Anti-abortion campaigners are pressing ahead with a controversial amendment to the Government’s new health bill designed to cut the number of pregnancies which are terminated each year in the UK. The Conservative MP Nadine Dorries, who is proposing the amendment, said yesterday she would not be “bought off” by the promise of a Government consultation on whether or not to offer independent counselling to all women considering an abortion. Instead she said she wanted to change the law to strip abortion charities and doctors of their exclusive responsibility for counselling women seeking to terminate a pregnancy, and hand it to specially trained professionals.
The single greatest change to affect the UK fertility sector in nearly two decades will take place tomorrow, Thursday 1 October, as the new Human Fertilisation and Embryology Act 1990 (as amended) comes into force. Changes which will come into effect with the new legislation include: * increasing the length of time people can store their embryos * a ‘cooling off’ period if one partner withdraws consent for embryo storage * extending information access rights for donor conceived people and donors * opening the Human Fertilisation and Embryology Authority’s (HFEA) Register for research * introducing supportive parenting into the welfare of the child provisions * banning sex selection for non medical reasons * clarifying the scope of embryo research
There has tended to be an overemphasis on the teaching and analysis of the mode of writing in ‘academic literacies’ studies, even though changes in the communica- tion landscape have engendered an increasing recognition of the different semiotic dimensions of representation. This paper tackles the logocentrism of academic lit- eracies and argues for an approach which recognises the interconnection between different modes, in other words, a ‘multimodal’ approach to pedagogy and to theoris- ing communication. It explores multimodal ways of addressing unequal discourse resources within the university with its economically and culturally diverse student body. Utilising a range of modes is a way of harnessing the resources that the students bring with them. However, this paper does not posit multimodality as an alternative way of inducting students into academic writing practices. Rather, it explores what happens when different kinds of ‘cultural capital’ (Bourdieu, 1991) encounter a range of generic forms, modes and ways of presenting information. It examines how certain functions are distributed across modes in students’ texts in a first year engineering course in a South African university (specifically scientific discourse and student affect) and begins to problematise the visual/verbal distinction.
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CC0 enables scientists, educators, artists and other creators and owners of copyright-protected content to waive copyright interests in their works and thereby place them as completely as possible in the public domain, so that others may freely build upon, enhance and reuse the works for any purposes without restriction under copyright.
In contrast to CC’s licenses that allow copyright holders to choose from a range of permissions while retaining their copyright, CC0 empowers yet another choice altogether – the choice to opt out of copyright and the exclusive rights it automatically grants to creators – the “no rights reserved” alternative to our licenses.
A. Blandford, S. Makri, J. Gow, J. Rimmer, C. Warwick, and G. Buchanan. Journal of the American Society of Information Science and Technlogy, 58 (3):
433--445(February 2007)This is a preprint of an article published in Blandford, A. and Makri, S. and Gow, J. and Rimmer, J. and Warwick, C. and Buchanan, G. (2007) A Library or Just another Information Resource? A Case Study of Users' Mental Models of Traditional and Digital Libraries. Journal of the American Society of Information Science and Technlogy, 58 (3). pp. 433-445. ISSN 15322882. The published version can be found at http://www.interscience.wiley.com.