tumor levels of CNNB1 and pHH3, are significantly and negatively associated with tumor volume, allowing an inference that these biomarkers are indicative and/or involved in the tumor response of BRG399. In summary, these results signify the anti-cancer efficacy of BRG399 and support its potential as a drug candidate for treatment of gastric cancer. Citation Format: Shiva Kazerounian, Mollie O'Hara, Arcan Guven, Kashni Grover, Nicole Pellegrino, Kayleigh Gray, Can Bruce, Gregory M. Miller, Maria-Dorothea Nastke, Michael A. Kiebish, Eric M. Grund, Rangaprasad Sarangarajan, Niven R. Narain, Stephane Gesta, Vivek K. Vishnudas. BRG399, a small molecule modulator of UBE2K demonstrated dose-dependent anti-cancer efficacy in an in vivo model for gastric cancer [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2022; 2022 Apr 8-13. Philadelphia (PA): AACR; Cancer Res 2022;82(12_Suppl):Abstract nr 5320.

Abstract Implementing PK-guided dosing with monoclonal antibodies (mAbs) in oncology has been for long impaired by difficulties in developing appropriate (i.e., time- and cost-effective) bioanalytical methods suitable for routine Therapeutic Drug Monitoring, plus concerns regarding the exact PK/PD relationships of several biologics possibly blurred by the TMDD phenomenon. To help lifting these issues, we have developed and cross-validated a multiplex LC-MS/MS method allowing to assay simultaneously up to 8 mAbs in plasma, including several immune checkpoint inhibitors (i.e., atezolizumab, bevacizumab, cetuximab, ipilimumab, nivolumab, pembrolizumab, rituximab, trastuzumab). Using a ready-to-use kit (mAbXmise), the method proved to be simple and rapid - covering a concentration range of 2-100 µg/ml, in line with plasma concentrations usually expected with mAbs. Inter and intra-assay precision were both <15% and accuracy was comprised between 90.1 and 111.1%, thus meeting the requirements of current EMA guidelines for validating bioanalytical methods. Cross-validation using reference LC-MS/MS or ELISA methods was performed on 7 mAbs (excluding atezolizumab since no reference method was available) with a satisfactory mean absolute bias of 10.6% (3.0-19.9%). This LC-MS/MS method was next used as part of the Cetuximax trial (NCT-04218136), an open, non-randomized, single arm, multicentric study aiming at determining the PK/PD relationships of Cetuximab in Head-and-Neck cancer patients with monitoring of both Cmax and Cmin levels. Patients are all treated with the 250 mg/m² QW schedule. Previous works have suggested that Cetuximab trough levels < 34 µg/ml were associated with higher risk for treatment failure in Head-and-Neck patients. Patients were repeatedly sampled in a longitudinal fashion at their Cmax plus trough levels and individual PK parameters were derived using a pop-PK approach. Preliminary results on 90 samples collected from the first 25 out of the 110 patients to be included have confirmed the marked inter-individual variability in Cetuximab exposure (i.e., >56% on trough levels and >55% on Cmax values). Mean Cetuximab trough level was 54 ± 30 µg/ml (range: 12-104 µg/ml) and mean Cmax value was 211 ± 116 µg/ml (range: 75-418 µg/ml), with several individuals (8 out of 25, i.e., 32%) showing plasma exposure below the expected trough levels associated with efficacy. Although preliminary, our data confirm that PK variability is massive with mAbs. This observation suggests that Therapeutic Drug Monitoring, using appropriate LC-MS/MS method, could help appraising interpatient variability at bedside and detecting individuals with exposure levels out of the range usually observed. Citation Format: Clemence Marin, Nihel Khoudour, Aurélien Millet, Dorothée Lebert, Pauline Bros, Fabienne Thomas, David Ternant, Jerôme Guitton, Mourad Hamimed, Benoit Blanchet, Sebastien Salas, Joseph Ciccolini. A multiplex LC-MS/MS method for assaying mAbs in oncology: Application to the CETUXIMAX GPCO-Unicancer trial on cetuximab pharmacokinetics in head and neck cancer patients [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2022; 2022 Apr 8-13. Philadelphia (PA): AACR; Cancer Res 2022;82(12_Suppl):Abstract nr 1144.

This work presents luminance distributions across the surface of mid- and high-power diodes. The changes in luminance on diode surfaces following changes in the observation angle were verified. On the basis of the conducted tests, non-uniform luminance distribution on LED surface for diverse observation angles (including the axial direction) was observed. Moreover, it was concluded that luminance changes is not in line with the Lambert’s law. As the result of the research it was also concluded that alterations of the power-supply conditions do not exert any significant impact on the gradient of luminance changes on the surfaces of examined LEDs. Full Text: PDF ReferencesJ. Fan, J. Cao, Ch. Yu, Ch. Qian, X. Fan, G. Zhang, A design and qualification of LED flip Chip-on-Board module with tunable color temperatures, Microelectronics reliability, ISSN 0026-2714, Nº. 84, 2018, pp. 140-148, CrossRef K. Bonislawski, I. Fryc, The study on optical properties of LEDs used for vehicle control lighting, Przeglad Elektrotechniczny, 2012, ISSN 0033-2097, Vol. 88, Issue 3A, pp. 119-120 DirectLink T. Kawabata, Y. Ohno, Optical measurements of OLED panels for lighting applications, Journal of Modern Optics 60(14), 2013, pp. 1176-1186 CrossRef P. Pracki, U. Blaszczak, The issues of interior lighting on the example of an educational building adjustment to nZEB standard, IEEE Lighting Conference of the Visegrad Countries (Lumen V4), IEEE (17 November 2016) CrossRef P. Tabaka, Analysis of electrical parameters of prime set bulb equivalents suitable for dimming, Przeglad Elektrotechniczny, 2015, R. 91, No. 5, pp. 100-106, ISSN 0033-2097 CrossRef D. Czyżewski, The street lighting luminaires with LEDs. Przeglad Elektrotechniczny, 86, 2009, pp. 276-279 DirectLink C. C. Miller; Y. Zong; Y. Ohno, LED photometric calibrations at the National Institute of Standards and Technology and future measurement needs of LEDs, Proc. SPIE Vol. 5530, Fourth International Conference on Solid State Lighting; (2004) CrossRef D. Mozyrska Dorota; M. Wyrwas; I. Fryc, The determination of the LEDs colorimetric parameters, in the range of their operating temperature, Przeglad Elektrotechniczny, Vol. 88, Issue: 4A, 2012, pp. 232-234 CrossRef K. Baran, A. Różowicz, H. Wachta, S. Różowicz, D. Mazur, Thermal Analysis of the Factors Influencing Junction Temperature of LED Panel Sources, Energies, 12, 3941, 2019 CrossRef D. Czyżewski, Research on Luminance Distributions of Chip-On-Board Light-Emitting Diodes, Crystals 9(12), 645, 2019. CrossRef L. Zheng, Z. Guo, W. Yan, Y. Lin, Y. Lu, H.C. Kuo, Z. Chen, L. Zhu, T. Wu, Y. Gao, Research on a Camera-Based Microscopic Imaging System to Inspect the Surface Luminance of the Micro-LED Array. IEEE Access 6, 2018, 51329-51336. CrossRef S. Słomiński, Selected Problems in Modern Methods of Luminance Measurement of Multisource LED Luminaires. Light Eng. 24, 2016, pp. 45-50. DirectLink I. Fryc, P. Jakubowski, K. Kołacz, Analysis of optical radiation parameters of compact discharge HID lamps and LED COB modules used for illuminating shop windows, Przeglad Elektrotechniczny, 2017, R. 93, nr 11, pp. 186-189. CrossRef I. Fryc, Measurement techniques of optical LEDs properties performed with compliance conformity with CIE 127:2007 standard, Przeglad Elektrotechniczny, 2009,ISSN 0033-2097,Vol. 85,Issue:11,pp.317-319. DirectLink I. Fryc, T. Dimitrova-Grekow, An Automated System for Evaluation of the Quality of Light Sources, 2016 IEEE Lighting Conference of the Visegrad Countries (Lumen V4), IEEE (17 November 2016), CrossRef CIE 235:2019, Optical measurement of led modules and light engines, ISBN 978-3-902842-25-1, DOI: 10.25039/TR.235.2019. CrossRef D. Czyżewski, Investigation of COB LED luminance distribution, In Proceedings of the 2016 IEEE Lighting Conference of the Visegrad Countries (Lumen V4), IEEE (17 November 2016) CrossRef I. Rotscholl, K. Trampert; U. Krüger; F. Schmidt, Spectral near field data of LED systems for optical simulations, Proceedings SPIE Volume 11144,Phot. and Educ. in Measur. Sc. 2019, CrossRef

This study is a theoretical exploration of the global phenomenon related to the millennial generation trapped in the sandwich generation. The term sandwich generation, was first introduced by Dorothy Miller in her paper entitled "The Sandwich Generation Adult Children Of the Aging" in 1981. In theory, the sandwich generation is a group of adults aged 30-40 years who take care not only of their children but also of their children parents. Be it physically, emotionally or financially. Caring for elderly parents or children also has a negative impact on a person's physical and mental health, moreover the care and treatment is carried out intensively. The approach used in this study is a descriptive approach adopted from descriptive and analytical qualitative research methods, by using library data and documentation. This feature contains a detailed description, critical and comparative thinking, as well as a systematic evaluation of the available data relating to the subject matter. In addition, the research methods used can also be described as interdisciplinary. It can thus help create a unique perspective for tackling a chosen topic by thinking and analyzing across the traditional boundaries that define an established academic discipline.

As a pioneer in the field of neuropsychology, Dr. Brenda Milner has contributed to many important landmark discoveries in the study of memory and temporal lobes, the lateralization of hemispheric function in language, as well as the role of frontal lobes in problem-solving. She is a fellow of the Royal Society (London) and the Royal Society of Canada, and a Foreign Associate of the National Academy of Sciences (USA). She has been recognized with numerous prestigious awards throughout her career, the latest of which include the Donald O. Hebb Distinguished Contribution Award in 2001, the Neuroscience Award from the United States National Academy of Science in 2004 and the Gairdner Award in 2005. Dr. Milner received her undergraduate degree at the University of Cambridge in 1939 and completed her PhD under the supervision of Dr. Donald Hebb at McGill University in 1952. She joined the Montreal Neurological Institute in 1950 to work with Dr. Wilder Penfield. Dr. Milner is presently the Dorothy J. Killam Professor of Psychology at the Montreal Neurological Institute and the Department of Neurology & Neurosurgery of McGill University. I spent an afternoon with Dr. Milner on May 12th, 2006, where she shared with me her thoughts on her work, her perspective on the past and future of cognitive neuroscience, as well as her advice for students beginning in research.

The book titled Curriculum Practice: Some sociological case studies brings together various contributions that pertain to all three layers of curriculum: the macro-level, i.e. the level of curriculum and society, the micro-level, i.e. the classroom universe and the meso-level of organizational processes. The volume is organised into three main sections, School Subjects, Gender and the Curriculum, and Examinations, Accountability and Assessment. The first unit of the book, School Subjects, focuses on either the historical development or the forms that subjects take in the classroom. The papers in this section attempt an analysis of the differences between how knowledge is selected, reconstrued and transmitted in schools, looking at various subjects such as English, geography/environmental studies and art/design. Douglas and Dorothy Barnes investigate in their contribution, Preparing to write in further education, different forms that English may take in continuous education. They attempt to provide a complete description of the different English courses taught in a number of schools and college, making comparisons, e.g. school vs college courses, English vs Communications, courses in business departments vs those in technical departments, courses for students of higher vs those for students of lower academic status. Caroline St John-Brooks’ contribution, English: A curriculum for personal development? explores the English taught in schools through a case-study in a comprehensive school. She sadly identifies differentiation between pupils according to their social class, despite the teachers’ apparent commitment to egalitarianism. The third chapter, titled A subject of privilege: English and the school curriculum, by Stephen Ball offers a factual, narrative account of the early efforts involved in establishing English as a distinct and reputable school subject. Moreover, the author tries to validate, through the narrative, a social interaction paradigm for curricular change, along with a series of relevant concepts. Ivor Goodson’s article, Defining and Defending the Subject: Geography versus Environmental Studies tackles the conflict between geography and environmental studies, the former representing an established academic subject while the latter is an aspiring subject. Chapter five, One Spell of Ten Minutes or Five Spells of Two ...? Teacher-Pupil Encounters in Art and Design Education, by Les Tickle examines the way in which middle school teachers of this subject attempt to reconcile the gap between teaching pupils craft skills versus granting them free expression of their creativity. David H. Hargreaves argues in The Teaching of Art and the Art of Teaching: Towards an Alternative View of Aesthetic Learning that the overwhelming emphasis on art production only wastes a crucial opportunity for schools to get involved in the dissemination of cultural capital by means of the teaching and enhancement of art appreciation. The second section starts with Teresa Grafton, Henry Miller, Lesley Smith, Martin Vegoda and Richard Whitfield’s text, Gender and Curriculum Choice: A Case Study. They explore the different effects school subjects have on boys and girls. The authors show that girls and boys are practically channelled into differing patterns of option choice, due to both curriculum differentiation in the craft strand in the first three years of their secondary schooling and to the way in which family and courses is introduced into the option scheme, versus science and the craft subjects which are traditionally the realm of boys. Chapter eight, Gender and the Sciences: Pupil's Gender-Based Conceptions of School Subjects, by Lynda Measor contends that girls have low levels of participation in science courses, starting from middle school, largely based on preconceptions that physical science is quite ‘unfeminine’. Interesting findings revealed that boys’ and girls’ behaviours follow a certain ‘masculine’ or ‘feminine’ pattern and that teachers make little effort to attract girls to physics, chemistry and biology. The third section, Examinations, Accountability and Assessment, starts with the paper The Hidden Curriculum of Examinations by Glen Turner, which tackles the issue of the 'hidden curriculum' of examinations, particularly the effects it has on the attitudes of some high achieving pupils from a large comprehensive school, who were largely interested in examination success, to the detriment of all other classroom activities. Chapter 10, Teachers' School-Based Experiences of Examining by John Scarth explores the attitudes of teachers towards external and internal examinations. For most of the teachers, preparing for examinations represented an important part of their teaching activities. The author refutes the hypothesis that these teachers’ opinions are ideology-based. Richard Bowe and Geoff Whitty’s contribution, A Question of Content and Control: Recent Conflicts over the Nature of School Examinations at 16+ analyse the results of the research on examination boards initiated by Whitty in 1973. The authors claim that none of the macro-theories available could adequately account for the way in which public policy in this respect is presently changing; moreover, they emphasise the political importance of developing a more acceptable theory. Additionally, Bowe and Whitty ascertain that there is a backward trend towards a more centralised control of education in Great Britain. The last chapter, Assessment Constraints on Curriculum Practice: A Comparative Study, by Patricia Broadfoot continues along the the line of education centralisation in the French education system, as compared to the British one. She maintains that even if the way in which control is applied is different from one country to the other, both educational systems exert a similar degree of control over teachers’ activities. All in all, the book affords a sociologically informed empirical insight into the curriculum at classroom level, subject departments or examining bodies which might empower us to test and develop more speculative explanations of curriculum practice as opposed to what sociologists have presented so far, theories rather focusing on concepts such as ideology, hegemony or cultural capital. It is a useful tool for curriculum planners in their attempt to implement possible prescriptive models of curriculum change.

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. 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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. 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Introduction Films with deaf characters often do not focus on the condition of deafness at all. Rather, the characters seem to satisfy a role in the story that either furthers the plot or the audience’s understanding of other hearing characters. The deaf characters can be symbolic, for example as a metaphor for isolation representative of ‘those without a voice’ in a society. The deaf characters’ misunderstanding of auditory cues can lead to comic circumstances, and their knowledge can save them in the case of perilous ones. Sign language, because of its unique linguistic properties and its lack of comprehension by hearing people, can save the day in a story line. Deaf characters are shown in different eras and in different countries, providing a fictional window into their possible experiences. Films shape and reflect cultural attitudes and can serve as a potent force in influencing the attitudes and assumptions of those members of the hearing world who have had few, if any, encounters with deaf people. This article explores categories of literary function as identified by the author, providing examples and suggestions of other films for readers to explore. Searching for Deaf Characters in Film I am a sign language interpreter. Several years ago, I started noticing how deaf characters are used in films. I made a concerted effort to find as many as I could. I referred to John Shuchman’s exhaustive book about deaf actors and subject matter, Hollywood Speaks; I scouted video rental guides (key words were ‘deaf’ or ‘disabled’); and I also plugged in the key words ‘deaf in film’ on Google’s search engine. I decided to ignore the issue of whether or not the actors were actually deaf—a political hot potato in the Deaf community which has been discussed extensively. Similarly, the linguistic or cultural accuracy of the type of sign language used or super-human lip-reading talent did not concern me. What was I looking for? I noticed that few story lines involving deaf characters provide any discussion or plot information related to that character’s deafness. I was puzzled. Why is there signing in the elevator in Jerry Maguire? Why does the guy in Grand Canyon have a deaf daughter? Why would the psychosomatic response to a trauma—as in Psych Out—be deafness rather than blindness? I concluded that not being able to hear carried some special meaning or fulfilled a particular need intrinsic to the plot of the story. I also observed that the functions of deaf characters seem to fall into several categories. Some deaf characters fit into more than one category, serving two or more symbolic purposes at the same time. By viewing and analysing the representations of deafness and deaf characters in forty-six films, I have come up with the following classifications: Deafness as a plot device Deaf characters as protagonist informants Deaf characters as a parallel to the protagonist Sign language as ‘hero’ Stories about deaf/hearing relationships A-normal-guy-or-gal-who-just-happens-to-be-deaf Deafness as a psychosomatic response to trauma Deafness as metaphor Deafness as a symbolic commentary on society Let your fingers do the ‘talking’ Deafness as Plot Device Every element of a film is a device, but when the plot hinges on one character being deaf, the story succeeds because of that particular character having that particular condition. The limitations or advantages of a deaf person functioning within the hearing world establish the tension, the comedy, or the events which create the story. In Hear No Evil (1993), Jillian learns from her hearing boyfriend which mechanical devices cause ear-splitting noises (he has insomnia and every morning she accidentally wakes him in very loud ways, eg., she burns the toast, thus setting off the smoke detector; she drops a metal spoon down the garbage disposal unit). When she is pursued by a murderer she uses a fire alarm, an alarm/sprinkler system, and a stereo turned on full blast to mask the sounds of her movements as she attempts to hide. Jillian and her boyfriend survive, she learns about sound, her boyfriend learns about deafness, and she teaches him the sign for orgasm. Life is good! The potential comic aspects of deafness may seem in this day and age to be shockingly politically incorrect. While the slapstick aspect is often innocent and means no overt harm or insult to the Deaf as a population, deafness functions as the visual banana peel over which the characters figuratively stumble in the plot. The film, See No Evil, Hear No Evil (1989), pairing Gene Wilder with Richard Pryor as deaf and blind respectively, is a constant sight gag of lip-reading miscues and lack-of-sight gags. Wilder can speak, and is able to speech read almost perfectly, almost all of the time (a stereotype often perpetuated in films). It is mind-boggling to imagine the detail of the choreography required for the two actors to convince the audience of their authenticity. Other films in this category include: Suspect It’s a Wonderful Life Murder by Death Huck Finn One Flew over the Cuckoo’s NestThe Shop on Main StreetRead My Lips The Quiet Deaf Characters as Protagonist Informants Often a deaf character’s primary function to the story is to give the audience more information about, or form more of an affinity with, the hearing protagonist. The deaf character may be fascinating in his or her own right, but generally the deafness is a marginal point of interest. Audience attitudes about the hearing characters are affected because of their previous or present involvement with deaf individuals. This representation of deafness seems to provide a window into audience understanding and appreciation of the protagonist. More inferences can be made about the hearing person and provides one possible explanation for what ensues. It is a subtle, almost subliminal trick. There are several effective examples of this approach. In Gas, Food, Lodging (1992), Shade discovers that tough-guy Javier’s mother is deaf. He introduces Shade to his mother by simple signs and finger-spelling. They all proceed to visit and dance together (mom feels the vibrations on the floor). The audience is drawn to feel ‘Wow! Javier is a sensitive kid who has grown up with a beautiful, exotic, deaf mother!’ The 1977 film, Looking for Mr. Goodbar presents film-goers with Theresa, a confused young woman living a double life. By day, she is a teacher of deaf children. Her professor in the Teacher of the Deaf program even likens their vocation to ‘touching God’. But by night she cruises bars and engages in promiscuous sexual activity. The film shows how her fledgling use of signs begins to express her innermost desires, as well as her ability to communicate and reach out to her students. Other films in this category include: Miracle on 34th Street (1994 version)Nashville (1975, dir. Robert Altman)The Family StoneGrand CanyonThere Will Be Blood Deaf Characters as a Parallel to the Protagonist I Don’t Want to Talk about It (1993) from Argentina, uses a deaf character to establish an implied parallel story line to the main hearing character. Charlotte, a dwarf, is friends with Reanalde, who is deaf. The audience sees them in the first moments of the film when they are little girls together. Reanalde’s mother attempts to commiserate with Charlotte’s mother, establishing a simultaneous but unseen story line somewhere else in town over the course of the story. The setting is Argentina during the 1930s, and the viewer can assume that disability awareness is fairly minimal at the time. Without having seen Charlotte’s deaf counterpart, the audience still knows that her story has contained similar struggles for ‘normalcy’ and acceptance. Near the conclusion of the film, there is one more glimpse of Reanalde, when she catches the bridal bouquet at Charlotte’s wedding. While having been privy to Charlotte’s experiences all along, we can only conjecture as to what Reanalde’s life has been. Sign Language as ‘Hero’ The power of language, and one’s calculated use of language as a means of escape from a potentially deadly situation, is shown in The River Wild (1996). The reason that any of the hearing characters knows sign language is that Gail, the protagonist, has a deaf father. Victor appears primarily to allow the audience to see his daughter and grandson sign with him. The mother, father, and son are able to communicate surreptitiously and get themselves out of a dangerous predicament. Signing takes an iconic form when the signs BOAT, LEFT, I-LOVE-YOU are drawn on a log suspended over the river as a message to Gail so that she knows where to steer the boat, and that her husband is still alive. The unique nature of sign language saves the day– silently and subtly produced, right under the bad guys’ noses! Stories about Deaf/Hearing Relationships Because of increased awareness and acceptance of deafness, it may be tempting to assume that growing up deaf or having any kind of relationship with a deaf individual may not pose too much of a challenge. Captioning and subtitling are ubiquitous in the USA now, as is the inclusion of interpreters on stages at public events. Since the inception of USA Public Law 94-142 and section 504 in 1974, more deaf children are ‘mainstreamed’ into public schools than ever before. The Americans with Disabilities Act was passed in 1993, opening the doors in the US for more access, more job opportunities, more inclusion. These are the external manifestations of acceptance that most viewers with no personal exposure to deafness may see in the public domain. The nuts and bolts of growing up deaf, navigating through opposing philosophical theories regarding deaf education, and dealing with parents, siblings, and peers who can’t communicate, all serve to form foundational experiences which an audience rarely witnesses. Children of a Lesser God (1986), uses the character of James Leeds to provide simultaneous voiced translations of the deaf student Sarah’s comments. The audience is ushered into the world of disparate philosophies of deaf education, a controversy of which general audiences may not have been previously unaware. At the core of James and Sarah’s struggle is his inability to accept that she is complete as she is, as a signing not speaking deaf person. Whether a full reconciliation is possible remains to be seen. The esteemed teacher of the deaf must allow himself to be taught by the deaf. Other films in this category include: Johnny Belinda (1949, 1982)Mr. Holland’s OpusBeyond SilenceThe Good ShepherdCompensation A Normal Guy-or-Gal-Who-Just-Happens-to-Be-Deaf The greatest measure of equality is to be accepted on one's own merits, with no special attention to differences or deviations from whatever is deemed ‘the norm.’ In this category, the audience sees the seemingly incidental inclusion of a deaf or hearing-impaired person in the casting. A sleeper movie titled Crazy Moon (1986) is an effective example. Brooks is a shy, eccentric young hearing man who needs who needs to change his life. Vanessa is deaf and works as a clerk in a shop while takes speech lessons. She possesses a joie de vivre that Brooks admires and wishes to emulate. When comparing the way they interact with the world, it is apparent that Brooks is the one who is handicapped. Other films in this category include: Sympathy for Mr. Vengeance (South Korea, 1992)Liar, LiarRequiem for a DreamKung Fu HustleBangkok DangerousThe Family StoneDeafness as a Psychosomatic Response to Trauma Literature about psychosomatic illnesses enumerates many disconcerting and disruptive physiological responses. However, rarely is there a PTSD response as profound as complete blockage of one of the five senses, ie; becoming deaf as a result of a traumatic incident. But it makes great copy, and provides a convenient explanation as to why an actor needn't learn sign language! The rock group The Who recorded Tommy in 1968, inaugurating an exciting and groundbreaking new musical genre – the rock opera. The film adaptation, directed by Ken Russell, was released in 1975. In an ironic twist for a rock extravaganza, the hero of the story is a ‘deaf, dumb, and blind kid.’ Tommy Johnson becomes deaf when he witnesses the murder of his father at the hands of his step-father and complicit mother. From that moment on, he is deaf and blind. When he grows up, he establishes a cult religion of inner vision and self-discovery. Another film in this category is Psych Out. Deafness as a Metaphor Hearing loss does not necessarily mean complete deafness and/or lack of vocalization. Yet, the general public tends to assume that there is utter silence, complete muteness, and the inability to verbalize anything at all. These assumptions provide a rich breeding ground for a deaf character to personify isolation, disenfranchisement, and/or avoidance of the harsher side of life. The deafness of a character can also serve as a hearing character’s nemesis. Mr. Holland’s Opus (1995) chronicles much of the adult life of a beleaguered man named Glenn Holland whose fondest dream is to compose a grand piece of orchestral music. To make ends meet he must teach band and orchestra to apparently disinterested and often untalented students in a public school. His golden son (named Cole, in honor of the jazz great John Coltrane) is discovered to be deaf. Glenn’s music can’t be born, and now his son is born without music. He will never be able to share his passion with his child. He learns just a little bit of sign, is dismissive of the boy’s dreams, and drifts further away from his family to settle into a puddle of bitterness, regrets, and unfulfilled desires. John Lennon’s death provides the catalyst for Cole’s confrontation with Glenn, forcing the father to understand that the gulf between them is an artificial one, perpetuated by the unwillingness to try. Any other disability could not have had the same effect in this story. Other films in this category include: Ramblin’ RoseBabelThe Heart Is a Lonely HunterA Code Unkown Deafness as a Symbolic Commentary on Society Sometimes films show deafness in a different country, during another era, and audiences receive a fictionalized representation of what life might have been like before these more enlightened times. The inability to hear and/or speak can also represent the more generalized powerlessness that a culture or a society’s disenfranchised experience. The Chinese masterpiece To Live (1994) provides historical and political reasons for Fenxi’s deafness—her father was a political prisoner whose prolonged absence brought hardship and untended illness. Later, the chaotic political situation which resulted in a lack of qualified doctors led to her death. In between these scenes the audience sees how her parents arrange a marriage with another ‘handicapped’ comrade of the town. Those citizens deemed to be crippled or outcast have different overt rights and treatment. The 1996 film Illtown presents the character of a very young teenage boy to represent the powerlessness of youth in America. David has absolutely no say in where he can live, with whom he can live, and the decisions made all around him. When he is apprehended after a stolen car chase, his frustration at his and all of his generation’s predicament in the face of a crumbling world is pounded out on the steering wheel as the police cars circle him. He is caged, and without the ability to communicate. Were he to have a voice, the overall sense of the film and his situation is that he would be misunderstood anyway. Other films in this category include: Stille Liebe (Germany)RidiculeIn the Company of Men Let Your Fingers Do the ‘Talking’ I use this heading to describe films where sign language is used by a deaf character to express something that a main hearing character can’t (or won’t) self-generate. It is a clever device which employs a silent language to create a communication symbiosis: Someone asks a hearing person who knows sign what that deaf person just said, and the hearing person must voice what he or she truly feels, and yet is unable to express voluntarily. The deaf person is capable of expressing the feeling, but must rely upon the hearing person to disseminate the message. And so, the words do emanate from the mouth of the person who means them, albeit self-consciously, unwillingly. Jerry Maguire (1996) provides a signed foreshadowing of character metamorphosis and development, which is then voiced for the hearing audience. Jerry and Dorothy have just met, resigned from their jobs in solidarity and rebellion, and then step into an elevator to begin a new phase of their lives. Their body language identifies them as separate, disconnected, and heavily emotionally fortified. An amorous deaf couple enters the elevator and Dorothy translates the deaf man’s signs as, ‘You complete me.’ The sentiment is strong and a glaring contrast to Jerry and Dorothy’s present dynamic. In the end, Jerry repeats this exact phrase to her, and means it with all his heart. We are all made aware of just how far they have traveled emotionally. They have become the couple in the elevator. Other films in this category include: Four Weddings and a FuneralKnowing Conclusion This has been a cursory glance at examining the narrative raison d’etre for the presence of a deaf character in story lines where no discussion of deafness is articulated. A film’s plot may necessitate hearing-impairment or deafness to successfully execute certain gimmickry, provide a sense of danger, or relational tension. The underlying themes and motifs may revolve around loneliness, alienation, or outwardly imposed solitude. The character may have a subconscious desire to literally shut out the world of sound. The properties of sign language itself can be exploited for subtle, undetectable conversations to assure the safety of hearing characters. Deaf people have lived during all times, in all places, and historical films can portray a slice of what their lives may have been like. I hope readers will become more aware of deaf characters on the screen, and formulate more theories as to where they fit in the literary/narrative schema. ReferencesMaltin, Leonard. Leonard Maltin’s 2009 Movie Guide. Penguin Group, 2008.Shuchman, John S. Hollywood Speaks. Urbana and Chicago: University of Illinois Press, 1988. Filmography Babel. Dir. Alejandro Gonzalez Inarritu. Central Films, 2006. DVD. Bangkok Dangerous. Dir. Pang Brothers. Film Bangkok, 1999. VHS. Beyond Silence. Dir. Caroline Link. Miramax Films, 1998. DVD. Children of a Lesser God. Dir. Randa Haines. Paramount Pictures, 1985. DVD. A Code Unknown. Dir. Michael Heneke. MK2 Editions, 2000. DVD. Compensation. Dir. Zeinabu Irene Davis. Wimmin with a Mission Productions, 1999. VHS. Crazy Moon. Dir. Allan Eastman. Allegro Films, 1987. VHS. The Family Stone. Dir. Mike Bezucha. 20th Century Fox, 2005. DVD. Four Weddings and a Funeral. Dir. Mike Newell. Polygram Film Entertainment, 1994. DVD. Gas, Food, Lodging. Dir. Allison Anders. IRS Media, 1992. DVD. The Good Shepherd. Dir. Robert De Niro. Morgan Creek, TriBeCa Productions, American Zoetrope, 2006. DVD. Grand Canyon. Dir. Lawrence Kasdan, Meg Kasdan. 20th Century Fox, 1991. DVD. Hear No Evil. Dir. Robert Greenwald. 20th Century Fox, 1993. DVD. The Heart Is a Lonely Hunter. Dir. Robert Ellis Miller. 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Paramount Pictures, 1975. DVD. One Flew over the Cuckoo’s Nest. Dir. Milos Forman. United Artists, 1975. DVD. The Perfect Circle. Dir. Ademir Kenovic. 1997. DVD. Psych Out. Dir. Richard Rush. American International Pictures, 1968. DVD. The Quiet. Dir. Jamie Babbit. Sony Pictures Classics, 2005. DVD. Ramblin’ Rose. Dir. Martha Coolidge. Carolco Pictures, 1991. DVD. Read My Lips. Dir. Jacques Audiard. Panthe Films, 2001. DVD. Requiem for a Dream. Dir. Darren Aronofsky. Artisan Entertainment, 2000. DVD. Ridicule. Dir. Patrice Laconte. Miramax Films, 1996. DVD. The River Wild. Dir. Curtis Hanson. Universal Pictures, 1995. DVD. See No Evil, Hear No Evil. Dir. Arthur Hiller. TriSTar Pictures,1989. DVD. The Shop on Main Street. Dir. Jan Kadar, Elmar Klos. Barrandov Film Studio, 1965. VHS. Stille Liebe. Dir. Christoph Schaub. T and C Film AG, 2001. DVD. Suspect. Dir. Peter Yates. Tri-Star Pictures, 1987. DVD. Sympathy for Mr. Vengeance. Dir. Park Chan-wook. CJ Entertainments, Tartan Films, 2002. DVD. There Will Be Blood. Dir. Paul Thomas Anderson. Paramount Vantage, Miramax Films, 2007. DVD. To Live. Dir. Zhang Yimou. Shanghai Film Studio and ERA International, 1994. DVD. What the Bleep Do We Know?. Dir. Willam Arntz, Betsy Chasse, Mark Vicente. Roadside Attractions, 2004. DVD.

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Introduction This article arises from recent industry-partner research between the ARC Centre of Excellence for the Digital Child, the LEGO Group, and Edith Cowan University (ECU), examining new ways of communicating children’s perspectives of digital citizenship to policy makers and industry in a project called Digital Safety and Citizenship Roundtables: Using Consultation and Creativity to Engage Stakeholders (Children, Policy Influencers, Industry) in Best Practice in India, South Korea, and Australia. We posed the research question: What are children’s everyday experiences of digital citizenship in these countries, and how might these contribute to digital citizenship policy and practice? In research roundtables, we immersed children aged 3 to 13 in a three-pronged child-centred multimodal methodology that included drawing, show-and-tell discussion, and a block building activity. It is this third block-related method that this article investigates: the project’s adoption of an activity using the LEGO® brick whereby the children expressed their views about their everyday digital worlds via brick toy constructions. In this article, we explain how such toy play can be used as a communicative strategy to give children agency so that they can creatively interject their voices into ongoing discussions about children’s digital citizenship. Such an approach takes a children’s rights perspective and considers the ethics of research with children, whereby “young children have rights; [and] they are agents and active constructors of their social worlds” (Sun et al.). The project was also subject to a rigorous human ethics approval process at ECU. This article highlights the benefits of the brick toy as a communicative device for amplifying children’s voices about their everyday experiences of media and digital cultures and ends by illustrating some of the children’s views depicted in their brick toy creations. Rationale Taking a child-centred approach using play-based participatory methods provides a window into children’s everyday media and digital cultures that may not be accessed through traditional qualitative techniques. Gennaro and Miller (xxxi) argue that “the impact of technology upon children remains so complicated to grasp, assessing the extent to which digital – and specifically social media – plays a role in the lives of youth is still a prerequisite for our discourse”. This provided an imperative for our research to find a child-centred method to grasp this complication. Furthermore, asking children about their experiences of media and digital cultures is a key aim of the Centre for the Digital Child researchers who led this project. It is also emphasised as a research imperative by the ‘Growing Up in a Connected World’ study conducted for UNICEF and the Global Kids Online team led by Sonia Livingstone in 2019. They identify that, if we are going to understand children’s media and digital cultures, we need to ask children about this: The starting point must be children themselves – asking about the barriers they face in accessing the internet, the opportunities they are discovering online and the digital skills they are acquiring. Children can also report on the online risks they have encountered and the possible harms, as well as on the support and protection they receive from family, friends, teachers, and wider society. (UNICEF 7) The Project: What We Did In 2022, ECU and Digital Child researchers conducted a series of research roundtables with a total of 45 children in India, the Republic of Korea, and Australia with the intention of gathering children’s perspectives of digital safety and citizenship. Subsequent adult roundtables were held in which the children’s views along with findings from a deep literature review were conveyed to the adult policy, education, and academic stakeholders. In the research, children were positioned as key stakeholders in conversations about their digital citizenship. Three children’s roundtables were held in each country: one for pre-primary school children (3-5 years of age), one for early primary school children (6-10 years of age), and one for late primary school children (10-13 year of age). The roundtables included three activities: first, the use of ten image cards depicting digital activities as icebreakers and as prompts for a drawing activity; second, a talking activity in which children explained their drawings and then talked about their experiences of digital citizenship; and third, a toy play activity in which children had access to a table of LEGO brick toys where they were asked to make a construction that showed the roundtable participants and facilitators something about their existing knowledges and comprehension of digital citizenship. It is the latter activity with brick toys that this article will explore. Multiple Play-Based, Child-Friendly Participatory Methods Play-based participatory methods such as visual prompts, drawing, and toy play, unlike a traditional qualitative focus group that centres on discussion, establish a less formal atmosphere for the children more akin to their recreational play activities. Not only do these methods build rapport, but they also elicit a more authentic reflective response from children. (For a review of participatory research with children, see Montreuil et al.) As Literat (88) argues about child-friendly methods, “unlike in interviews or focus group sessions where an instantaneous response is expected, the research participants are given time to reflect on their responses, which encourages active conceptualization and contemplation”. This additional time for reflection through multiple modes of communication – drawing, show and tell, talking, block play – also gives the child participants an opportunity to craft a more complete depiction of their digital lives, with the added advantage of more easily navigating age-defined literacy, language, and cultural boundaries. The variation and combination of three visual play-based activities along with the children’s verbal explanations of their creations attended to how “visual images and the verbal exchanges are central to the children’s meaning making process” (Tay-Lim and Lim 65). This approach aided in amplifying the children’s authentic voices in the research data gathered in the roundtables. The LEGO brick toy proved to be particularly effective as a mechanism for the children to communicate their views, as it had done in a preceding context, because it gave them a visual mode of expressing tacit experiences of media and digital cultures that had become embedded in their everyday lives. The Precedent of the Brick Toy to Communicate Children’s Views The inspiration for employing LEGO brick toys to communicate children’s views in the digital citizenship roundtables project came from work done by the LEGO Group itself. In 2021, the LEGO Group collated workshop feedback and survey data concerning climate change from over 6,000 children aged 8–18. The resulting ten requests depicted through brick constructions were conceptualised as Building Instructions for a Better World and were presented to climate and government policymakers who attended the COP26 climate conference in Glasgow in 2021 (LEGO, Children Call; Building Instructions). Affirming our project’s adoption in January 2022 of LEGO toy play for children to communicate important perspectives of digital citizenship to adult stakeholders, LEGO subsequently developed their COP26 approach into the more general Build the Change strategy: “a powerful way for children to express their hopes and dreams for the future with LEGO bricks and other creative materials, plus their own imagination” (LEGO, Building the Change). This child-led and play-based pedagogical approach exemplifies the LEGO group’s ongoing remit for social good via its child-led brand framework and how the company is conscious of the leadership role it possesses in regard to education and its environmental footprint (Wood). It also demonstrated to the researchers of the Digital Safety and Citizenship Roundtables research project, though not concerning climate change activism, how the LEGO brick toy is a highly effective communicative tool through which children aged 3 to 13 can express their views about their digital lives to adults. Thus, we employed a LEGO brick toy building activity in our project’s play-based participatory research methods. As a creative visual method, such a way to capture a range of children’s views also aligned with the international research network, Global Kids Online, which advocates in its ‘Method Guide 8’ that creative visual methods are “useful for engaging children in joint knowledge production, as literacy is not required, and such methods are less associated with formal settings such as school” (Kleine et al. 9). Toy Play as a Research Method When children symbolise their experiences of digital contexts in brick toys, this is a form of symbolic play, a foundational element of children’s developing meaning-making (Vygotsky). The children’s representation of their lives in such play involves three things, as discussed by Bruner in his analysis of culture and education: thought and emotion enacted through physical action; expression through imagery; and the construction of symbols. LEGO brick toy play as a research method in the children’s digital citizenship project involves all three of these: firstly, children are actively enacting their thoughts about their digital lives through physical toy play; secondly, they create visual images via brick toy constructions as representations of their digital experiences; and thirdly, they are using the brick toys to symbolically express their inner worlds. In discussing their similar use of small world toys, which are “scaled down items for children to create and play with small-scale scenarios or world, typically toy animals and people”, Gripton and Vincent (226) identified that such methodological toy play has the “advantage of being within the child’s world and harnessing the children’s ability to communicate through symbolic representation and natural affinity to play” (238). In this way, the toy is a communicative device that does not require a dependence on written or verbal literacies, but rather multiliteracies common in the arts (Wright) that transcend age barriers and reflect children’s everyday cultures, including media and digital cultures. A Convergence of Children’s Cultures and Media Cultures Whilst it could be suggested that the use of the LEGO brick toys as a communicative tool too closely aligns with growing commercialisation of children’s play, reflecting the convergence of children’s cultures and media cultures (Ponte and Aroldi), we would argue that a project which attends to children’s perspectives of their digital lives needs to reflect the worlds, and the toy play in those worlds, that children currently inhabit. Indeed, it is children’s familiarity with LEGO that created a communicative shortcut that quickly facilitated the children’s expressiveness in the project across the age range 3 to 13. (DUPLO was used with the 3-5 year old age group; smaller LEGO bricks were used in groups 6-13.) This is not a commercial endorsement of the brick but an attempt to meet the children in their own play worlds. Our experience of children’s familiarity with LEGO echoed other research: “as a familiar medium, LEGO allows participants to express thoughts, share and reflect without relying on technical ability” (Hickman-Dunne and Pimlott-Wilson 94). LEGO has proved to be a ubiquitous element of toy play in the contemporary child’s life, not just in European cultures where the toy originated but across cultures. Certainly, the children in India and Korea were as familiar with LEGO as the children in Australia. Ponte and Aroldi (9) argue that “the connection between children’s cultures and media cultures can be considered a privileged area of innovation … [and] research into children’s and digital media is also an area of methodological innovation”. We see the use of LEGO brick toys in research as one such innovative method that attends to children’s authentic perspectives through participatory approaches. Children’s Rights Perspective Taking a participatory approach in the research method design of the Digital Safety and Citizenship Roundtables project meant that the researchers were not just attending to child-friendly methods whereby researchers “adopt practices that resonate with children’s cultures of communication, their own concerns and fit in to their everyday routines” (Christensen and James 2) but also paid due respect to “a global agenda of children’s rights in the digital age” (Livingstone and Bulger 1). Such rights around children’s digital lives came to further prominence in 2021 when the United Nations Committee for the Rights of the Child released General Comment No. 25 on Children’s Rights in Relation to the Digital Environment, “encouraging innovation in digital play and related activities that support children’s autonomy, personal development and enjoyment” (UNCRC 18). Whilst specifically referring to rights in digital contexts, as researchers from the Centre for the Digital Child we felt it was important to reflect in our research design this approach to children’s rights, and respect for children’s autonomy and enjoyment. We also were committed to the General Comment 25 principle of “children’s right to participate in the decision making that impacts their lives” (Third and Moody 9). Thus, we communicated the children’s perspectives including their LEGO brick toy creations to adult stakeholders and we also produced a children’s version of the final report for the project (See et al.). An Ethic of Empowerment When Researching Young Children In addition to this children’s rights perspective, we paid heed to the Early Childhood Australia (ECA) principle that research with young children should amplify their voices, ensuring they are afforded “the right to be heard”; thus the researchers were committed to ECA’s principle of “promoting children’s voice and participation in decision-making processes, and enabling greater opportunities to hear from children about their concerns” (ECA 3). Our child-participatory research about children’s experiences of digital safety and citizenship that employed the toy brick as a communicative device for amplifying children’s voices by contributing these perspectives back to policy making and influencing stakeholders is also aligned with moves for child participation in decision-making over recent years. For example, in 2015 the Irish Department of Youth Affairs released a National Strategy on Children and Young People’s Participation in Decision-Making, 2015 – 2020; in 2021, Save the Children released their publication Together We Decide about strengthening child participation in UN decision-making processes (Diop, Keating, and Trapp); and in 2022, the Council for Europe released Listen – Act – Change: Handbook on Children’s Participation for Professionals Working for and with Children (Crowley, Larkins, and Pinto). What all these child participation approaches have in common is a need to heed the voices of children and to amplify these voices so children can contribute to decisions being made about their digital and everyday lives. The researchers of the Digital Safety and Citizenship Roundtables project, through our adoption of the LEGO brick toy as a communicative device, agreed with Iivari (290) in ensuring that “children of today should be empowered in and through their digital technology education to switch from mere users of digital technologies created by adults to makers and shapers of such technologies and, along these lines, to transformers of culture”. Exemplars of the Children’s Toy Brick Creations It is not in the scope of this article to provide a complete analysis of the children’s brick creations; this can be found in the full report of the children’s digital citizenship roundtables project, which is available open access (Stevenson et al.), and the project final report (Jayakumar et al.). However, below we have included in this article a gallery of some of the children’s brick toy creations that exemplify the communicative outcomes of children across the age groups using the toy brick to convey their experiences of their digital and everyday lives. To amplify the children’s voices, we have included the children’s verbatim explanation of their creation. As mentioned previously, the toy brick creations for the 3-5-year-old roundtables used DUPLO, and the roundtables of age groups 6-10 and 11-13 used LEGO bricks. You will note that the youngest age group, 3-5 years of age (whose parents were often present in the roundtable groups), conveyed less about the digital in their toy creations and more about their everyday lives and loves. Interestingly, this young age group was able to convey their digital experiences more clearly via the drawing activities than the LEGO toy brick activity. (All names and identifying characteristics have been deidentified and/or removed.) Figure 1 (3–5 age group): Nabha explained that “Here are two cameras, and I’ve added flowers for decoration. Here is my window, and you can enter from here … there’s a bird which can fly … My castle!” Figure 2 (3–5 age group): Noah explained that “I’m going to do a Brontosaurus … I’m doing a dinosaur with a very long neck”. Figure 3 (6–10 age group): Mia conveyed her sense of digital safety and explained that “I’ve made a device that means there’s like a lock on it”. Figure 4 (6–10 age group): Jack also conveyed something about digital safety and explained that “it’s basically a[n] eye monster thing ... So, it’s supposed to symbol what you have to face when you do something wrong that you know you’re not supposed to do.” Figure 5 (11–13 age group): Han-Na, who was passionate building games, explained that “I mostly play Minecraft, and this is the character, and there’s a diamond underground … here … It’s difficult to find a diamond in the wild, but I found it.” Figure 6 (11–13 age group): Inesh conveyed nuanced ideas about digital safety and citizenship and made a LEGO representation of “a firewall to keep you safe online”. Figure 7 (11–13 age group): Gitali, who enjoyed a rich gaming life, explained that “I know it’s cute and not even scary. This monster has been inspired by the game Roblox.” Figure 8 (11–13 age group): Will, who recounted an experience of being cyber-stalked, explained that his creation represents “this person [who] tried to stalk me and I just decided to leave the game and then they somehow managed to find me all over again”. Figure 9 (11–13 age group): Nirav explained about his creation reflecting his room at home, “this is a PS5. This is a gaming setup - mouse, mouse pad, two speakers, computer, keyboard and CPU”. Figure 10 (11–13 age group): Sophia, who told us about an experience of online and offline bullying, explained that “this is my bully detector for online... If you aren’t a bully, it will turn the green bit but if you are a bully, it will turn to the pink and then it will kick you out.” Limitations There are limitations in both the application of the toy brick as a method and in what this article itself can address. Firstly, as a method, there is further work awaiting those interested in using toy play, particularly brick toy play, to apply this method in contexts that explore children’s everyday experiences in general, not just their experiences of the focus of this research project, children’s digital citizenship. Secondly, it is not possible in an article of this length to present a complex testing of the LEGO brick toy method against other forms of brick toy – that would be an entirely different project to the children’s digital citizenship project that we conducted. Furthermore, word limits mean it is not possible to present the full analysis of the children’s brick toy creations, and the authors would encourage those interested in more in-depth findings and more images of the children’s brick creations and drawings to seek these, as noted previously, in the report authored by Stevenson et al. Conclusion This article has explained the rationale for using the LEGO brick toy as part of participatory play-based methods in our recent research project, Digital Safety and Citizenship Roundtables: Using Consultation and Creativity to Engage Stakeholders (Children, Policy Influencers, Industry) with industry partner the LEGO Group, the ARC Centre of Excellence for the Digital Child, and Edith Cowan University. This rationale placed the child as the expert informant about the media and digital cultures in their everyday experiences of digital citizenship. Through multiple play-based, child-friendly participatory methods, following the precedent of the brick toy being used to communicate children’s views about climate change to adult climate policymakers, we sought the views about digital safety and citizenship of children aged 3 to 13 years in three Asia-Pacific countries – India, Korea, and Australia. We then conveyed these to adult stakeholders who contribute to and influence children’s digital citizenship policy in these countries. It is our view that such a participatory, play-centred approach respects children’s rights to express themselves in authentic and creative ways and is in keeping with the turn to children’s participatory frameworks that provide the steps for children to contribute to policy that impacts on their digital and everyday lives. From the experience of conducting the children’s roundtables in the project, we encourage other researchers to take a children’s rights approach and embed an ethic of empowerment through toy play-based methods when researching young children. We argue that such toy play in research provides vivid windows into children’s media and digital cultures, whilst at the same time empowering today’s digital child to be agentic in discussion that impact their digital futures. 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