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With a focus on politicians' and medical experts' gratitude expressions in UK government COVID-19 briefings, this research describes how perspective and intensity were modulated in expressing gratitude to realise different pragmatic intentions. This corpus-assisted analysis finds that retrospective or prospective gratitude expression was adopted by the two British elite groups to build solidarity (encouraging) and/or make requests (directing) for protecting public health. Gratitude of varying intensities was expressed (e.g. by highlighting metaphorical dimensions such as WIDTH and DEPTH) to correspond to the importance of a benefit (judged by how much the given benefit matches the receiver's needs and preferences) and/or to implicitly display the evaluation of the benefactor's responsibility and efforts. We tentatively formulate a dynamic model of gratitude expression in public discourse and shed light on the metaphorical conceptualisation of English gratitude expression and the power of gratitude expression in boosting social cohesion and directing social actions in a discourse of crisis. [ABSTRACT FROM AUTHOR]

With a focus on politicians’ and medical experts’ gratitude expressions in UK government COVID-19 briefings, this research describes how perspective and intensity were modulated in expressing gratitude to realise different pragmatic intentions. This corpus-assisted analysis finds that retrospective or prospective gratitude expression was adopted by the two British elite groups to build solidarity (encouraging) and/or make requests (directing) for protecting public health. Gratitude of varying intensities was expressed (e.g. by highlighting metaphorical dimensions such as WIDTH and DEPTH) to correspond to the importance of a benefit (judged by how much the given benefit matches the receiver’s needs and preferences) and/or to implicitly display the evaluation of the benefactor’s responsibility and efforts. We tentatively formulate a dynamic model of gratitude expression in public discourse and shed light on the metaphorical conceptualisation of English gratitude expression and the power of gratitude expression in boosting social cohesion and directing social actions in a discourse of crisis.

Abstract Background SATURN (Systematic Accumulation of Treatment practices and Utilisation, Real world evidence, and Natural history data) for the rare condition osteogenesis imperfecta (OI) has the objective to create a common core dataset by utilising existing, well-established data sources to meet the needs of the various stakeholders (physicians, registry/dataset owners, patients and patient associations, OI community leaders, European [EU] policymakers, regulators, health technology assessments [HTA]s, and healthcare systems including payers). This paper describes the steps taken to assess the feasibility of one existing OI registry (i.e., the Registry of OI [ROI]) as a candidate for SATURN. The same methodology will be applied to other existing OI registries in the future and this same concept could be utilised for other rare disease registries. Methods The approach to assessing the feasibility of the ROI registry consisted of three steps: (1) an assessment of the registry characteristics using the Registry Evaluation and Quality Standards Tool (REQueST); (2) a gap analysis comparing SATURN required Core Variables to those being captured in the registry’s Case Report Form (CRF); and (3) a compliance check on the data exchange process following the Title 21 of Code of Federal Regulations (CFR) Part 11/EudraLex Annex 11 Compliance Checklist. The first registry that SATURN has assessed is the ROI database at the Istituto Ortopedico Rizzoli (IOR) in Italy. Results The results from the ROI REQueST have demonstrated satisfactory complete responses in terms of methodology, essential standards, interpretability, and interoperability—readiness for data linkage, data sources, and ethics to meet the needs of data customers. However, the ROI data is from a tertiary referral centre which may limit the ability to understand the full patient journey. The gap analysis has revealed that an exact or logical match between SATURN requested variables and the ROI current variables exists for the following items: patient characteristics, treatment of OI (medical and surgical) and treatment of pain (with the exception of frequency of treatment and reasons for discontinuation), fracture history and bone density. However, data on safety was missing. The compliance check has implied that the ROI implemented appropriate controls for the web-based platform (i.e., Genotype–phenotype Data Integration Platform [GeDI]) that is involved in processing the electronic patient data, and GeDI is a validated/compliant application that follows relevant 21 CFR Part 11/EudraLex Annex 11 regulations. Conclusions This robust feasibility process highlights potential limitations and opportunities to develop and to refine the collaboration with the ROI as the SATURN programme moves forward. It also ensures that the existing datasets in the rare condition OI are being maximised to respond to the needs of patients, data customers and decision-makers. This feasibility process has allowed SATURN to build a compliant methodology that aligns with the requirements from the European Medicines Agency (EMA) and HTAs. More data variables will continue to be developed and refined along the way with more registries participating in SATURN. As a result, SATURN will become a meaningful and truly collaborative core dataset, which will also contribute to advancing understanding of OI diagnosis, treatment, and care.

Background: SATURN (Systematic Accumulation of Treatment practices and Utilisation, Real world evidence, and Natural history data) for the rare condition osteogenesis imperfecta (OI) has the objective to create a common core dataset by utilising existing, well-established data sources to meet the needs of the various stakeholders (physicians, registry/dataset owners, patients and patient associations, OI community leaders, European [EU] policymakers, regulators, health technology assessments [HTA]s, and healthcare systems including payers). This paper describes the steps taken to assess the feasibility of one existing OI registry (i.e., the Registry of OI [ROI]) as a candidate for SATURN. The same methodology will be applied to other existing OI registries in the future and this same concept could be utilised for other rare disease registries. Methods: The approach to assessing the feasibility of the ROI registry consisted of three steps: (1) an assessment of the registry characteristics using the Registry Evaluation and Quality Standards Tool (REQueST); (2) a gap analysis comparing SATURN required Core Variables to those being captured in the registry's Case Report Form (CRF); and (3) a compliance check on the data exchange process following the Title 21 of Code of Federal Regulations (CFR) Part 11/EudraLex Annex 11 Compliance Checklist. The first registry that SATURN has assessed is the ROI database at the Istituto Ortopedico Rizzoli (IOR) in Italy. Results: The results from the ROI REQueST have demonstrated satisfactory complete responses in terms of methodology, essential standards, interpretability, and interoperability—readiness for data linkage, data sources, and ethics to meet the needs of data customers. However, the ROI data is from a tertiary referral centre which may limit the ability to understand the full patient journey. The gap analysis has revealed that an exact or logical match between SATURN requested variables and the ROI current variables exists for the following items: patient characteristics, treatment of OI (medical and surgical) and treatment of pain (with the exception of frequency of treatment and reasons for discontinuation), fracture history and bone density. However, data on safety was missing. The compliance check has implied that the ROI implemented appropriate controls for the web-based platform (i.e., Genotype–phenotype Data Integration Platform [GeDI]) that is involved in processing the electronic patient data, and GeDI is a validated/compliant application that follows relevant 21 CFR Part 11/EudraLex Annex 11 regulations. Conclusions: This robust feasibility process highlights potential limitations and opportunities to develop and to refine the collaboration with the ROI as the SATURN programme moves forward. It also ensures that the existing datasets in the rare condition OI are being maximised to respond to the needs of patients, data customers and decision-makers. This feasibility process has allowed SATURN to build a compliant methodology that aligns with the requirements from the European Medicines Agency (EMA) and HTAs. More data variables will continue to be developed and refined along the way with more registries participating in SATURN. As a result, SATURN will become a meaningful and truly collaborative core dataset, which will also contribute to advancing understanding of OI diagnosis, treatment, and care. [ABSTRACT FROM AUTHOR]

Copyright of Turkic Studies Journal is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Research on corrective feedback (CF) in L2 pragmatics instruction, especially in online teaching, is still in its infancy. To address this gap, this study sought to examine the types of CF provided by EFL teachers in online classes in response to the learners' pragmalinguistically and sociopragmatically inappropriate production of the binary speech acts of request and refusal. Methods: Eighteen hours of online classroom interaction data were analyzed using conversation analysis and a taxonomy that classifies feedback into implicit and explicit input-providing and output-prompting CF. Results: The findings of the study showed that explicit output prompts were largely applied by teachers as the most frequent type of CF. The teachers tended to use prompting questions and metapragmatic clues to help learners better understand request and refusal speech acts, rather than directly offering input or reformulation. In addition, because of the facethreatening nature of speech acts of refusal and request, the teachers applied explicit output prompts as corrective feedback to reinforce the accuracy of learners' production. Conclusions: It can be concluded that the online mode of instruction can impact the explicitness of pragmatic CF. This research is of great value for teachers to employ both implicit and explicit types of CF to develop learners' competency in pragmatics in online instruction. [ABSTRACT FROM AUTHOR]

Growing research on intercultural communication has highlighted the importance of both linguistic and pragmatic competence among learners of English as a second language (ESL). Emails serve as a preferred means of communication between university students and professors. This study investigates Saudi ESL learners' pragmatic competence in creating email requests to their professors, addressing questions about greetings, directness, request strategies, and information sequencing. The goal is to show the need for explicit pragmatics instruction. The naturalistic data comprised 50 emails written by Arabic-speaking ESL graduate students in academic contexts, covering requests regarding deadline extensions, retaking exams, lecture absences for various reasons, and letters of recommendation. The analysis was guided by the Cross-Cultural Speech Act Realization Project (CCSARP) (Blum-Kulka et al., 1989). The findings suggested that explicit pedagogical guidance in speech act performance could benefit non-native English speakers. This study contributes to the growing body of research on institutional email practices, politeness conventions, and interlanguage pragmatics. [ABSTRACT FROM AUTHOR]

Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student interactions. Therefore, the current study made an attempt to bridge this gap. To do so, twenty (11 male and nine female) intermediate English as a foreign language (EFL) participant with an age range of 19 to 31 were recruited and were provided with recast for their inappropriate request strategies. The participants were assigned to perform requests in various scenarios that varied in terms of power, familiarity, and social distance. To gauge their performance, a pretest and posttest Discourse Completion Test (DCT) was run. The obtained data gave evidence to the efficiency of recast in improving L2 pragmatics. Moreover, classroom interactions were recorded and transcribed to identify the emerging reciprocity patterns. The findings revealed several reciprocity patterns, including repetition of trigger, modification of trigger, acknowledgement, topic continuation, and inability to respond. The findings have implications for L2 teachers and augment our understandings of the role of recast in L2 pragmatics and reciprocity patterns of students.

The study explores the distribution and structure of multimodal clusters presenting a series of communicative moves in expositive dialogues: Request, Elaboration, and Response. We hypothesize that multimodal clustering of moves will be predetermined by the use of either common (for both participants) or novel topic elaboration as a nucleus move within the cluster. To proceed, we conduct a multimodal experiment which recorded the participants’ gesture with motion capture system (Perception Neuron Motion Capture) and gaze with eye-tracking glasses (Tobii Pro Glasses 2), as well as their speech and overall multimodal behavior with a stationary camera. The study reveals significant differences in the use of both face-oriented gaze and contactestablishing gesture as modulated by Request and Response moves within common or novel topic elaboration clusters; however, face-oriented gaze use manifests both higher frequency and diversity. Mutual face-oriented gaze prevails at the Request move preceding common topic elaboration, whereas elaborating a novel topic is found to produce a more involved gaze reaction of the listener during the Response moves. Additionally, simultaneous (by both participants) verbal move is more typical of common topic elaboration. The results evidence that social interaction and communication in expositive dialogue is processed multimodally and predetermines the role of gaze, gesture and verbal moves in communicative moves clusters.

Amon Nsengimana,1 Emmanuel Biracyaza,2,3 Joyce Isimbi,4 Charles Uwambajimana,4 Jean Claude Hategekimana,4 Vedaste Kagisha,4 Domina Asingizwe,5,6 Jean Baptiste Nyandwi4,6 1US Agency for International Development Global Health Supply Chain Program, Procurement and Supply Chain Management, Kigali, Rwanda; 2School of Rehabilitation, Faculty of Medicine, Université de Montréal, Québec, Canada; 3Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal (CRIR), Montreal, Canada; 4Department of Pharmacy, University of Rwanda, Kigali, Rwanda; 5Department of Physiotherapy; University of Rwanda, Kigali, Rwanda; 6East African Community Regional Centre of Excellence for Vaccines, Immunization and Health Supply Chain Management, University of Rwanda, Kigali, RwandaCorrespondence: Amon Nsengimana, Email amonnsengimana@gmail.comPurpose: This study aimed to explore the request and dispensing of antimalarial medicines without a prescription in community pharmacies in Rwanda, as well as factors associated.Methods: We employed an embedded mixed-methods design that involved a convenience sample of 235 licensed community pharmacists between February and April 2022. To simultaneously collect qualitative and quantitative data, we used a self-administered questionnaire containing a combination of close and open-ended questions. Bivariate and multivariate regression analyses were performed to examine the relationship between dispensing antimalarial medicines without a prescription and the selected independent variables. Statistical significance was set at p< 0.05, and a 95% confidence interval was applied. The factors influencing the dispensing of antimalarial medicines without a prescription were analyzed using thematic content analysis as a qualitative analysis approach.Results: Most respondents (88.5%) were asked to dispense antimalarial medicines by clients without a prescription. More than half of them (54%) agreed, but 34.5% refused; instead, they referred clients to malaria diagnostic testing facilities. Those who had rapid diagnostic tests for malaria in stock (OR=2.08, 95% CI:1.1– 3.94), and thought that antimalarials were over-the-counter medicines (OR=7.03, 95% CI:2.01– 24.5) were more likely to dispense antimalarial medicines without prescriptions. The primary reasons reported by community pharmacists for dispensing antimalarial medicines without prescriptions included their prior knowledge of malaria diagnosis, client pressure, and fear of losing clients. However, non-adherence to negative results obtained from formal health facilities and long queues at these institutions have also been cited as additional factors driving clients to seek antimalarial medicines without prescriptions.Conclusion: Dispensing antimalarial medicines without prescriptions is a common practice in community pharmacies in Rwanda. The main factors contributing to this practice include lack of awareness regarding the classification of antimalarials as prescription medicines, the availability of malaria diagnostic tests, client pressure, and fear of losing clients.Keywords: request, antimalarial medicines, dispensing, community pharmacies, Rwanda

There are different formal structures which requests can be made with depending on the register used and the degree of courtesy. During the teaching process, these structures are introduced according to their recursiveness and difficulty, and not necessarily due to their courtesy. This can cause mismatches between the perception of requests in L2 and in L1. In this paper we intend to analyze if this is really the case, or if there are no differences in the perception of these structures in L1 and L2.

Background: Birth is a significant event in women's lives. As Mansfield notes (2008) many women aim for a birth that avoids pharmacological pain relief because they are advised it is better for them and their baby. For women having their first baby, this may not be realistic as 3/4 of primiparous women in Australia will use pharmacological pain relief. This study examines the expectations that a group of women had regarding pain relief, how these expectations developed and what happened to requests for pain relief in labour. Methods: A longitudinal prospective study design was used to recruit 15 women who were having their first baby. Women having low risk pregnancies, hoping for a 'natural birth' (vaginal, no/minimal pharmacological pain relief) were eligible. A semi-structured interview tool was used across all three interviews that asked women about their expectations, then actual labour experience, pain management requests and how these were responded to by carers. Fifteen women were interviewed – at 36 weeks gestation; as soon after delivery of their baby as possible, then six months post-delivery (N = 43 interviews). Interviews were recorded and transcribed and coded by ES using NVivo software with hierarchical thematic analysis used. Results: The study found that women appear to experience a mismatch between expectations they had developed pre-birth, versus actual experience. This appears to cause a specific form of dissonance – which we have termed 'birth dissonance' leaving them feeling traumatised post birth. This is because what women expected to happen in birth was often not realised. In particular, some women requested pain relief in birth and felt that their request was not responded to as hoped, and also seemed to develop post-birth trauma. We proposed that this may have resulted from dissonance arising from their expectations about being able to birth without significant pain relief. Interventions and technology may also contribute to this sense of mismatch and post-birth trauma. Conclusions: Low risk birthing women birthing in a hospital may have to engage with higher levels of technology, intervention and pain relief than that which they expected pre-birth. This could possibly be avoided with four simple changes. Firstly, better pre-birth education for women about how painful labor is likely to be. Secondly, pre-birth education which includes a detailed explanation of the utility of pharmacological and non-pharmacological pain relief. Thirdly, more egalitarian decision-making during labour and finally delivering upon women's requests for pain relief in labor, at the time that they ask for it. Further research is required to determine the extent of birth dissonance and how women making the transition to motherhood can avoid it. [ABSTRACT FROM AUTHOR]

The article examines the powers of the prosecutor to ensure the admissibility of factual data in the order of providing international legal assistance. These powers are characterized taking into account the general and additional criteria for the admissibility of evidence, which are collected in the order of providing international legal assistance. The issue of assessing the admissibility of actual data obtained as a result of the request by the requested state was considered. It is argued that ensuring the admissibility of factual data by the prosecutor in the procedure for providing international legal assistance (when the requesting state is Ukraine) consists in ensuring compliance with general and additional criteria for the admissibility of evidence in the process of preparing the request and after receiving a response to the req uest. In the process of preparing a request, these are: checking the authority of the subject of preparing the request; checking the content, form and attachments to the request; identification of the correctness of the definition in the request of the procedural actions that must be carried out within the limits of the request; approval of the request. After receiving a response to the request, it is: assessment of compliance with the international cooperation procedure; assessment of who is the competent authority for the execution of the request; assessment of whether the materials received from the requested state were prepared by an official of the competent body of the requesting party or the requested party and sealed with the seal of the competent body; assessment of the available possibilities of compliance with the procedure provided for by the legislation of the requested state; assessment of compliance with the principles of fair justice, human rights and fundamental freedoms, including international reports on the state of human rights in the requested state; checking whether the evidence is used in exactly the criminal proceedings to which the request relates, and if not, whether the requested party has agreed to the use of this evidence and to what extent. [ABSTRACT FROM AUTHOR]

Using conversation analysis as the research method, this article investigates the interactional import of the TCU-final particle bei in requesting in Mandarin Chinese conversation. It is found that the particle bei recurrently occurs as a TCU-final of imperative requests in specific sequential contexts where requesters have limited entitlement to make such requests, which are considered inappropriate by participants. The present study argues that by formulating requests as bei -ended imperatives, requesters can adjust, or downgrade their entitlement to make inappropriate requests, either in the first position or after non-granting. The inappropriateness nature of the requests becomes evident in the responses: requestees tend to respond with problematic granting, resistance, or challenges. This study suggests that interlocutors calibrate their ways of requesting based on their assessment of entitlement to the inappropriate requests, and that requesting can be operated on a more granular level with the use of the final particle bei. • An interactional import of the TCU-final particle bei in forming the action of request is argued. • Emphasizing varying degrees of entitlement or other imports conveyed by imperatives with or without different particles. • The inappropriateness of requests in everyday interactions is assessed on the grounds of regular routines, etc. • Shedding light on Chinese particles study in the formation of different social actions. [ABSTRACT FROM AUTHOR]

A request is one of the most frequently used speech acts in a person’s daily life. Many studies have been conducted on the act of request and several researchers have developed strategies and modifications that are used in delivering requests to mitigate the imposition of the FTA. Thus, this study aims to investigate the internal and external modifications applied in requests by Malay speakers of English and Malay to specific requestees in the workplace context following Blum-Kulka et al.’s (1989) Request Modification framework. To achieve the purpose of this study, a qualitative approach was employed. A number of 30 Malay workers were asked to complete a Written Discourse Completion Task (WDCT) which involves eliciting requests. The findings revealed that the respondents used more internal modifications in their requests with people of equal relative power compared to high and low relative power, and used more external modifications in requests with a higher degree of imposition in certain contexts. This implies the act of request from the viewpoint of the Malaysian workplace context. It offers meaningful insight into the preferences of working Malay speakers of English in modifying their requests, and shows the level of pragmatic competence of Malay speakers of English and Malay in the workplace environment.

This research mainly explores pragmatic modifiers in shaping teachers’ polite requests in English Foreign Language classroom interaction (henceforth: EFL). The research was designed qualitatively, employing non-participant observation and field-note methods. Audio-video recording and note-taking were used to obtain the data on the male and female teachers’ utterances during classroom interaction. The key apparatuses are a smartphone Vivo of Y21 and a digital voice recorder of 32 GB to capture natural-occurring data. The data were analysed through three interactive procedures of qualitative data analysis; data condensation, display, and conclusion drawing. The data interpretation was primarily drawn on the pragmatic theory of politeness, FTAs, and pragmatic modifiers. Part of the data was analysed from language and gender perspectives. The findings yielded that the male and female teachers applied internal and external pragmatic modifiers to enact polite requests in classroom interaction settings. The internal pragmatic modifiers cover downtoner, politeness marker, appreciative opening, and hedged performative opening. The external pragmatic modifiers include vocative, disarmer, and propitiator. There is a slight difference between male and female teachers in realising those types of pragmatic modifiers. It was partly related to the features of women’s language. However, such empirical evidence could not be directly generated for language and gender. The findings have implications for further investigations to probe the issue in depth.

AbstractThe current study aimed to examine the realization of the speech act of request by Saudi EFL learners, in Arabic as their first language and English as their foreign language. To this end, 240 Saudi undergraduates completed a discourse completion task consisting of 12 situations, six of which were presented in Arabic while the other six were presented in English. The participants’ responses were coded for the request strategies in addition to internal/external modifiers and initiators. The results showed a clear dominance for the conventionally indirect strategy of “query preparatory” in both languages. However, other statistically significant differences emerged. For instance, while the participants used more direct requests in Arabic than in English, they employed more nonconventionally indirect requests in English than in Arabic. Additionally, the participants apologized significantly more often in English than in Arabic whereas they promised and offered prayers to the hearer more frequently in Arabic than in English. Moreover, the participants used a significantly higher number of downgraders in English than in Arabic. Regarding social variables, the participants exhibited sensitivity to social dominance in the two languages.

Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners' pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student interactions. Therefore, the current study made an attempt to bridge this gap. To do so, twenty (11 male and nine female) intermediate English as a foreign language (EFL) participant with an age range of 19 to 31 were recruited and were provided with recast for their inappropriate request strategies. The participants were assigned to perform requests in various scenarios that varied in terms of power, familiarity, and social distance. To gauge their performance, a pretest and posttest Discourse Completion Test (DCT) was run. The obtained data gave evidence to the efficiency of recast in improving L2 pragmatics. Moreover, classroom interactions were recorded and transcribed to identify the emerging reciprocity patterns. The findings revealed several reciprocity patterns, including repetition of trigger, modification of trigger, acknowledgement, topic continuation, and inability to respond. The findings have implications for L2 teachers and augment our understandings of the role of recast in L2 pragmatics and reciprocity patterns of students. [ABSTRACT FROM AUTHOR]

There are different formal structures which requests can be made with depending on the register used and the degree of courtesy. During the teaching process, these structures are introduced according to their recursiveness and difficulty, and not necessarily due to their courtesy. This can cause mismatches between the perception of requests in L2 and in L1. In this paper we intend to analyze if this is really the case, or if there are no differences in the perception of these structures in L1 and L2. [ABSTRACT FROM AUTHOR]

Introduction. In the presented article the analysis of the phenomenon of platformization with the use of the dialectical method was carried out. Theoretical analysis.The premise of platformization is the identity of the idea and the business model, as well as value and cost. The starting point for the movement of the idea of platformization is the request (of the subject to the platform and back), inseparably connected with its opposite – the access. The synthesis of request and access is seduction as an appeal to make requests to gain access to benefits which in fact turn out to be imaginary. The revealed reality of seduction, which seeks guaranteed and predictable results, is grasped by the notion of surveillance. Surveillance is implemented in the quantitative analysis of the subject’s behavior to calculate the probability of his behavior and to increase it through immersiveness, which allows to collect as much data as possible, and learning. For a subject, learning is a requirement for the constant acquisition of new behavior patterns and is a value without cost, i.e., a form of alienation of the subject from public good. For platforms, learning refers to the acquisition of data-in-themselves-and-for-themselves-being in machine intelligence. Conclusion. Machine intelligence today is an incomplete stage of platformization without pronounced internal moments, so the dialectical analysis should stop at this stage.

The purpose of the article is to study the procedural possibilities of a request and permission to change the remand in custody to a more lenient preventive measure during pre-trial criminal proceedings. The article uses the methods of system analysis, synthesis, analogy and generalization. The author concludes that a direct appeal to the court with a request to mitigate the preventive measure in the form of detention at the preliminary investigation stage within the meaning of the criminal procedure law by the participants in criminal proceedings on the part of the defense is possible at the time when the court considers the investigator's request to extend the period of detention or to change the preventive measure, or at any time during criminal proceedings in the case of a bail application. When the request for changing the preventive measure is received during the preliminary investigation from the participants in the criminal proceedings on the part of the defense during the period between court sessions on the extension of the preventive measure, the court must assess its content. If there is no evidence of a change in the grounds for changing the preventive measure in the form of detention to a more lenient one, the court shall refuse to accept the request for consideration. If the circumstances indicated in the request show a change in the grounds for applying the preventive measure, the court must adopt it and consider it under the adversarial conditions with the participation of the parties in the order of Article 108 of the Code of Criminal Procedure of the Russian Federation. In the event of refusal to satisfy the request, a repeated request on the same ground is not permitted.

The analysis of the real needs of inhabitants is the subject of many studies. Currently, the provision of social services by a municipality is governed by legislative definitions, with competences specified. The legal system is set across the board and to a great extent universally, and it also depends on the experience of society and the state in this area. The modernisation of social life, the computerisation of public administration and the development of the municipality as a territorial administrative unit, however, raise questions related to the individualisation of the residents’ needs and their saturation. All components are reflected in the community plan of a municipality, which is the fundamental document of a municipality when securing current social services that map the needs and requirements of citizens. The aim of the contribution is to map the specific parameters of community plans and compare them with the legislation; another attribute of the comparison is the needs of citizens based on the analysis of individual community plans. We used the following as research methods: document analysis, analysis and comparison of community plans, whereby the ratios of currently provided social services and the needs of citizens based on a direct analysis of community plans were expressed quantitatively and as a percentage, and we determined quantitative and percentage options reflecting legislation, or the Social Services Act. [ABSTRACT FROM AUTHOR]

This research examines the effect of study abroad experience on L2 English learners' pragmatic competence in terms of strategies used in the speech act of request, refusal and apology. The Discourse Completion Task was administrated among 16 Chinese graduate students who were divided into two groups, including the study-abroad (SA) group and at-home (AH) group. The results do not reveal any evident improvements in the pragmatic competence of learners who have study-abroad experience compared to those who study English at home in China, but some of their strategies of using speech acts do have differences. In terms of requests, the conventionally indirect level strategy is the most frequently used request strategy among both groups of learners, and SA learners are more direct in making requests than AH learners. In terms of refusal strategies, both AH and SA learners prefer indirect refusal strategies. There is no obvious difference in apologies between SA learners and AH learners, and their apologies tend to be more direct. Based on these findings, it is suggested that more emphasis and importance should be placed on the pragmatic knowledge, which should be explicitly taught in the classroom because of the limited chance to enhance pragmatic competence outside the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Novitas-ROYAL is the property of Novitas Royal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

IntroductionRequesting is considered one of the most threatening speech acts that people tend to use politeness strategies to tone down the request and minimize the face loss of the recipient. These strategies develop over years and while children appear to produce polite speech forms at an early age, less is known about the strategies they use when they make requests in the Jordanian context. This study aims to investigate politeness strategies used by Jordanian children in requests at different age levels in relation to their gender.MethodsThe study included 80 subjects divided into two age groups, namely, six years and ten years, with an equal number of boys and girls. They met a lady puppet who had a box of gifts, and they were told to ask her politely to get the gift they wanted. Their requests were recorded and analyzed using Blum-Kulka’s politeness model to find the most common strategies the children used and whether these strategies differed with age and gender.Results and DiscussionThe study concluded that at the age of six, the concept of politeness is present in children’s linguistic competence, but the assignment of polite expressions to the proper speech act is still ill-defined. There were no significant differences in using politeness strategies according to gender. As children grow older, around the age of ten, they become more able to express politeness in requests. Girls preferred the indirect strategies while boys opted for the direct level in making requests. This study may positively help parents and schoolteachers enhance the pragmatic knowledge and linguistic politeness of children.

David Enoch attempts to develop a general theory of authority, not by defining the concept of authority or identifying a normative reason for obeying its commands but by describing the mechanism of commanding. According to Enoch, commands are part of a broader phenomenon, the so-called robust reason-giving, which includes promises and requests in addition to commands. By describing the mechanism of robust reason-giving, we also get a description of the mechanism of commanding, Enoch says. Crucial to the theory of robust reason-giving is the intention of the person providing the reason. In other words, commanding, promising, or requesting can only be done by someone who can form a complex intention, that is, to have a will of his own. But it is precisely in intentionality that the problem of the theory of robust reason-giving lies, which Enoch points out. In Enoch's view, adult human beings, not small children and animals, form sufficiently complex intentions. Yet it seems young children and perhaps even animals can request, that is, of providing reasons robustly. This incoherence needs to be resolved if a theory of robust reason-giving, and hence a general theory of authority, is to be plausible. In this text, I have suggested how to understand the requests of small children and animals. Their speech acts resembling requests can be relatively unproblematically considered as communicating needs or wishes or merely triggering motivational reasons-giving. If we do not classify their speech acts as robust reason-giving, the theory of robust reason-giving (at least on this issue) remains coherent and can form the basis of a general theory of authority. [ABSTRACT FROM AUTHOR]

This study investigates the pragmatic and linguistic competencies of Arab postgraduate students and native English-speaking postgraduate students in Malaysian universities, focusing on their speech act strategies for requests and apologies. Using qualitative methods such as Discourse Completion Tests and conversations, the study addresses three research questions related to pragmatic and linguistic forms, gender differences, and cultural norms in English-speaking settings. The participants consisted of 95 individuals, including an equal number of males and females from four universities in Malaysia during the academic year 2022-2023. Of the participants, 32 were of Arab origin, and 63 were native English speakers. The study found significant differences in response rates between the two groups and emphasized the importance of understanding cultural norms for effective communication. The findings suggest that learners from Arab countries must comprehend the differences between cultural norms and conventions in Englishspeaking environments to communicate efficiently. The study has implications for assisting Arab-speaking graduate students in improving their communication abilities and promoting cross-cultural understanding in academic settings in Malaysia. [ABSTRACT FROM AUTHOR]

This research mainly explores pragmatic modifiers in shaping teachers' polite requests in English Foreign Language classroom interaction (henceforth: EFL). The research was designed qualitatively, employing nonparticipant observation and field-note methods. Audiovideo recording and note-taking were used to obtain the data on the male and female teachers' utterances during classroom interaction. The key apparatuses are a smartphone Vivo of Y21 and a digital voice recorder of 32 GB to capture natural-occurring data. The data were analysed through three interactive procedures of qualitative data analysis; data condensation, display, and conclusion drawing. The data interpretation was primarily drawn on the pragmatic theory of politeness, FTAs, and pragmatic modifiers. Part of the data was analysed from language and gender perspectives. The findings yielded that the male and female teachers applied internal and external pragmatic modifiers to enact polite requests in classroom interaction settings. The internal pragmatic modifiers cover downtoner, politeness marker, appreciative opening, and hedged performative opening. The external pragmatic modifiers include vocative, disarmer, and propitiator. There is a slight difference between male and female teachers in realising those types of pragmatic modifiers. It was partly related to the features of women's language. However, such empirical evidence could not be directly generated for language and gender. The findings have implications for further investigations to probe the issue in depth. [ABSTRACT FROM AUTHOR]

Copyright of Turcology Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The most interesting and extensive linguistics theory is the theory of speech acts. It emphasizes the character of the action of utterances and makes it clear that description of linguistic formulations is not possible without performing actions. The development of pragmatic competence is particularly difficult for learners, when the foreign language is learned in an environment, where it does not serve daily communication and learners do not receive sustainable input that enables them to apply their knowledge of pragmatic competence in practice. In addition, there is a lack of valid requirements regarding the communicative competencies of the Albanian learners of German: In foreign language teaching, there are few curricula that focus on communicative skills, and there is a significant need for effective ways of improving learners’ communication skills. The aim of this paper is to present and analyze the research of pragmatic competence and its components with foreign language students. In constructing the speech of the request, we refer to the contributions and investigations of Blum-Kulka & Olshtain (1984), Economidou-Kogetsidis & Woodfield (2012), Olshtain & Cohen (1990), Wunderlich (1979), Searle (1975), and others. The data of this research that were gathered and analyzed, as well as the instruments and methods used, are presented in this paper, too.

Meat-rich diets have a negative impact on animal welfare, consumer health, and the environment. In recent years, research has begun to explore which approaches are most effective at reducing consumption. A question that has been the subject of extensive debate is whether appeals are more effective when they ask people to reduce vs. eliminate meat from their diets. On the one hand, the negative externalities resulting from meat consumption are reduced more if a person fully abstains from eating meat. On the other, stronger requests likely lead to lower compliance rates. Thus, to identify which appeal leads to the overall greatest reduction in meat consumption, one has to balance, (a) how many individuals comply with the request and, (b) by how much individuals reduce their consumption if they comply. In two studies, with participants from the US, UK, Australia, and the Netherlands (N = 705), we explored participants’ reported meat consumption and willingness to comply with different week-long meat reduction appeals (10–100%) to identify which would lead to the greatest overall reduction in intended meat consumption. As expected, larger requests lead to lower reported willingness to comply. Mid-range requests (40–70%) were more effective than small requests (10%) or elimination requests (100%). Although we find some differences across countries, mid-range requests were most effective in each sample. Our findings provide first insights into how to calibrate appeals to achieve the greatest reduction in overall meat consumption.

This study aimed at investigating the effectiveness of flipped instruction on the Iranian upper-intermediate English as a Foreign Language (EFL) learners’ appropriate use of request and refusal. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran, who were selected through the Quick Placement Test (QPT) from a total of 80 learners who were originally picked up based on convenience sampling in the form of two intact classes. Then, the two classes were randomly assigned to two groups namely, flipping group and control group. The two groups were subjected to 12 treatment sessions wherein instruction on the appropriate use of request and refusal was offered to the flipping group through explicit flipped instruction and to the control group through non-flipped instruction. The instruments used to collect the data included the Quick Placement Test (QPT) and Written Discourse Completion Test (WDCT). The results showed that flipped instruction significantly affected the EFL learners’ appropriate use of request and refusal. According to the findings, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learners’ appropriate use of request and refusal.

This study tried to explore how a competent speaker chooses a special arrangement for his/her text with his/her presupposed knowledge of the audience in his/her social and cultural contexts and how the structure of the text or, in other words, arrangement of its components plays an important role in the meanings received by the audience. With this purpose in mind, several stretches of speech with the topic of "request" were extracted out of the Shāhnāmeh to see what Ferdowsi's textual tactics were for arranging the structures of different types of requests with regard to the topic of "request", as well as the interlocutors involved. The results showed that such versified requests followed different types of patterns of arrangement. The following sequences of moves were found: "praise" (to God and the audience), "introduction" (variable), "the very request" (a story and a request), and "closing" (variable). These moves with minor variable arrangements and/or omissions showed that Ferdowsi paid attention to the cultural and social contexts of his own time. Therefore, the move patterns of "request" texts in the Shāhnāmeh were predictable, leading to a better understanding of the text by the audience. The moves of "introduction" and "closing", including different steps (sub-moves) with varied arrangements according to the subject and the context, played an important role in persuading the audience and providing the rhetoric of the request too. [ABSTRACT FROM AUTHOR]

The action by stages was introduced into the Croatian civil procedure law by the 2003 Law on Amendments to the Civil Procedure Act, with the aim of increasing the general quality and ef)ficiency in providing legal protection and improving the general functioning of civil procedure. Courts do not keep records of the number of received actions by stages lawsuits but available case law indicates that difficulties do exist and thus the need for a serious approach to this issue. The aim of this paper is to point out the importance of understanding the legal institute of action by stages with an emphasis on its practical application. Participants in court proceedings who apply to the court by filing an action by stages must be aware of its legal effects at certain stages of civil proceedings. On the other hand, the court must also ensure the lawful application of this institute so as not to commit procedural violations that would jeopardize the litigants’ legal position. In this regard, the analysis of this legal institute is necessary in order to remove practical doubts and ensure its legal function. Research results of this paper have confirmed that practical doubts should not be neglected and that there is room to consider a more efficient solution than the one in existence. [ABSTRACT FROM AUTHOR]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research focused on describing how perceptions about the degree of imposition are manifested in requests in Japanese used by learners and how these perceptions are translated into choices of pragmatic modification. Through qualitative methods using the discourse completion test, it is known that perceptions of the degree of an imposition when requesting something are not manifested into the choice of request type used by learners. Instead, it is more visible from the variation in the choice of syntactic patterns used in request expression. The perception of the degree of imposition translated into a choice of external and internal pragmatic modifications. Although learners have varying perceptions of the degree of imposition for the same request, it does not appear that learners differentiate the choice of pragmatic modification based on the heaviness of the request’s imposition.

Despite the significant role of emotions in any aspect of language learning, including its pragmatic aspect, there have been few research studies on this topic. As a stride toward narrowing this research niche, the objectives of this research were threefold. Firstly, it aimed to examine the two face-threatening speech acts of request and apology as indicators of learners’‎ interlanguage pragmatic competence (ILP) and its relationships with learners’ Emotional Quotient (EQ). Secondly, it sought to investigate ‎whether gender as an intervening variable would have any significant relationship with ILP and EQ, and thirdly whether EQ could predict ILP ‎development. To this end, 72 (50 females and 22 males) Iranian lower-intermediate level learners ranging ‎in age from 17 to 25 from two universities took part in this research. A multiple-choice discourse completion test ‎‎(MDCT) (Liu, 2004) and Bar-Onʼs ‎(1997) EQ scale were used and correlation analysis was done to search for any linkage between ILP and EQ. The Pearson product-moment correlation outcomes ‎revealed no significant relationship between EQ and ILP. However, a significant relation was found between Independence as a component of EQ and ‎EFL learners’ ILP competence. The independent samples t-test outcomes indicated ‎that female participants had a higher level of (ILP) competence than male participants; however, male and female participants did not differ significantly regarding their EQ level. The findings indicate that ‎EQ, in general, is not influential in EFL learners’ ILP competence. The paper concludes by providing pedagogical implications for EFL learners and instructors.

Grounding is a fundamental human practice for cooperation and collaboration in a joint activity, when more than two people interact. Emergency care is one such interactive situation, and whether a trauma team can efficiently establish and increment their common ground at an appropriate timing during the complex and fluid activity of emergency medical treatment is key to maximise collective competence to best perform as a trauma team. This article investigates recurrent patterns in the grounding process between the trauma team leader and the members, comparing the practices between Japan and the UK, using an eye-tracking device. The embodied practice of grounding was multimodally described, applying both quantitative multimodal corpus analytic and qualitative interactional linguistic approaches. The analysis has shown that five grounding episodes reoccurred, most of which were more ego-centric and one of them ba -centric interactions, drawing on intersubjectivity and the theory of ba in Western and Eastern philosophy respectively. • Compares grounding processes in simulated trauma interactions in the UK and Japan. • Multimodally investigates trauma leaders' requesting, using an eye-tracker. • The interactions in the UK data are ego-centric, while those in Japan ba -centric. • To efficiently establish a common ground is key to maximise collective competence. [ABSTRACT FROM AUTHOR]

Abstract Introduction The aim of this study was to investigate the effects of clinical information on the accuracy, timeliness, reporting confidence and clinical relevance of the radiology report. Methods A systematic review of studies that investigated a link between primary communication of clinical information to the radiologist and the resultant report was conducted. Relevant studies were identified by a comprehensive search of electronic databases (PubMed, Scopus and EMBASE). Studies were screened using pre‐defined criteria. Methodological quality was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Quasi‐Experimental Studies. Synthesis of findings was narrative. Results were reported according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines. Results There were 21 studies which met the inclusion criteria, of which 20 were included in our review following quality assessment. Sixteen studies investigated the effect of clinical information on reporting accuracy, three studies investigated the effect of clinical information on reporting confidence, three studies explored the impact of clinical information on clinical relevance, and two studies investigated the impact of clinical information on reporting timeliness. Some studies explored multiple outcomes. Studies concluded that clinical information improved interpretation accuracy, clinical relevance and reporting confidence; however, reporting time was not substantially affected by the addition of clinical information. Conclusion The findings of this review suggest clinical information has a positive impact on the radiology report. It is in the best interests of radiologists to communicate the importance of clinical information to reporting via the creation of criteria standards to guide the requesting practices of medical imaging referrers. Further work is recommended to establish these criteria standards.

The present study investigates the frequently used speech acts related to positive and negative politeness techniques employed in requests and apologies by faculty members at King Abdulaziz University. Social interaction on University Campus reflects Hejazi culture located in the Western Region of Saudi Arabia. The significance of the study arises from its focus on university-life interaction between faculty members as it provides an investigation of positive and negative politeness strategies. The paper tries to answer two questions: 1) Is there a relationship between the faculty's years of experience and the request strategies employed? 2) Is there a relationship between the faculty years of experience and the apology strategies used? To answer these questions, a Discourse Completion Test was developed and given to 30 faculty members. The findings of the study show that social power, which is derived from having more years of experience, affects the request and apology strategies used among Saudi female faculty members. Faculty members of an older generation tend to use syntactically more extended sentences in requests compared to their younger colleagues, to alleviate the sense of their social power and save others' sense of face. In contrast, the more youthful faculty members tended to use syntactically longer sentences in apologies compared to their older colleagues to show more respect. The study was conducted in Women Campus, and it is recommended to implement it on a larger scale with more participants to get more complete results. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Languages for Specific Purposes is the property of University of Oradea, Faculty of Economic Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ideas y Valores is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study is an attempt to examine politeness markers employed by Indonesian English teachers in classroom interactions. Purposefully chosen English teachers were observed, audio-recorded, and analyzed by using the politeness principle and Gricean cooperative principle. The conversation analysis revealed that to mitigate the illocutionary act of request, aside from using internal modifiers at most (consultative device, politeness markers, hesitators, hedges, play-downs, committers, down-toners, understaters), the teachers also used external devices as an adjunct to the head acts (grounder, sweetener, and disarmer). Besides, teachers intentionally violated the maxim for the sake of extending the talk. Further research needs to include more participants and instruments in a wider area of analysis.

The subject matter discussed in this paper is how hotel front desk receptionists handle requests and refusals in their interactions with customers when they use English as a Foreign Language (EFL). The method of this research is descriptive with a qualitative approach, examining the interactions of front desk employees who work at Hotel Surya Duri, Indonesia. The sample consists of seven people who were given a discourse completion test which questioned them on how they deal with five different scenarios of customer requests and refusals. Results showed that employees perform independent research largely on how to deal with customer requests, but overall do not adequately master how to engage with foreign customer requests and refusals in EFL. This study suggests that concerned parties may benefit training current employees in foreign language communication training.

Introduction. The paper is devoted to analyzing the main lines of modernization of kindergartens and nurseries in the Lower Volga region in the second half of the 1950s to the mid-1980s. Materials. The article is based on the factual material extracted from the funds of the central and local archives, reporting and paperwork, legislative documents, and statistical collections. Methods. The study is based on a set of methodological techniques, including special methods of historical studies such as the historical-comparative, statistical and quantitative methods. Analysis. Analyzing a wide array of statistical data allows to make a number of important observations and to conclude that by the mid-1980s the above-mentioned institutions in the region under study had higher quantitative development indicators in comparison with the neighboring oblasts and republics in the Volga economic district, as well as in comparison with the all-Russian and even all-Union levels. Results. In conclusion, the author infers that by spring 1985, services of nurseries and kindergartens really became more accessible to the residents of the region under study. However, based on the qualitative criteria, we see that the level of their services reached by 1985 could not yet meet the growing needs of the population, especially in the countryside.

Computerized Dynamic Assessment (CDA), encouraged by Brown and colleagues’ graduated prompt approach, is grounded in Vygotsky’s Socio-Cultural Theory (SCT) of mind and its concept of the zone of proximal development (ZPD). It emerged to respond to the challenge of implementing DA in large classes and to meet the psychometric properties of assessment. To this end, the present study attempted to design a unique computerized dynamic assessment tool to diagnose learners’ development of pragmatic competence, specifically their knowledge of the speech acts of apology and request. To conduct the research, a number of 60 BSc students of engineering, aged 18-24, participated in the study. They had different proficiency levels, including pre-intermediate, intermediate and upper-intermediate levels. In the course of CDA, they were provided with 30 multiple choice discourse completion tests of apology and request and they were required to choose what they would say in that specific situation. The participants received pre-established meditational hints for each of the unacceptable responses, which were arranged from the most implicit to the most explicit. Finally, to diagnose learners’ development, their test performance, including their actual score, mediated score and learning potential score (LPS), was instantly displayed. Paired samples t-test showed development in learners’ mediated score. The results of the univariate analysis of variance showed that there is no interaction between mediation and proficiency level. Teachers can use this supplementary dynamic assessment tool to diagnose learners’ development of pragmatic competence.

This study aimed at investigating the effectiveness of flipped instruction on the Iranian upper-intermediate English as a Foreign Language (EFL) learners' appropriate use of request and refusal. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran, who were selected through the Quick Placement Test (QPT) from a total of 80 learners who were originally picked up based on convenience sampling in the form of two intact classes. Then, the two classes were randomly assigned to two groups namely, flipping group and control group. The two groups were subjected to 12 treatment sessions wherein instruction on the appropriate use of request and refusal was offered to the flipping group through explicit flipped instruction and to the control group through non-flipped instruction. The instruments used to collect the data included the Quick Placement Test (QPT) and Written Discourse Completion Test (WDCT). The results showed that flipped instruction significantly affected the EFL learners' appropriate use of request and refusal. According to the findings, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learners' appropriate use of request and refusal. [ABSTRACT FROM AUTHOR]