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Learning is an omnipresent feature of social life. However, in educational fields, learning is often studied through indirect instruments, such as surveys, interviews and coding schemes. In this paper, a praxiological approach to observe learning moments is proposed. This means that learning moments are not explored here through schematic reporting or statistical evaluations, but as accountable and inspectable phenomena as they became available in the corpus explored. Using a video-recorded fragment of interaction that occurred during a second language (L2) class in a primary school in Macau (China), the practical, collaborative instructed experiences of participants (teacher and students) in a lesson are analysed. It was observed that classroom participants attend to the categorial and sequential features of learning environments, which provide the contextual details that afford members' realization of phenomena as learning moments. Stated differently, learning moments should not be confused with the successful accomplishment of a lesson plan just to satisfy programmatic (and disciplinary) requirements, but as something produced and accountable by participants as learning in and through their very practices of concerted interaction. As learning moments are ubiquitous characteristics of educational environments, the discussion of the results has pedagogical implications for teacher training, and for the assessment of teaching.

This article takes a conceptual approach to an issue of pedagogical relevance--the presence of "teaching and learning moments" within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: (1) Describing a classroom event (how it may be identified and described as a "teaching and learning moment"); (2) Devising a procedure for co-classifying events (introducing a typology distinguishing "teaching and learning moments"); (3) Repurposing decontextualized events to fit a preferred analytic model (distorting the phenomenology of events for the purpose of classifying these as "teaching and learning moments"). Hitherto these assumptions have obscured the phenomenal integrity of the learning environment; since the topic sought is based on critical incidents according to analysts' interests, but not on the actual identifying details of the setting as made available by the participants. While "teaching and learning moments" are generic issues, in methodological terms these matters have to be explored in their details. In our article, we align ourselves with particular research approaches, namely ethnomethodology and conversation analysis, that facilitate close analysis of 'perspicuous settings', such as classroom interactions, through which phenomena such as "teaching and learning moments" are made visible as collaborative accomplishments.

Time is a central concept for astronomy, yet how it is communicated in educational contexts has received insufficient attention in the literature. This study explores how time-related concepts are communicated in the planetarium, by analyzing 34 different planetarium sessions held in a diversity of Portuguese institutions. Sessions were video and audio recorded. From 26 hrs of recordings, 163 excerpts related to time were identified. Studying instances of actual events with a naturalistic approach informed by ethnomethodology allowed for the identification of ordinary methods and strategies that are used by guides to teach time-related concepts. This study details these methods and strategies, and how guides take advantage of the characteristics of the planetarium. Our analysis reveals that "change over time" and "periodicity" are the most recurrent time-related themes in planetarium sessions. The majority of the excerpts relate to the rotation and revolution of the Earth, but time-related aspects of the revolution of other celestial bodies are also present in the data. We found that guides use strategies grounded both in geocentric and allocentric (view from space) perspectives when communicating about time, and we highlight how an allocentric perspective can be demonstrated without sophisticated, immersive simulations. Moreover, we found that strategies bringing time to the personal level, for instance by using birthdays and the age of members of the public as baseline measures, and other engagement techniques, are widely used. Findings have important implications for research and communication about time in practice.

This paper suggests possible futures for astronomy activities in a post-COVID environment. A corpus of video recordings of astronomy education sessions held in different settings allowed the authors to analyse how sessions are achieved, with inclusive focus on the astronomers, the public attending sessions, and people looking through telescopes. Videos were recorded in Portugal in 2019 and the beginning of 2020. From these video data, and experience as science educators, the authors identify practices that are characteristic of astronomy education--some of these will no longer be safe procedures while living with COVID-19. With planning, both indoor and outdoor astronomy education sessions can continue safely without sacrificing the excitement of seeing objects in the sky. There is more to astronomy than looking through a telescope.

In early 2020, a new coronavirus, called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), arrived in Europe. It infected millions of persons and led to the deaths of thousands by [...]

Objective: To compare the diagnostic performance of postmortem ultrasound (PMUS), 9.4 T magnetic resonance imaging (MRI) and microfocus computed tomography (micro‐CT) for the examination of early gestation fetuses. Method: Eight unselected fetuses (10–15 weeks gestational age) underwent at least 2 of the 3 listed imaging examinations. Six fetuses underwent 9.4 T MRI, four underwent micro‐CT and six underwent PMUS. All operators were blinded to clinical history. All imaging was reported according to a prespecified template assessing 36 anatomical structures, later grouped into five regions: brain, thorax, heart, abdomen and genito‐urinary. Results: More anatomical structures were seen on 9.4 T MRI and micro‐CT than with PMUS, with a combined frequency of identified structures of 91.9% and 69.7% versus 54.5% and 59.6 (p < 0.001; p < 0.05) respectively according to comparison groups. In comparison with 9.4 T MRI, more structures were seen on micro‐CT (90.2% vs. 83.3%, p < 0.05). Anatomical structures were described as abnormal on PMUS in 2.7%, 9.4 T MRI in 6.1% and micro‐CT 7.7% of all structures observed. However, the accuracy test could not be calculated because conventional autopsy was performed on 6 fetuses of that only one structure was abnormal. Conclusion: Micro‐CT appears to offer the greatest potential as an imaging adjunct or non‐invasive alternative for conventional autopsies in early gestation fetuses. Key points: What is already known about this topic?Postmortem imaging of early gestation fetuses is challenging using clinical magnetic resonance imaging (MRI) machines.High‐field MRI and microfocus computed tomography (micro‐CT) have demonstrated nearly perfect concondance with autopsy, whereas PMUS showed mixed results of performance for the examination of early gestation fetuses.A comparison of these three techniques has yet to be performed. What does this study add?Micro‐CT appears to be the best alternative or adjunct to invasive autopsy in comparison with PMUS and micro‐CT for the postmortem examination of fetuses <16 weeks.If micro‐CT is not available, PMUS could be performed with limitations for cardiac examination. [ABSTRACT FROM AUTHOR]

Objective: To determine the learning curve of fetal postmortem ultrasound (PMUS) and evaluate the evolution of its diagnostic performance over the past 8 years. Methods: PMUS was performed by two fetal medicine specialists and two experts on 100 unselected fetuses of 12–38 weeks of gestation in a prospective, double‐blind manner. 21 pre‐defined internal structures were analyzed consecutively by the trainee alone and the expert, with a comparison of diagnosis and immediate feedback. The learning curves for examination duration, non‐recognition of structures and final diagnoses were computed using cumulative summation analysis. Secondly, the expert PMUS diagnostic accuracy using autopsy as the gold standard was compared to the previously published data. Results: The trainees reached expert level of PMUS at 28–36 cases for examination duration (12.1 ± 5.2 min), non‐diagnostic rate (6.5%, 137/2100), and abnormality diagnosis. In a group of 33 fetuses ≥20 weeks who had an autopsy, the experts PMUS performance was improved after 8 years with a reduction of all organs non‐diagnostic rate (6.5 %VS 11.4%, p < 0.01) and higher sensitivity for the heart (100% VS 40.9%, p < 0.01) and the abdomen (100%VS 56.5%, p < 0.05). Conclusion: PMUS offers a short learning curve for fetal medicine specialists and on‐going improvement of diagnostic accuracy over time. Key points: What's already known about this topic? Fetal postmortem imaging has emerged to propose less invasive alternatives to invasive autopsy because of the decline of parental consent.Fetal postmortem ultrasound (PMUS) is a fetal postmortem imaging technique with sensitivity of 74.7% and a specificity of 83.3% for the examination of all gestational age (GA) fetuses.PMUS is less expensive and more easily accessible compared with other fetal postmortem imaging techniques such as Postmortem magnetic resonance imaging (PMMRI). What does this study add? Less than 40 cases were needed by fetal medicine specialists to reach expert‐level PMUS performance for the examination duration, recognition of structures and abnormality diagnosis.The expert PMUS diagnostic accuracy is improved overtime with lower non‐diagnostic image rate and higher sensitivity for cardiac and abdominal examinations. [ABSTRACT FROM AUTHOR]

Using fiction in teaching sociology involves what Harvey Sacks calls "sociological reconstruction". Numerous comments on teaching sociology provide advice and suggestions on the use of literature and "what counts" as "sociological" literature, including specific titles. This paper goes further: while the use of literature is a routine feature of sociological accounts, discerning the relevance of a novel, or a passage within a novel, to sociological themes is an analyst's achievement. It requires work both by the teacher and the student to recognize the relevance of fiction to sociology. Previous studies on fiction in sociology focus on the pedagogic aspects of using novels but fail to acknowledge the key problem of "sociological reconstruction" attempted through the use of novels. The paper explicates the crucial and generic issue of "corpus status", which is fore-grounded by the use of non-sociological materials in sociology.

Bibliographic reference lists are important constitutive features of academic papers. The nature of academic research involves the production and generation of bibliographic references, and the consequent books and articles contain bibliographic references of works used and/or cited. Bibliographies and reference lists have been used as data for methodological techniques such as citation analysis and network analysis but are rarely treated as socially organized textual artifacts, that is, as topics in their own right. This article looks at some properties of bibliographies and focuses on a known-in-common feature of research literature: the temporal organization of bibliographies. This involves the reading and comparison of texts and their accompanying bibliographies. This article concentrates on the emergence of the study of texts in the sociological fields of ethnomethodology and conversation analysis as a demonstration of the contingent and temporally organized nature of academic publishing.

Rh deficiency syndrome with anti Rh-29 in a multiparous lady causing transfusion reactions. However, when faced with massive, life-threatening haemorrhage in the absence of compatible blood, transfusion of closely but not completely cross-matched blood is permitted using robust protocols to prevent and manage potentially lethal transfusion reactions. Keywords: fetal intrauterine transfusion; isoimmunisation; rhnull phenotype EN fetal intrauterine transfusion isoimmunisation rhnull phenotype 420 422 3 10/13/23 20231001 NES 231001 CASE REPORT The Rh system is made up of over 45 antigens, and alongside ABO, it is one of the most important in transfusion medicine. [Extracted from the article]

In this paper we offer a longitudinal Conversation Analysis of talk lasting 18 months between a father and son, which reveals changes in the child's level of Interactional Competence (IC). We propose an index of developing IC based upon Sacks' distinction between "invited" and "volunteered" stories. While stories have a "socialization function" we suggest stories may be tracked in terms of IC also. What has been called "today narrative" routines ("What did you do at school today", etc.), initiated by the father, predominate in a series of conversations. The analysis reveals how the child is encouraged to take extended turns through the father's questions and comments, which are developed into a storytelling sequence. We observe that the child's responses to the initial inquiries become more elaborate over time. Furthermore, there is a gradual resistance to the invited story format because it inhibits how the child organizes his stories. Volunteered stories obtain a more personal 'voice'. The paper showcases the nexus between socialization and interactional competence. [ABSTRACT FROM AUTHOR]