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Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association 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 current study explores the connection and affordances of talk and gesture in collaborative science problem-solving activities using an emerging analytical approach. A total of 15 three to five-member groups of middle school students participated in a set of clinical collaborative science problem-solving activities. Six groups (three low- and three high-performing groups) were selected for further analyses. The data consisted of successive statements in student conversations that were coded as different types of talk and gestures. Pearson Phi correlation test and Epistemic Network Analysis were used to analyze the data. We found that certain types of gesture were moderately associated with certain types of talk. In addition, we found high-performing groups were significantly different from low-performing groups in the use of higher cognitive engagement and collaborative regulation talks. We did not find a significant difference in the use of gestures on their own. However, we found that when talk and gestures were combined, high-performing groups tended to use higher cognitive engagement and collaborative regulation talks with representing and pointing gestures. These findings support previous studies on the affordances of talk and gesture in collaborative science activities and provide more evidence for how multimodality is important in science learning. [ABSTRACT FROM AUTHOR]

This essay considers what happens in the English classroom when teaching the same lesson to two classes considered to be of different levels of 'ability'. It explores what happens during a discussion about the fate of Eva Smith in An Inspector Calls when students' reading of a text diverges. I consider what teachers do when students' readings of a text goes against our expectations and accepted critical norms of both the teacher and the National Curriculum. Finally, I explore the potential problems with using retrieval practice as a way to manage divergent readings and interpretations in classroom discussion. [ABSTRACT FROM AUTHOR]

The learning and social development benefits associated with pupils collaborating in small groups have been well documented over recent decades; however, research exploring personality as a mediating factor in small group learning is sparse. In this study we identified pupils who self‐reported low levels of extraversion and/or high levels of neuroticism (tendency to worry) as personality traits and observed them working in small group collaborative learning situations. Using mixed methods social network analysis as a way of understanding group interactions, we combined a degree centrality measure and a novel concept of ‘provocatory participation’ with a qualitative analysis of group interactions. Data integration facilitated in‐depth interpretations of relationships between personality and pupil interactions. Findings suggest that low levels of extraversion and/or high levels of neuroticism can be, but are not always, associated with lower levels of participation and that a range of other factors, notably the personality traits of all pupils in a small group, affect participation. These findings are used to suggest ways that teachers could employ more personality‐sensitive pedagogies, particularly with respect to small group activities. [ABSTRACT FROM AUTHOR]

Background: The two‐pore domain potassium (K2P) channels are a major type of potassium channels that maintain the cell membrane potential by conducting passive potassium leak currents independent of voltage change. They play prominent roles in multiple physiological processes, including neuromodulation, perception of pain, breathing and mood control, and response to volatile anesthetics. Mutations in K2P channels have been linked to many human diseases, such as neuronal and cardiovascular disorders and cancers. Significant progress has been made to understand their protein structures, physiological functions, and pharmacological modifiers. However, their expression and function during embryonic development remain largely unknown. Results: We employed the zebrafish model and identified 23 k2p genes using BLAST search and gene cloning. We first analyzed vertebrate K2P channel evolution by phylogenetic and syntenic analyses. Our data revealed that the six subtypes of the K2P genes have already evolved in invertebrates long before the emergence of vertebrates. Moreover, the vertebrate K2P gene number increased, most likely due to two whole‐genome duplications. Furthermore, we examined zebrafish k2p gene expression during early embryogenesis by in situ hybridization. Each subgroup's genes showed similar but distinct gene expression domains with some exceptions. Most of them were expressed in neural tissues consistent with their known function of neural excitability regulation. However, a few k2p genes were expressed temporarily in specific tissues or organs, suggesting that these K2P channels may be needed for embryonic development. Conclusions: Our phylogenetic and developmental analyses of K2P channels shed light on their evolutionary history and potential roles during embryogenesis related to their physiological functions and human channelopathies. Key Findings: K2P potassium channels have a deep evolutionary origin, and vertebrates gained more K2p channel genes through whole genome duplications.23 K2P channels were identified in zebrafish, some resulting from the teleost‐specific whole genome duplication.Zebrafish k2p channel genes are expressed in various tissues and organs. K2p genes from the same subtypes showed overlapped expression domains.Some K2P channels may be needed for embryonic development, indicated by their temporary expressions in specific tissues or organs. [ABSTRACT FROM AUTHOR]

Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children's argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children's argumentation and a critical role the teacher played in eliciting and steering the children's argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children's intertextual argumentation as a powerful heuristic process and tool to enrich students' learning. The paper concludes some classroom argumentation teaching practices based on the research findings. [ABSTRACT FROM AUTHOR]

We present here a case of fibrotic hypersensitivity pneumonitis in a patient with a 7-year history of daily inhaled crystal methamphetamine abuse. The patient's history of chronic exertional dyspnea attributable to progressive methamphetamine abuse, family history and autoimmune features pointed to methamphetamine as the initiator of fibrotic hypersensitivity pneumonitis. After excluding other causes, the patient's clinical, laboratory, radiological and histopathological findings indicated that the fibrotic hypersensitivity pneumonitis had been induced by methamphetamine. [ABSTRACT FROM AUTHOR]

Copyright of BHM Berg- und Hüttenmännische Monatshefte is the property of Springer Nature 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.)

Talk by members of executive hospital boards influences the organizational positioning of nurses. Talk is a relational leadership practice. Using a qualitative‐interpretive design we organized focus group meetings wherein members of executive hospital boards (7), nurses (14), physicians (7), and managers (6), from 15 Dutch hospitals, discussed the organizational positioning of nursing during COVID crisis. We found that members of executive hospital boards consider the positioning of nursing in crisis a task of nurses themselves and not as a collective, interdependent, and/or specific board responsibility. Furthermore, members of executive hospital boards talk about the nursing profession as (1) more practical than strategic, (2) ambiguous in positioning, and (3) distinctive from the medical profession. Such talk seemingly contrasts with the notion of interdependence that highlights how actors depend on each other in interaction. Interdependence is central to collaboration in hospital crises. In this paper, therefore, we depart from the members of executive hospital boards as leader and "positioner," and focus on talk—as a discursive leadership practice—to illuminate leadership and governance in hospitals in crisis, as social, interdependent processes. [ABSTRACT FROM AUTHOR]

The guided tour in tourism is a dynamic, varied and variable form of guided communication between the tour guide and the tourists (tourists), which is planned, developed, delivered and led as a purposeful activity by the tour guide for the oral presentation of a specific object, included in the methodical plan, program and stage in the conduct of the tourist excursion. The guided tour talk is a relatively complete entity, part of the construction of the guided tour process, which is interpreted as a particular written and oral speech in the oratory of the guide. In the present text some methodological features of the development of the introductory tour guide talk conducted during a tourist excursion are discussed. [ABSTRACT FROM AUTHOR]

This text discusses the main methodological requirements for the preparation of a preliminary plan of the guided tour. The aim of this paper is to derive and interpret the theoretical dimensions of the methodological plan of the guided tour in its three-level structural composition: introductory part (exordium), main part (narration) and concluding part (perroratio). The observance of the structural parts in the preparation of the talk is also related to the way of its practical realization (course). The presentation of the talk reveals the topic as a whole. The main thematic content needs to be presented at an accessible level for the listeners, in a logical sequence and clearly separating the meaning and thematic emphases [ABSTRACT FROM AUTHOR]

During the remote 2024 Spring Business Meeting of the Visual Resources Association, the VRA president highlighted the accomplishments and challenges of the Association in a State of the Association address. This article provides the transcript. [ABSTRACT FROM AUTHOR]

The contribution of spoken language to outcomes for education and beyond, including attainment, wellbeing and empowerment is long‐established and has recently become more prominent under the title of oracy, often conceptualised as learning both to and through talk. Part of the renewed interest in oracy is due to its potential for driving social mobility and its role in developing cultural capital. Cultural capital has a high profile in current English education policy due to its association with 'knowledge‐rich' curricula and its explicit inclusion in the latest school inspection framework. In comparison with the original characterisation of cultural capital, however, policy‐level cultural capital is narrowly defined. This article draws on the experiences of Oracy Leads from 12 schools to explore the motivations for their focus on oracy and the implicit and potential connections with cultural capital. It critiques reductive conceptualisations of cultural capital and oracy's role, arguing that oracy has a broader contribution to make than communicative competence and access to knowledge. Two forms of transformation are suggested: personal transformation through 'exploratory' forms of talk and societal transformation through the cultivation of agency and empowerment. Aiming for these transformations may be a powerful next step for schools which are already oracy‐engaged. [ABSTRACT FROM AUTHOR]

Between October 2016 and February 2017, BBC Radio 4 broadcast a series of interviews with presenter Eddie Mair and journalist Steve Hewlett, following Hewlett's diagnosis with oesophageal cancer. These interviews, which became compelling listening – and for a brief moment, part of public conversation – provide the focus for this article. Three broad but overlapping themes are identified from analysis of the interviews: 1) the subjective lived experience of illness, and specifically, oesophageal cancer; 2) the experience of navigating UK cancer care, and debates about the organisation and delivery of UK healthcare; and 3) the function of talk in mediating the experience of living with/dying from cancer. Two further strands are woven into the discussion: the specificity of male cancer talk; and radio as a medium for facilitating first-person narratives of illness/dying. [ABSTRACT FROM AUTHOR]

For human services professionals, safety is a practical and professional commitment. However, so far the human service community has made little use of the safety science literature. Using qualitative methods this paper tracks how the introduction of a safety science model to the human service organizations in two states resulted in shifts in talk about accidents and work. This in turn led to insight and positive change in these human service organizations and for their clients. [ABSTRACT FROM AUTHOR]

Copyright of Inzynieria Mineralna is the property of Polskie Towarzystwo Przerobki Kopalin 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 paper introduces the collection of nine short articles that make up the inaugural special section of the journal on 'thinking with methods'. It begins by outlining why a fuller conversation about different ways of handling talk in human geography might be worthwhile. Then it describes a series of conference sessions in which a small group of researchers in this field came together to consider some of the most intriguing excerpts of talk generated by their studies. It ends with an overview of how the following articles that came out of these sessions might productively shake up some of our current working conventions. This paper introduces the collection of nine short articles that make up the first special section of the journal on 'thinking with methods'. It begins by outlining why a fuller conversation about different ways of handling talk in human geography might be worthwhile. Then it describes a series of conference sessions in which a small group of researchers in this field came together to consider some of the most intriguing excerpts of talk generated by their studies. [ABSTRACT FROM AUTHOR]

This essay examines a half-term of Year 9 work on An Inspector Calls, with a particular focus on group discussion, writing in role and class reading of the text. I argue that extensive talking before writing is an invaluable way to elicit pupil insight; I then argue that this is necessarily a collaborative endeavour. I then go on to contrast this experience of the classroom with the (2014) English national curriculum's positioning of pupils and emphasis on the individual. [ABSTRACT FROM AUTHOR]

Copyright of Current Retina Journal / Güncel Retina Dergisi is the property of Anadolu Kitabevi Basim Yayim Medikal Turizm Kirtasiye Tic. Ltd. Sti. 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 Current Retina Journal / Güncel Retina Dergisi is the property of Anadolu Kitabevi Basim Yayim Medikal Turizm Kirtasiye Tic. Ltd. Sti. 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 Journal of The Iraqi University 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 paper draws on 3 years of ethnographic research with young children and their families in a northern English town, employing a more‐than‐human lens to pay attention to what, beyond humans, might be involved in the emergence of children's literacies. The paper focuses on the role of the body and place in the emergence of young children's vocalisations and talk. In particular, the paper rethinks the dominant assumption that children's language is primarily for the purpose of transparently conveying meaning. It does this by drawing on posthuman and decolonial scholarship on childhood and language, and particularly on the work of Glissant on opacity and difference, in order to interrogate the relationship between expression, understanding and power. Thus, the paper outlines how an understanding of the relationship between body, place and talk might inform pedagogy by highlighting the need for space to embrace divergent, complicated, irrational, playful and non‐functional language practices in early childhood, rather than looking for rapid, straight line development. [ABSTRACT FROM AUTHOR]

Copyright of BHM Berg- und Hüttenmännische Monatshefte is the property of Springer Nature 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 effect of injection process conditions on the cell structure and mechanical properties of talc and ethylene-propylenediene- monomer (EPDM) filled polypropylene (T-EPDM-PP) composite foams was investigated. Different process conditions such as injection pressure, feedback pressure, injection speed and melting temperature were used. Tensile test and impact test were performed to determine the mechanical properties of the foam materials. In order to compare the mechanical properties, unfomed T-EPDM-PP polymer composite samples were also produced. Obtained experimental data were analyzed using the Taguchi method. The cell morphology of the foams was investigated in terms of skin layer thickness, cell size and cell density using a stereomicroscope, depending on different process conditions. With the increase of injection pressure, injection speed and melting temperature, the tensile and impact strengths of foam samples decreased, while it increased with the increase of the feedback pressure. The tensile and impact strengths of the composite foam increased with the increase in skin layer thickness. Cell size decreased with increasing E.B and EB. High cell density was obtained when low feedback pressure and melting temperature were used together with high injection pressure and injection speed. Foam density decreased with increasing E.B, E.H and E.S. In order to obtain high tensile and impact strength in T-EPDM-PP based composite foam production, optimum process parameters were determined as feedback pressure 100 bar, melting temperature 160 oC, injection speed 60 mm/s and injection pressure 60 bar. [ABSTRACT FROM AUTHOR]

Organisational renewal and change often include the experience of a dichotomy between talk and action, leading to increasing skepticism about organisational change initiatives. Our action research is based on a single case study and explores how the divide between talk and action can be overcome to manage change. The study reveals an often-neglected aspect of organisational communication; in addition to utterance and information, successful communication requires understanding to find the missing link between talk and action, as well as creating impact in change processes. The article shows how an intervention can be built on communicative understanding, putting the Luhmannian approach into practice: introducing regular organisation-wide feedback on a change initiative through reflection workshops helped foster understanding of change initiatives and supported bridging the gap between talk and action. [ABSTRACT FROM AUTHOR]

Operation of the "speaker state signal" in two-person, face-to-face conversation is hypothesized. The display of this signal by the speaker seems to indicate, among other things, that he is claiming a turn of speech, distinguishing this act from "backchannel" behavior" in which he acknowledges only part of the speaker's message. The signal also appears to play a role in the resolution of situations in which both participants simultaneously claim speech turn Signals are defined as the display of at least one of four behavioral cues, two in language and two in gestures. [ABSTRACT FROM AUTHOR]

• Co-constructed tutor-writer interaction during individualized writing tutorials at Chinese university writing centers. • Writing center tutors' tutoring strategies and student writers' interaction strategies with local characteristics in EFL contexts. • The value of instruction in addressing knowledge deficits. • Cognitive scaffolding's benefits in creating a dialogic space for learning. • Students' input as a vital resource for tutorial interaction and evidence for tutorial effectiveness. Talk lies at the heart of writing center work, yet studies on tutorial interaction have predominantly focused on tutor talk while largely neglecting writer talk, especially at English as a Foreign Language (EFL) writing centers. To investigate tutorial interaction in a holistic manner, this study examined tutor-writer interaction during individualized writing tutorials at two university English writing centers in China—an EFL context where writing centers have garnered increasing scholarly attention yet scant empirical research. Based on recorded tutorials and retrospective interviews with faculty tutors and student writers, this study: 1) highlighted the co-constructed nature of tutorial interaction by expanding Mackiewicz and Thompson's (2015) spectrum of tutoring strategies and by proposing a systematic coding scheme for student writers' interaction strategies, and 2) investigated tutors' and student writers' perceptions and evaluation of their tutorial interaction to offer context-specific implications on individualized writing support provision and tutorial interaction research in EFL contexts. [ABSTRACT FROM AUTHOR]

Following the mid-2017 inbound migration peak of third countries’ nationals in Italy, the then Italian Minister of the Interior Marco Minniti signed a Memorandum of Understanding, with the purpose to curb illegal immigration and “liberate our lands from traffickers”. The MoU marked the first step towards a stricter set of national regulations, intensified by the succeeding Minister of Interior Matteo Salvini, and adjusted by the current Minister Luciana Lamorgese. The fight against human trafficking shape the political agenda and steer Italy’s public opinion, deepening the gap between those who support the pushback of migrants, on one side, and those who advocate compliance to regulations and treaties, not to mention the respect of human rights. Empirical evidence shows that adopted policies have at least partly achieved their objectives, discouraging irregular migration to a certain extent, but at the expense of migrants’ living conditions and their perception by national citizens. The paper provides an overview of the policy instruments deployed by the Italian Government to control the irregular migration wave, and what kind of resistance policymakers have had to confront during the implementation phase from the press and the public opinion. A section of the paper is dedicated to the importance of, and the need for, fair and truthful communication: fact-checking and debunking fake news are presented as necessary tools to inform and guide policymaking in the post-Covid era. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Historical & Cultural Studies an Academic Magazine 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 article uses accounts of (dis)connections to past, present, and imagined future places of residence produced by UK residents from Zimbabwe to demonstrate that when people talk about their relationships with particular places, they are doing far more than revealing a subjective sense of belonging. I argue the way the interviewees engage with prevailing tropes and narratives for talking about people-place bonds, and present themselves as certain kinds of people as they produce an account of their connections to places of residence, demonstrates that talk about place attachments is linguistic practice which is social in nature and effects. [ABSTRACT FROM AUTHOR]

Mentoring relationships can be supportive and instructive for both mentor and mentee but what makes them successful is not always easy to ascertain and descriptions of positive outcomes are often addressed only in broad and general terms. In this article, a case study is considered of a mentoring partnership in a university-based mentor training programme that was perceived by both parties to be useful and developmental. Audio recordings were made of two pre-lesson mentoring meetings, and subsequent postobservation feedback meetings and written reflective feedback from the mentor was also used as data. The discourse was analysed into three areas which built towards the success of the relationship. The first was developing rapport and the way in which their personal relationship developed with the use of empathy, hedging language and praise. The second was listening and shared talk; the importance of a balance of talk between the mentor and mentee and how mentee participation was supported by the mentor. Finally, the way in which challenging issues were raised was considered, with the skilled use of questioning techniques by the mentor and use of video-based stimulated recall to encourage mentee-led reflection. It is hoped that this case study may provide insight for novice mentors into mentoring practices that they may find helpful. [ABSTRACT FROM AUTHOR]