Search

The prevalence of adrenal incidentaloma (AI) in imaging studies, including those of the adrenal glands, is estimated to be 1–5%. Essential factors for the proper management of AI include a correct diagnosis, adequate surgical skills, appropriate perioperative management, and sound dialogue with the patient. Aside from the possibility of overdiagnosis, patients with apparent signs or symptoms attributable to adrenal hormone excess have reasonable indications for surgery. At the same time, milder patients may be candidates for active surveillance without intervention. Even individuals with nonfunctioning AI may benefit from surgery if imaging studies depict the tumor as suggestive of malignancy. However, a differential diagnosis of AI may not be easy for surgeons with little experience in seeing such patients. Furthermore, a patient without a correct diagnosis may miss the window of opportunity for a cure or incur a greater risk of developing complications, such as adrenal insufficiency or cardiovascular events during or after surgery, due to inadequate management. The clinical practice guidelines for AI from around the world may be helpful for shared decision-making; however, Japan lacks established guidelines. In this review article, we propose practical guidelines relevant to management by summarizing the evidence for five key questions that are often asked in dialog with patients with AI. [ABSTRACT FROM AUTHOR]

Seeking to develop more robust diagnoses and responses to complex societal challenges, researchers increasingly involve non-academic actors in collaborative projects. The associated challenges can have major consequences for local people and indigenous peoples. Particularly intractable are the differences in ways of knowing between researchers and other actors which can affect the importance attached to local and indigenous knowledge. Striving to promote responsible research in projects involving local communities, I investigated how 15 researchers with different disciplinary backgrounds and experience of working with local people in projects focusing on climate change and environmental challenges perceive (1) what triggers the need for research involving local people, (2) what knowledge such projects provide, and (3) what benefits can accrue to local people from such projects. I discuss potential reflexive applications of these perceptions to enhance the inclusivity and fairness of research with local actors. The main triggers question (1) elicited were researchers' interests, personal views, happiness, desire to help others and the need to understand, collect, study and know (people, their culture, their experiences, their knowledge and concerns, and their ways of adapting to environmental change). Questions (2) and (3) elicited very varied perceptions, mostly relating to projects interviewees had participated in. [ABSTRACT FROM AUTHOR]

In this lecture, I wish to speak about the faithless analyst. This is an analyst without fixed religious notions, without specific preferences with regard to religious faith and practice, without religious commitments or attachments of the kind that would influence the course of the analysis. Is this possible? Analysts like everyone else grow up in specific cultures that are deeply entangled with religious traditions. Can analysts shed this formation when they enter the consulting room? Should they? Values come with religious faith and practice. Should the analyst shed such religiously based values for the sake of absolute neutrality? I want to think about such faithlessness as an impossible ideal for analytical practice and how to work with failures to remain faithless in the presence of different faiths or the absence of faith among patients. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell 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 Perspektive Mediation is the property of Verlag Oesterreich GmbH 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 Taiwan Law Review is the property of Angle Publishing Co., Ltd 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.)

Emotions play an important role in the process of media messages transforming the audience. In our study, starting from the question of what might be the dominant emotions in old age-themed cinema texts, it is aimed to obtain clues about how old age is constructed in cinema through these emotions and what kind of emotional structure about old age is imposed on the audience. In this direction, emotion analysis was applied to the dialogues of 379 old age-themed films shot in a period of 100 years to determine what kind of emotional structure is constructed in all old age-themed cinema texts. As a result, it was found that the most dominant emotion was anger and disgust. The findings were categorized according to three different periods (1920–1969, 1970–1999, 2000–2020) and interpreted in a descriptive approach in a historical perspective and within the framework of the cinemas of the in addition to the EU, Germany, France, the UK, and Japan, Turkish cinema to make a comparison, where the most old age films were made. It is expected that our study will set an example for text mining research in cinema and offer an alternative perspective to the discussions on the phenomenon of aging in cinema. [ABSTRACT FROM AUTHOR]

This paper introduces a methodology to generate review-based natural language justifications supporting personalized suggestions returned by a recommender system. The hallmark of our strategy lies in the fact that natural language justifications are adapted to the different contextual situations in which the items will be consumed. In particular, our strategy relies on the following intuition: Just like the selection of the most suitable item is influenced by the contexts of usage, a justification that supports a recommendation should vary as well. As an example, depending on whether a person is going out with her friends or her family, a justification that supports a restaurant recommendation should include different concepts and aspects. Accordingly, we designed a pipeline based on distributional semantics models to generate a vector space representation of each context. Such a representation, which relies on a term-context matrix, is used to identify the most suitable review excerpts that discuss aspects that are particularly relevant for a certain context. The methodology was validated by means of two user studies, carried out in two different domains (i.e., movies and restaurants). Moreover, we also analyzed whether and how our justifications impact on the perceived transparency of the recommendation process and allow the user to make more informed choices. As shown by the results, our intuitions were supported by the user studies. [ABSTRACT FROM AUTHOR]

Copyright of Perspectives on Culture / Perspektywy Kultury is the property of Jesuit University Ignatianum in Krakow 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 explores how community engagement practitioners understand their knowledge production work in facilitating and choreographing dialogical spaces (Freire, 2005) within which "organic intellectuals" (Gramsci, 1971) and "alternative" knowledge emerge. Using a qualitative, phenomenological research strategy, data were generated through semi‐structured interviews with community engagement practitioners in Scotland. Practitioners emphasize the importance of equity in the relationship with project participants in knowledge production. Practitioners' narratives reveal how those relationships are realized and how these inform their own and the museum institutions' practice. We acknowledge that community‐based project participants' expertise is prioritized by practitioners as critical to effective community engagement. We argue for a nuanced conceptualization—and appreciation—of the complexities inherent in museum community engagement practice, which is often absent in museum studies work. This conceptualization is embedded in practitioners' subjective experiences and reflections, as well as structural contexts, which simultaneously enable and constrain meaningful community engagement work. [ABSTRACT FROM AUTHOR]

Am Beispiel des österreichischen Wissenschaftskabarett-Ensembles „Science Busters“ geben die Autor*innen des Beitrags einen Einblick in die kommunikative und konzeptionelle Vielschichtigkeit einer Wissenschaftskommunikation, die außerhalb institutionsspezifischer Räume und Gegebenheiten stattfindet. Zielgruppe der Angebote sind wissenschaftsexterne Personen. Im Zentrum steht nicht das Vermitteln von Wissenschaftsinhalten, sondern das Erzählen von Geschichten, die wissenschaftliche Inhalte transportieren. Wesentlich sind dabei die humorvolle Darstellung und Interaktion. Die Autor*innen betonen, dass sich Humor und Wissenschaft keinesfalls widersprechen müssen. Darüber hinaus beleuchtet der Beitrag konkrete Kommunikationsstrategien der Science Busters (wie z.B. den dramaturgisch inszenierten Dialog), die auf der Kabarettbühne Anwendung finden, um dem Publikum einen besseren Zugang zu wissenschaftlichen Fragestellungen und Erkenntnissen zu ermöglichen. (Red.)

W artykule została przedstawiona analiza głównych zasad i idei polityki wschodniej Polski, a także ewolucja tych idei na przestrzeni XX i na początku XXI w., z uwzględnieniem wpływu powstania Grupy Wyszehradzkiej. Autorka pokazuje warunki geopolityczne kształtowania polityki wschodniej po 1918 r. w II Rzeczypospolitej i wpływ na jej przebieg wewnętrznej sytuacji politycznej w kraju, jak i zmian w życiu krajów Europy Środkowej i Wschodniej w okresie międzywojennym, podkreśla olbrzymią rolę Józefa Piłsudskiego i inspirowanego przez Marszałka ruchu prometejskiego w tym procesie, a także innych działaczy ruchu, m.in. Włodzimierza Bączkowskiego i Jerzy Giedroycia. W tekście ukazano zmiany zasad ruchu prometejskiego i polskiej polityki wschodniej, które zachodziły pod wpływem transformacji geopolitycznej mapy Europy, wywołanej wynikami II wojny światowej, a także pokazano współczesny etap kształtowania polityki wschodniej Polski, wpływ na ten proces powstania Grupy Wyszehradzkiej i projektu Partnerstwa Wschodniego. W artykule zaznaczono ogromną rolę takich polskich czasopism, jak „Biuletyn Polsko-Ukraiński” i „Kultura”, ich redaktorów i publicystów w rozpowszechnieniu zasadniczych idei dialogu i współpracy między narodami sąsiadującymi, podkreślono coraz większą aktualność idei polskiego prometeizmu w kontekście współczesnej agresji Rosji na Ukrainę i zagrożenia wybuchu kolejnej wojny światowej.

Copyright of Beytulhikme: An International Journal of Philosophy is the property of Beytulhikme: An International Journal of Philosophy 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 reflection is devoted to a description of the place and role of silence in Gestalt therapy. According to the author, the phenomenon of staying in silence is the necessary way to give birth to a client's figure in therapeutic relations. The description of the therapist's position is proposed as inner silence, entering into the border of contact, acceptance of one's responses to what is happening, a calm attitude toward one's quietness. The possibilities of relying on silence in the process of therapists' work are shown as six propositions: perceiving and backgrounded positions of therapists; therapists' reaction to clients; therapists' ability to listen to the sound of their own soul; the conditions for clients to hear themselves; and the quietness of touching moments of the session. Silence also varies depending on the different styles of therapeutic relations. [ABSTRACT FROM AUTHOR]

The teacher is bound to the word. The word can be a carrier of information, but also, e.g., a mood, forming relationships in the classroom. Through the word, the teacher interacts with others, especially pupils. The word can teach, educate, learn, share, but it also has a negative aspect when it does not interest, does not develop, deceives and leadsto quarrels.Theword has(no) power, not only in the school environment. The paper shows whether and how dialogue takes place in a selected school practice. Non-participant observation has been chosen as the method to investigate dialogue in schools. It was observed how communication takes place, how and what questions are asked, how they are answered, the atmosphere in the classroom, the role of the teacher, etc. This provided concrete information on how dialogue takes place in practice, what its attributes might be. The specific context of the teaching situation was captured in order to make recommendationsfor developing effective communication and relationships in a school environment where group diversity is natural and desirable. [ABSTRACT FROM AUTHOR]

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH 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.)

Great effort is invested in identifying ways to change people's minds on an issue. A first priority should perhaps be enriching their thinking about the issue. With a goal of enriching their thinking, we studied the views of community adults on the DACA issue—young adults who entered the United States illegally as children. A dialogic method was employed, offering dual benefits in providing participants the opportunity to further develop their own ideas and to consider differing ideas. Yet, participants engaged in dialog only vicariously by observing the talk of a pair of actors who held opposing positions on DACA. The effect on participants' thinking was greatest in the condition in which they viewed a dialog between the two actors, rather than a comparison condition in which the actors individually expressed their positions. In control conditions, no presentation was observed. Probing questions included in all conditions encouraged a participant to examine and clarify for themselves their own position, potentially enriching it. This condition proved unsuccessful in enriching thinking; participants' justifications for their own positions in fact became simpler and less qualified. In contrast, observing a video of a like‐minded and opposing other did enrich observers' thinking, yet to a greater degree in the dialogic than nondialogic condition. The findings thus suggest observed dialog as a promising practical approach in promoting deeper thinking. [ABSTRACT FROM AUTHOR]

Cocreating meaning in collaboration is challenging. Success is often determined by people's abilities to coordinate their language to converge upon shared mental representations. Here we explore one set of low‐level linguistic behaviors, linguistic alignment, that both emerges from, and facilitates, outcomes of high‐level convergence. Linguistic alignment captures the ways people reuse, that is, "align to," the lexical, syntactic, and semantic forms of others' utterances. Our focus is on the temporal change of multi‐level linguistic alignment, as well as how alignment is related to communicative outcomes within a unique collaborative problem‐solving paradigm. The primary task, situated within a virtual educational video game, requires creative thinking between three people where the paths for possible solutions are highly variable. We find that over time interactions are marked by decreasing lexical and syntactic alignment, with a trade‐off of increasing semantic alignment. However, greater semantic alignment does not translate into better team performance. Overall, these findings provide greater clarity on the role of linguistic coordination within complex and dynamic collaborative problem‐solving tasks. [ABSTRACT FROM AUTHOR]

Copyright of Kultura i Wychowanie is the property of Akademii Humanistyczno-Ekonomicznej 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 Social Work / Praca Socjalna is the property of Akademia Pedagogiki Specjalnej im Marii Grzegorzewskiej 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 Perspektive Mediation is the property of Verlag Oesterreich GmbH 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 Annals of Cultural Studies / Roczniki Kulturoznawcze is the property of John Paul II Catholic University of Lublin, Institute of Cultural Studies 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 Critique of Law: Independent Legal Studies / Krytyka Prawa: Niezalezne Studia nad Prawem is the property of Akademia Leona Kozminskiego 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 Socioterapy / Journal Socioterapie is the property of Linguo-Cultural & Translation-Interpretation Centre of Excellence at the Faculty of Arts 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 for Religion in Education / Religionspädagogische Beiträge is the property of Arbeitsgemeinschaft Katholische Religionspadagogik & Katechetik (AKRK) 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 present study sought to explore the distinct discourse norms and evidentiary practices in discussions of COVID-19 in four subcommunities on Reddit. Qualitative analysis found that communities differed in the degree to which they reinforce and augment Reddit's platform-wide norms for dialog and evidence use. One of the three communities (r/AskTrumpSupporters) differed from the rest by establishing discourse norms for turn-taking between politically opposed users and structuring dialog around authentic questions aimed at understanding alternative points of view. Quantitative analyses revealed that this community significantly differed from the other communities in the proportion of dialogic exchanges and in the use of evidentiary practices (sourcing, source evaluation, and interpretation of evidence). Excerpts of dialog from this community are used to illustrate findings. We conclude with implications for educators interested in preparing youth to critically engage with scientific information they encounter in public discourse. [ABSTRACT FROM AUTHOR]

Copyright of Horyzonty Wychowania is the property of Jesuit University Ignatianum in Krakow 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 aim of the article is to discuss the relationship between the meaning of a gesture and the meaning of an idiom which is a literal description of this gesture, i. e. the so-called gestural phraseme (e. g. machnąć na coś ręką [literally: wave your hand at something; metaphorically: give up something], zacierać ręce [rub your hands], rozkładać ręce [throw up one's hands]). Selected examples of gestures and their phraseological equivalents were discussed, also taking into account their meanings created in direct dialogue. This is particularly important because the meaning of many gestures, which are part of human communicative activity, depends on the context, which, in this case, is the speaker's entire utterance. Moreover, analyzing gestures and idioms in the dialogue allows us to trace possible ways of co-occurring of these two semiotic modes, which, in turn, sheds some light on the functions of nonverbal behaviour in creating the meaning of utterances. Thus, the research material will contain recordings of TV programs which show politicians' speeches and utterances of other famous people, thanks to which it is possible to watch spontaneous gesticulation accompanying speech. Conclusions from qualitative research tend to distinguish three types of relationships between a gesture and its idiomatic description: a gesture with a phraseological description accompanies an utterance which it can complement semantically; the gesture precedes the statement, announcing its content; the gesture occurs simultaneously with the idiom that describes it. [ABSTRACT FROM AUTHOR]

500 Meter entfernt von Polen.

Celem artykułu jest upowszechnienie wiedzy na temat roli nauczyciela jako coacha w procesie edukacyjnym. Ukazano rozumienie istoty i źródeł coachingu edukacyjnego, scharakteryzowano coachingowy styl nauczania i dialog jako podstawowe narzędzie w coachingu edukacyjnym, odniesiono się do potrzeby wzajemnego rozumienia, współpracy i partnerskich relacji nauczyciel – uczeń oraz przedstawiono potencjał i bariery związane z wdrażaniem podejścia coachingowego w praktyce edukacyjnej.

The concept of character formation (Danish: dannelse; German: Bildung) is contested. This paper firstly outlines (quite briefly) a theory of ’dannelse’, dannelse as humanity/being humane, by introducing the ideal of impartiality. This implies that the concept of ’dannelse’ is derived from the philosophy of culture/philosophical anthropology, and then moved into pedagogical philosophy, thereby shifting position from something to be achieved towards a guidance. Secondly, it will be presented why and how this is meaningful for pedagogic, education and teaching, including how it helps and guides teaching, understanding, choice, and defense of subject matters. This includes, thirdly, presenting in which way thinking along a notion of ’dannelse’ gives meaning to the concept of truth, and assists in handling the ideals of enlightenment (reason, freedom, and knowledge), without ignoring the complexity and darker sides of human being.

Monitorowanie funkcjonowania rodziny zastępczej powierzono koordynatorowi pieczy zastępczej. Koordynator rodzinnej pieczy zastępczej, prócz ustawowych obowiązków, częstokroć realizuje również zadania zbliżone w swej istocie do tutoringu. Jego spotkania w środowisku przywodzą na myśl tutoriale, zaś sam koordynator staje się tutorem dla swoich podopiecznych. Do wskazania zależności pomiędzy zagadnieniami tutoringu i praktyką koordynatora rodzinnej pieczy zastępczej wykorzystano metody jakościowe: analizę archiwów (analiza źródeł: literatura przedmiotu, dokumenty sporządzane przez koordynatorów rodzinnej pieczy zastępczej: „Sprawozdanie w efektów pracy koordynatora rodzinnej pieczy zastępczej” – punkt: „Sukcesy, osiągnięcia w pracy z rodziną zastępczą i pełnoletnim wychowankiem rodzinnej pieczy zastępczej)” oraz wywiad niestandaryzowany z rodzinami zastępczymi, małoletnimi w nich umieszczonymi i pełnoletnimi wychowankami.