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Using self-paced reading, the present study compared native English and adult L1-Korean–L2-English speakers' processing behaviors during online comprehension of underinformative scalar sentences and non-scalar sentences like Some/All elephants have trunks and ears. Results indicate that native speakers showed online sensitivity (i.e. slower reading) to underinformative scalar sentences relative to non-scalar sentences, but second language (L2) speakers did not. These results are interpreted in support of the Relevance Theory claim that scalar implicature generation is modulated by contextual and individual factors, in particular by the language condition, that is, whether sentences are presented in L1-English versus L2-English. [ABSTRACT FROM AUTHOR]

The rapid transformation of English linguistic landscapes has introduced the world to newly emerging English varieties or World Englishes, which are not typically employed in the Inner Circle. To address the defying phenomenon, this qualitative study explored the perceptions of Thai university lecturers on World Englishes, Thai English and the feasibility of implementing World Englishes and Thai English in the classrooms. Data were collected from semi-structured interviews with 15 English lecturers in 5 universities across the Thai regions. Analyzed by content analysis, findings revealed that the participants demonstrated mixed perceptions. While most of the participants viewed British and American Englishes as representations of standard English varieties and questioned the legitimacy of World Englishes and Thai English, others reportedly recognized and accepted the existence of World Englishes and considered Thai English as a tool to convey Thai identities and cultures. The findings also indicated that most participants outright disapproved of World Englishes and Thai English in teaching practices, and these varieties were substantially marginalized and devalued. However, to prepare learners for realistic use of English and increase their awareness of World Englishes and Thai English, the remaining participants suggested that English language teaching should embrace flexible linguistic conventions that allow spaces for Inner Circle, Outer Circle and Expanding Circle Englishes. [ABSTRACT FROM AUTHOR]

The rapid spread of English medium instruction (EMI) across the globe has led to a growing number of non-native lecturers teaching in English to student populations that are increasingly international. The aim of the present study was to investigate to what extent lecturers with slight or moderate Dutch accents or native British English accents are evaluated differently in terms of intelligibility, comprehensibility and attitudinal impressions by non-native and native English-speaking listeners. In an experiment, 189 Dutch listeners, 175 international non-native listeners and 158 native English listeners evaluated fragments recorded by moderately accented Dutch, slightly accented Dutch and native English speakers. Findings showed that the moderately non-native accented lecturers were evaluated more negatively than lecturers with slight or native accents by both Dutch and international non-native listeners, but not by native English listeners. This suggests that non-native listeners evaluate the accents of non-native lecturers according to native speaker pronunciation norms. [ABSTRACT FROM AUTHOR]

This article studies the middle-distance look of ratified unaddressed participants and the way in which it is sequentially organized in relation to the discursive conducts of current speaker. An analysis of naturally occurring video recorded discourse reveals that ratified unaddressed participants constitute themselves as non-recipients by employing middle-distance look. The article formulates a list of observations (missing in the literature) regarding the middle-distance look of ratified unaddressed participants. It raises questions which may generate knowledge on (a) the connection between middle-distance look and discursive ambiguity, (b) types of middle-distance look, (c) middle distance look as related to seating arrangements and group size. [ABSTRACT FROM AUTHOR]

This study explores whether and to what extent the background information supplied by 10,155 immigrants who took an official language test in Norwegian affected their chances of passing one, two, or all three parts of the test. The background information included in the analysis was prior education, region (location of their home country), language (first language [L1] background, knowledge of English), second language (hours of second language [L2] instruction, L2 use), L1 community (years of residence, contact with L1 speakers), age, and gender. An ordered logistic regression analysis revealed that eight of the hypothesised explanatory variables significantly impacted the dependent variable (test result). Several of the significant variables relate to pre-immigration conditions, such as educational opportunities earlier in life. The findings have implications for language testing and also, to some extent, for the understanding of variation in learning outcomes. [ABSTRACT FROM AUTHOR]

Although advice is routinely offered in ordinary conversation, commentators and analysts have treated it as a special or delicate type of action, noticing a number of challenges associated with both providing and receiving it. In this article, I first describe the most basic social-sequential context for giving advice and explicate how the formulations speakers use to offer advice are adapted to the distinct epistemic configurations (and other characteristics) that characterize that context. Drawing on Jefferson and Lee's (1992) observations regarding 'troubles tellings', I argue that speakers typically offer advice when a co-participant reports an insoluble trouble or problem to one who (may or claims to) possess special knowledge about the domain of trouble. I show how this epistemic configuration constitutes a 'home environment' for advice-giving (i.e. a place where advice may be relevantly offered) and discuss how speakers vary the design of their advice (e.g. using different grammatical forms) to adapt to the sequential environments that entail different epistemic configurations. Finally, I consider how alternative, contrasting responses to advice manage (e.g. by ratifying or challenging) the epistemic framework set in motion by advice-giving. [ABSTRACT FROM AUTHOR]

Institutional repositories have been established in universities globally because of their immense benefits to various stakeholders, especially lecturers. However, the literature has confirmed that institutional repositories are little used by lecturers. Previous studies have examined attitudes and disciplines, for example, but there seems to be no study on anchor and adjustment factors. This study therefore investigated awareness and anchor and adjustment factors as determinants of use of institutional repositories by lecturers in Nigeria. A descriptive survey and a purposive sampling technique were used to select universities that had had functional institutional repositories for at least four years at the time of data collection. A questionnaire was used to collect data from 857 lecturers. The study reveals that awareness and anchor and adjustment factors are determinants of use of institutional repositories by lecturers in Nigerian universities. The study recommends that more awareness programmes should be organized by libraries and that lecturers should constantly use computers to improve their computer self-efficacy and computer playfulness. [ABSTRACT FROM AUTHOR]

This article provides an empirical demonstration of the saliency of epistemics to two core conversational organizations, turn-taking and repair. To that end, I examine cases in which a participant of a multiparty conversation intervenes into a repair sequence to respond to a repair initiation addressed to the trouble-source speaker, that is, in violation of the turn-taking rules, without having an epistemically grounded entitlement to do so. I show that such interventions enact a range of corrective actions vis-a-vis the repair initiation, such as contesting and correcting assumptions or understandings conveyed by the repair initiation. In providing these corrections ‘out of turn’, the intervening speakers demonstrate their own attentive recipiency or cultural expertise and, at the same time, expose the repair initiator’s interactional faux pas. The analysis demonstrates the procedural consequentiality of epistemic considerations (such as who knows, should know and has the right to know what) for the interlocutors – and, thus, the necessity to incorporate them into an empirically grounded analysis of their actions. [ABSTRACT FROM AUTHOR]

Between 1928 and 1933 Fritz Reinhardt trained 6000 propaganda speakers for the Nazi Party. He made it cheaper for the Party to train a speaker than to print a poster. Reinhardt allowed the NSDAP to project an image of strength, organization and coherence that no other political party in the Weimar Republic could match. Reinhardt’s promises were heard by more members of the electorate than those of any other Nazi, even Hitler. The speakers’ training course was taught by post. The material of the course beginning February 1931 has lain untouched in the archives since. Historians (such as Dietrich Orlow and Joachim Fest) who have made reference to the existence of the school, have dismissed it as ‘primitive’ and entailing only the learning by rote of stock phrases. This is not the case. Reinhardt expressly forbade his students from learning by rote. Rather they were required to learn Reinhardt’s line of reasoning and rephrase it in their own dialect using local issues to illustrate their points. This made the Nazis the most effective propagandists in the fractured polity of the Weimar Republic. This article shows how the speakers school taught and what it taught, in order to illustrate an, as of yet, un-described facet of Nazi electoral propaganda. [ABSTRACT FROM AUTHOR]

This study investigates how fluent second-language (L2) learners of English produce and perceive the /æ/–/ɑ/ vowel contrast of Southwestern American English. Two learner groups are examined: (1) early, proficient English speakers who were raised by Spanish-speaking families but who became dominant in English during childhood and, as adults, lack communicative abilities in Spanish, and (2) Spanish-speaking late learners of English who continue to be dominant in Spanish. The participants provided data in three tasks: one production and two perceptual. The study finds that both learner groups differ from native controls in their production and perception of the /æ/–/ɑ/ contrast. The findings shed light on our understanding of the relative effects of age (at onset of language exposure) and language dominance (at time of testing) by showing that sequential bilingualism impacts phonetic behavior even when speakers have become dominant in the target language. [ABSTRACT FROM AUTHOR]

This paper reports upon the results of a small-scale qualitative investigation looking at the perceptions of students and lecturers regarding students' motivations to become teachers. The samples for the study were a group of final-year undergraduates on a non-QTS (Qualified Teacher Status) degree in Education Studies at a post-1992 university in the South-East Wales area and their lecturing staff, plus careers advisor. The aim of the study was to compare the perceptions of the two research samples with regard to students' motivations for wanting to become teachers. A particular focus of the study was to consider the relationship between students' social class and the extent to which (if at all) they cited extrinsic factors such as job security or pay as sources of motivation to enter teaching. The research revealed some degree of disjunction between the accounts given by the students and the members of staff. Focus group interviews with student samples indicated that although they initially highlighted intrinsic motivations for wanting to be teachers, when questioned about extrinsic factors, job security emerged as an important source of motivation. In contrast, individual interviews with staff members revealed more mixed responses, with a tendency to cite holidays as an important motivating factor in the students' aim to become teachers. The comments of some staff members also revealed an unwitting tendency to position students within a cultural deficit discourse based upon perceptions of students' limited career decision-making. It is concluded that it will be increasingly necessary for higher education teaching staff to have some awareness of the social context within which their students undertake career decision-making in view of a policy context in which universities are to become increasingly accountable for the employment outcomes of their graduates. [ABSTRACT FROM AUTHOR]

In this commentary, initially I return to Schegloff’s ideas about the potential promiscuity of the analyst who works with categories. I then note how Stokoe’s article is centred on working with fragments where speakers explicitly mark themselves or another speaker as a member of a specific category. I close the commentary by arguing for, at times, the inclusion of a more modest and contingent analysis that works to explore both the moments when speakers ‘go categorical’ alongside those when such category work is less explicit. [ABSTRACT FROM PUBLISHER]

As multiparty interactions with single courses of coordinated action, workplace meetings place particular interactional demands on participants who are not primary speakers (e.g. not chairs) as they work to initiate turns and to interactively coordinate with displays of recipiency from co-participants. Drawing from a corpus of 26 hours of videotaped workplace meetings in a midsized US city, this article reports on multimodal practices – phonetic, prosodic, and bodily-visual – used for coordinating turn transition and for consolidating recipiency in these specialized speech exchange systems. Practices used by self-selecting non-primary speakers as they secure turns in meetings include displays of close monitoring of current speakers’ emerging turn structure, displays of heightened interest as current turns approach possible completion, and turn initiation practices designed to pursue and, in a fine-tuned manner, coordinate with displays of recipiency on the parts of other participants as well as from reflexively constructed ‘target’ recipients. By attending to bodily-visual action, as well as phonetics and prosody, this study contributes to expanding accounts for turn taking beyond traditional word-based grammar (i.e. lexicon and syntax). [ABSTRACT FROM PUBLISHER]

This article analyses the situation of communication research in Spain. First, a history of the development of communication research is presented. Then the authors describe and analyse the status of research at the beginning of the 21st century and present the opinion of researchers themselves concerning this situation. Subsequently, using the Delphi method, an analysis of the panorama of research in Spain is offered from the perspective of a group of Spanish researchers and lecturers in the field. Finally, the future prospects are discussed for communication theory and research in this European country. In general, this work aims to reflect on the state of communication theory as a social and humanistic science, in those democratic countries from the first world which incorporated the study of communication theory in their universities in the 1970s, based on an observation of the Spanish situation. Consequently, the issues analysed, the epistemological precept and the solutions proposed can be extrapolated to all those zones where the discipline is currently in a complete phase of consolidation, definition and maturity. [ABSTRACT FROM PUBLISHER]

The purpose of this article is to qualify the hypothesis that states that the presence of committed workers contributes to organizational success. So, it is necessary to clarify first of all what type of commitment and what kind of success is meant. The article then examines which variables the organization needs to act upon in order to influence it. A survey questionnaire was developed and distributed to academic staff at a public university in Spain. Data were analyzed using two ordered logit models, one for each type of commitment analyzed: affective commitment and continuance commitment. Analysis of the data shows that personal variables have a positive impact on affective commitment, and, while job-related characteristics do not appear to be significant, group variables such as working atmosphere have a positive impact. With respect to continuance commitment, age proved to be negatively significant and possession of a doctorate has a positive influence. The variables used to capture available opportunities to leave the organization are negatively significant. Points for practitioners The results that emerge can help educational managers to understand the predictors of the different types of commitment and design effective human resource policies. The empirical application is carried out in an organization within the services sector, specifically, a public university in Spain. A further contribution is the incorporation of variables from all categories or groups of antecedents, which permits a thorough diagnosis. [ABSTRACT FROM AUTHOR]

This article examines one practice for challenging a co-participant, the use of polar interrogatives that are unanswerable. These are questions that are designed to receive a confirming answer of the same polarity as the question, so-called 'Same Polarity Questions'. Speakers accomplish this bias by formatting the question in accordance with their state of knowledge. Based on the recipient's prior turns at talk, a speaker can infer what the recipient's stance towards some matter is and use a 'Same Polarity Question' to assert this inference and invite the recipient to confirm the stance. However, the sequential context in which these questions are produced means that with a confirming answer the recipient is heard to be in disagreement with the speaker and can subsequently be held accountable for this disagreement. Neither is a disconfirming response a real alternative, because this would contrast with the reformation provided by the recipient in prior talk. As this information is what leads the speaker to convey a certain belief about the recipient, the recipient is accountable for having misled the speaker. Because both confirming and disconfirming answers are accountable and hence problematic, recipients treat this type of question as unanswerable and instead orient to it as a challenge. [ABSTRACT FROM AUTHOR]

This interview with Katherine Hayles was conducted at the University of Tokyo on 16 July 2007, immediately before her plenary lecture at UMAT entitled 'Reality Mining, RFIDs, and Real Fears about Infinite Data'. Those present were Nicholas Gane, Couze Venn and Martin Hand. The interview focuses on new forms of surveillance that are emerging through the use of radio frequency identification (RFID) technologies, and considers the ways in which such technologies are today linked to relational databases that have increased powers to track and sort populations. [ABSTRACT FROM AUTHOR]

In this lecture, my first attempt to make this thesis explicit, it is shown that cinema's origins in the silent movie have not yet been transcended, and that this connects to an essential aspect of the entire 20th century. The development of visual recording was fast and popular. The ubiquity of the camera is still unmatched by the development and spread of sound recording technology. Sound recording, after the era of the silent film, was always intrusive - until the recent invention of the video camera - and alienated in various ways from the recording of the moving image. Godard and Lanzmann argued about whether the Holocaust should be represented. For both of them the question of sound representation was outside their frame of reference. When we see images of 9/11, they are silent: a 20th-century tragedy that again may only be approached through the silent medium of that age. We will never hear the roaring of the Auschwitz ovens. [ABSTRACT FROM AUTHOR]

This interview with Friedrich Kittler and Mark Hansen took place at the Theory, Culture & Society Ubiquitous Media Conference in Tokyo in July 2007. The focus of the conversation is the absence of media in classical ontology. This, in turn, informs reflection on a range of contemporary issues, including: the connection of digital and analogue systems, the future of numbers in an age of high computation, and the cultural and linguistic specificity of ontological thought. [ABSTRACT FROM AUTHOR]

One way speakers can refer to themselves in conversation is with a stressed first-person pronoun accompanied by a movement of the hand to or toward the chest. This can be produced alone or in tandem with a reference and gesture to another person. Close analysis of several instances of self-referential gesture demonstrates that this form of self-reference is designed to achieve interactional work beyond simple reference, specifically relational disaggregation and self-referential extraction. [ABSTRACT FROM AUTHOR]

On some occasions of self-reference there can be two equally viable forms available to speakers: individual self-reference (e.g. ‘I’) and collective self-reference (e.g. ‘we’). This means that selection of one or the other in talk-in-interaction can - akin to the selection of terms for reference to non-present persons - be guided by such considerations as recipient design and action formation. As a strategy for investigating the selection of self-reference terms, this article examines repairs to self-reference that change the form of reference from individual to collective and vice versa. We first identify two repair operations found in the domain of self-reference: aggregation (of an individual to a collectivity) and extraction (of an individual from a collectivity) and then we track the use of both operations across a range of positions in the repair initiation opportunity space (and as embedded correction). Finally we consider some of the interactional uses of aggregation and extraction repairs in resolving (and thereby exhibiting) sources of troubles associated with speaker epistemic authority and responsibility for described actions. [ABSTRACT FROM AUTHOR]

Speakers of English have available a set of terms dedicated to doing individual self-reference: ‘I’ and its grammatical variants, ‘me’, ‘my’, ‘mine’, etc. Speaker selection of other than these dedicated terms may invite special attention for what has prompted their use. This article draws on field recordings of talk-in-interaction in which speakers use ‘third-person’ reference forms when speaking about themselves (e.g. when a woman says of her husband that ‘he's married to an Englishwoman’). We show that third-person forms are recurrently used for representing the views of someone else (a recipient or a non-present person, an indeterminate member of a category of persons, or an organization). We also show how - by drawing on resources such as the distinction between recognitional and non-recognitional person reference forms, and on category bound attributes - the particular third-person term selected can be fitted to and thereby contribute to the action(s) a speaker is implementing through their turn at talk. [ABSTRACT FROM AUTHOR]

In Korean, reference forms can be omitted so long as the referent can be understood by the interlocutor(s); speaker/recipient reference terms are most readily omitted because they are easily retrievable from the physical interactional context. The current study represents the first attempt to examine specifically when and why Korean speakers do use an overt reference form in referring to themselves or their recipients even when reference can be understood without such overt forms. It demonstrates that Korean speakers build their talk to incorporate an overt form of speaker! recipient reference in order to accomplish various interactional projects (e.g. (self-)praising/blaming, responsibility-attribution, disagreement, projecting further talk by the current speaker, or selecting next speaker), often marking that reference form with a particle relevant to the specific action being implemented. Doing overt reference to speaker or recipient is thus a means by which speakers can accomplish other than simple reference that is done with zero anaphora. [ABSTRACT FROM AUTHOR]

The article investigates a multimodal practice for self-selecting observed in a video-taped corpus of work meetings: the use of pointing gestures predicting possible turn completions and projecting the emergence of possible next speakers. This practice is analyzed in various sequential positions, namely at turn beginnings and at pre-beginnings. It displays recipients' practical online turn parsing, and their orientation to transition spaces, and to TCU. completions in a visible, recognizable, public way. It shows the emergent and progressive establishment of speakership, exploiting both systematic features of turn-taking and specific features of the interactional space. The article explores the emic, locally situated and contingent definition of speakership by considering not only where pointing gestures begin but also where they end: pointing does not only end in pre-completion positions, projecting turn end, but can also persist through sequences, showing speaker's orientations to her turn's sequential implicativeness. Thus, by observing a particular multimodal practice within a specific interactional setting, the article explores participants' orientations to the rights and obligations associated with talk-related categories such as 'non current speaker'. 'possible next speaker', 'incipient speaker' and 'current speaker'. [ABSTRACT FROM AUTHOR]

In an analysis of three college lectures, Corts and Pollio (1999) found that figurative language and gesture often appeared together in `bursts'. These bursts were initially characterized as novel figurative expression that centered on the primary topic of the lecture. The current study is an attempt to provide clearer description of how and why figurative language and gesture so often appear together in academic discourse. In addition, this study extends earlier findings to additional speakers and academic disciplines to improve generalizability. In accordance with Corts and Pollio, the bursts of figurative activity are predominately novel rather than cliched, coherent with a root metaphor, and centered around the main topics of the lecture. The present study adds that figures within bursts largely include analogies and metaphor that represent a concept whereas topical figures outside of bursts are descriptive phrases that often include other types of figures such as hyperbole, litote, etc. The regularity of such bursts suggests that they serve an important cognitive function independent of personal style of the lecturer or any demands of a particular academic field. [ABSTRACT FROM AUTHOR]

This article employs a narrative and discursive approach to investigate contemporary identities of place and meanings of place for identity. Transcribed interview extracts are analysed to illustrate how speakers discursively construct a place of residence and a new residential identity, and how this identity work in relation to place conforms to the individualized contemporary identities discussed by Rose, Walkerdine and others. A construction of a place of residence in terms of opportunity enables a speaker to take up a residential identity corresponding to a 'choosing self' and also to present her life course in terms of choices she has made. A claim to a new residential identity can offer an alternative positioning, for example, for people positioned outside the conventional born-and-bred narrative. However, this claim to a more individualized and agentic identity of place is not necessarily unproblematic, and presents particular issues for women speakers. [ABSTRACT FROM AUTHOR]

The article suggests a new framework for the structural analysis of political narratives using the concept of 'concise narrative'. These are segments of a speech that contain its entire temporal range in a few paragraphs. Based on the analysis of Israeli ministerial discourse during the early years of the state, the article argues that these 'concise narratives' can shed light on the infrastructure of political narratives. A study of 'concise narratives' can also illuminate how political values, identities and ideologies are combined with day-to-day politics while being transferred from the speaker to his audience. The epilogue examines the intertextual relations between different political narratives, focusing on the transition of 'concise narratives' from the early days of Israeli politics to contemporary political discourse. [ABSTRACT FROM AUTHOR]

This article discusses various metaphorical texts where the authors construct or 'make up' their own sources. Such data contrast with the kinds of examples usually found in studies of metaphor, where the source is typically one that is 'pre-given'. From a discourse perspective, it becomes interesting to ask under what circumstances a speaker/writer would attempt to create a brand new source instead of simply drawing upon pre-existing entities and events. The article shows that constructed sources tend to be used when the goal is the clarification of complex concepts. The complexity of the target concepts means that existing events and entities often lack the right structure that can easily be mapped onto the target, whereas the construction of their own sources allows the authors to have structures that are homologous with that of the target. [ABSTRACT FROM AUTHOR]

This article is aimed at introducing a French discourse analysis model, e.g. the 'star model', initiated by the LAA team led by Robert Vion in Aix-en-Provence, to English-speaking researchers. It will be argued that language activity is multi-dimensional and can be traced at various heterogeneous levels of speech productions belonging to macro as well as micro orders. Speakers achieve different varieties of positioning which result in negotiating an interactional space within a pre-given situation. The model is precisely designed to offer a unified and comprehensive view of such heterogeneous phenomena in constant interconnection. In this study, we also intend to illustrate our approach through the analysis of two different corpora. Speakers' strategies under extreme conditions will be analysed; the various sequences used were taken from a special corpus which we were asked to study as part of a national research programme. In order to illustrate interactional space shifts, we will also use the transcript of a meeting which took place between a patient and a medical investigator in a hospital in Marseilles. [ABSTRACT FROM AUTHOR]

This study looks at the syntax of conversational same turn self-repair (STSR) in Indonesian. STSR is the process by which speakers make alterations to the turn in progress. Patterns of repetition in STSR allow us to determine which syntactic categories speakers make use of in organizing sell-repair. Previously observed cross-linguistic variation in this area has been explained in terms of projectability The majority of Indonesian repairs prove to be limited in scope to a single word or a single immediate constituent. However, larger scope recycling involving constituents such as clause and verb phrase do occur. Indonesian findings are compared with those of previously published studies of other languages. The results support an interpretation in terms of projectability. [ABSTRACT FROM AUTHOR]

This article discusses the findings of a case study of a talk show in the Dialogue series, produced and screened by China Central Television. On the surface, the talk show is much more sophisticated in form and presentation, more inclusive in terms of topics and speakers and more enthusiastic about generating dialogue than past talk shows on Chinese television. However, through a textual analysis of aspects of the talk show ranging from formal characteristics, to its content, to its narrative structure, the case study finds that, under the camouflage of greater sophistication, the 'dialogue' staged by the talk show is a deceptive game as it is a reinvented one-way passage of messages from the center to the periphery, from the speakers to the listeners, from the instructors to the pupils and then to the pupils of the pupils. On the basis of the analysis, there is insufficient evidence to substantiate claims that Chinese television, represented by the Dialogue series, is liberalized or democratized as a viewer-friendly participatory mass medium. [ABSTRACT FROM AUTHOR]

This study draws upon the techniques of corpus linguistics, discourse analysis and historical pragmatics to provide an account of the ways in which speakers recruit markers of epistemic stance to capture their construction of the attitudes of their interlocutors, addressees, or audience. It then examines the ways in which selected markers lose their subjective force over time, whether expressive of the speaker's attitude or the speaker's sense of the interlocutor's attitude, to become interactive markers of the exchange involved in an exchange. The article thus tracks the subtle shifts from speaker subjectivity to the speaker's projection of subjectivity to the addressee (intersubjectivity), to the association of an expression with the dynamics of the interactive process itself (interactiveness). The article examines instances of semasiological change, that is, changes of meaning associated with the lexical expressions, you know, you see, and you say. [ABSTRACT FROM AUTHOR]

This article highlights the 26th conference conducted by ISSR in Ixtapan de la Sal, Mexico in August 2001. As this was the Society's first full meeting in Latin America, the Programme Committee chose a theme that is aimed at decentering perspectives and paradigms for the interpretation of present-day processes in religion. In addition to the approaches that various thematic sessions and others were able to make to the theme it was at the forefront of the opening session and the two plenary sessions on which the week hinged. Speakers of the said conference tackled issues that are of importance to the improvement of the field.

This article reports on an experimental study that examines the role of UG in the L2 acquisition of Japanese by English speakers. The study focuses on the acquisition of the principle that prevents overt pronouns from having quantified NPs as antecedents in languages (such as Japanese) that have null pronouns. A group of 28 English speakers taking a fourth semester course in Japanese were asked to interpret the null and overt pronominal in the Japanese equivalent of patterns such as Everyonei thinks he/&0slash;i is smart. Not only did the L2 learners exhibit a statistically significant difference in their interpretation of null and overt pronominals with respect to binding by a quantified NP, consistent with the UG principle, but their performance was not significantly different from that of a native-speaker control group. [ABSTRACT FROM AUTHOR]

The article offers information on the conference National Health Service (NHS) at the Royal Society of Medicine (RSM) Reflections: Past, Present and Future on July 8, 1998. It presents the lists of the contributors and musicians participating in the conference, as well as the program for the event. The event will include present and previous officers and members of RSM, together with some staff of NHS as the speakers of the discussions and lectures.

This article provides information about the first Public Libraries Summit held in New Zealand that took place February 26-27, 2007. An overview of the summit is provided, including a listing of keynote speakers, distinguished guests and speakers, and participating panelists. Particular focus is given to the five themes which emerged from the summit, including the need for the identification of "one voice" for stakeholders in public libraries, library access to the digital world, the equality of service in libraries, and the support from libraries of new skills.

The author discusses how he was first invited to the Prague conference in 1997 as a young postgraduate. He explains how Axel Honneth strongly influenced his understanding of what the meeting was about. His lecture course on "Social Philosophy" was about the renewal of critical theory and perceived among many listeners as an intellectual event because it made the task appear vital to the struggle for social emancipation.

The article celebrates the life and work of Shoshana Blum-Kulka, lecturer at the Hebrew University who died in 2013.

Several photographs of the speakers and chairmen who attended the December 2005 Hammersmith Perfusion Workshop are presented.

Focuses on speakers at the 2003 Hammersmith Perfusion workshop. M. Scallan; J. Hall; K.M. Taylor.

Presents various speakers during the perfusion workshop concerning 'Perfusion Techniques for Minimally Invasive Cardiac Surgery.' Dr. Anno Diegeler, consultant cardiovascular surgeon; Mr. Theo Gooris, head cardiovascular and thoracic surgery department; Dr. Jan Hultman, associate professor.

This article profiles Tomás Eloy Martinez, an Argentine novelist, who will be the Keynote Speaker at the Opening Session of the World Library and Information Congress to be held in Buenos Aires, Argentina in August 2004. Martinez was born in Tucumá in the north of Argentina, in July of 1934. It was there that he graduated in literature, later going on to Paris where he completed his doctorate, writing his thesis on Borges. His intense and committed journalistic activity has obligued him to spend various periods in exile. As of January 2004, he is the director of Latin American studies at Rutgers University, New Jersey. In his novels one can appreciate, apart from his literary talent, his capacity for obtaining and organizing historical documents carefully guarded by all the sectors that have played a role in the Argentine drama of recent years. This is particularly true for this books La Novela de Perón and Santa Evita.

Reports on the 2003 Hammersmith Perfusion Workshop. Date and location of the event; Discussion of topics related to pediatric perfusion; Names of guest speakers.

The article focuses on problems arising on outskirts of a town discussed at a study meeting of ICAS in Rome. The speakers consider methods of arriving at a live parochial community in the new districts. They manifest their belief in this possibility, but they show little insight into the sociological and social-psychological realities, in consequence of which their social-religious theories become a utopia and their extensive schemes of organization mere castles in the air.