Language variation in university classrooms

2020 ◽  
Vol 2 (1) ◽  
pp. 131-165
Author(s):  
Eniko Csomay ◽  
Siew Mei Wu
Keyword(s):  
Classroom Discourse ◽  
Language Use ◽  
East Asian ◽  
Discourse Structure ◽  
The Us ◽  
Discourse Studies ◽  
Organizational Patterns ◽  
Us Findings ◽  
Discourse Organization ◽  
University Classrooms

Abstract Corpus-based university classroom discourse studies found differences in teaching as it relates to language use: discourse organization, levels of instruction and interactivity, and disciplinary differences in participant talk. These practices were primarily reported on US-based classrooms, while scholars with different foci looked at British university classrooms as well. However, a comparison of how discourse is organized in university classrooms in varying geographical contexts is still missing. The present study provides lexico-grammatical analyses of classroom discourse at a South-East Asian university as associations are made to the communicative and pedagogical functions in the discourse structure of lectures, and comparisons are made to a corpus of university classroom discourse from the US. Findings show differences in language use and associated discourse organizational patterns within three disciplinary areas (Humanities, Natural Sciences, and Engineering) as they are delivered in the two geographical contexts. Implications are discussed for register, disciplinary, and discourse structure studies.

Classroom Discourse Structure in MTs Negeri Rantauprapat

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Jupriaman Jupriaman ◽  
Sri Minda Murni
Keyword(s):  
Classroom Discourse ◽  
Tape Recorder ◽  
The Other ◽  
Discourse Structure ◽  
Video Tape ◽  
English Teacher ◽  
Video Tape Recorder ◽  
Field Note

The objectives of this study were to describe the classroom discourse structure, to describe how the classroom discourse is realized by teacher and students and the reasons for the realizations of the ways they are. The source of the data was English teacher and the students while the data are verbal and non verbal utterances of students and teachers. The instruments for collecting data were video tape recorder and researcher’s field note. The data were collected by observing and recording the utterances uttered by the teacher and students. The findings showed that the classroom discourse structures were dominantly realized by Initiation and Response (IR) structure. It was reflected in teacher direct, elicit and information exchanges was found that the classroom discourse structures. The other exchanges occur are boundary (framing and focusing move), directive, informing, check, accept, react, reply, nomination, marker, bid and conclusion acts. The reasons why the realization as the ways they are (1) teacher as a centre of interaction, (2) teacher gives some questions without any caring to the evaluation, appreciation and feedback without any feedback to make dialogue, (3) students have been disciplined not to speak in classes without a teacher’s direction, and most of them are unwilling to speak English.   Keywords: Classroom Discourse Structures, Initiation and Response, Sinclair and Coulthard Theory

scholarly journals AB0115 COMPARISON OF ULTRASOUND FINDINGS BETWEEN TNF INHIBITORS AND NON-TNF INHIBITORS AT FIRST BIOLOGICS IN PATIENTS WITH RHEUMATOID ARTHRITIS

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1086.2-1087
Author(s):  
T. Okano ◽  
T. Koike ◽  
K. Inui ◽  
K. Mamoto ◽  
Y. Yamada ◽  
...  
Keyword(s):  
Rheumatoid Arthritis ◽  
Disease Activity ◽  
Disease Duration ◽  
Power Doppler ◽  
Tnf Inhibitors ◽  
Tnf Inhibitor ◽  
Significant Difference ◽  
The Us ◽  
Us Findings ◽  
Improvement Ratio

Background:In rheumatoid arthritis (RA), biologics treatment is one of the effective treatment options. Usually, there is no difference in therapeutic effect regardless of which biologics is used, but the effect for joint synovitis is unknown. Recently, ultrasound (US) has played a role of sensitive imaging modality in the diagnosis and follow-up of patients with RA.Objectives:The aim of this study was to compare the improvement of US findings between TNF inhibitors and non-TNF inhibitors at first biologics in patients with RA.Methods:Fifty-four RA patients who started the first biologics from September 2016 to December 2018 were included in this longitudinal study (SPEEDY study, UMIN000028260). All the patients were performed clinical examination, blood test and US examination at baseline, 4, 12, 24, 36 and 52 weeks. A US examination was performed at the bilateral first to fifth metacarpophalangeal (MCP) joints, first interphalangeal (IP) and second to fifth proximal interphalangeal (PIP) joints, wrist joints (three part of radial, medial and ulnar) and first to fifth metatarsophalangeal (MTP) joints, by using HI VISION Ascendus (Hitachi Medical Corporation, Japan) with a multifrequency linear transducer (18-6 MHz). The gray scale (GS) and power Doppler (PD) findings were assessed by the semi-quantitative method (0-3). GS score and PD score (both 0-108 points) were defined as the sum of each score. The change of disease activity and US findings were compared between TNF group and non-TNF group.Results:Among 54 cases, 32 patients were used TNF inhibitor and 22 were non-TNF inhibitor. Age and duration of RA were significantly higher in the non-TNF group, and MTX dose was significantly lower in the non-TNF group. The baseline inflammatory markers tended to be higher in the non-TNF group and the disease activity was also higher in the non-TNF group. However, the US findings showed no significant difference in both GS and PD between two groups at baseline. US improvement ratio was no difference between TNF group and non-TNF group at 4, 12, 24, 36 and 52 weeks in both GS and PD score. Regardless of the type of biologics, patients with long-term disease duration tended to have poor improvement in US synovial fingings.Table 1.Baseline patient and disease characteristicsTNF (n=32)non-TNF (n=22)P valueFemale patients, n (%)21 (65.6)16 (72.7)0.767Age (years)63.5±15.471.0±9.00.030Disease duration (years)6.5±8.213.0±11.70.032CRP (mg/dl)1.8±2.53.0±3.20.170DAS28-ESR5.0±1.45.8±1.20.022GS score26.1±18.831.8±21.10.313PD score17.6±11.423.1±14.60.150Figure 1.GS and PD improvement ratio at 4, 12, 24, 36 and 52 weeksConclusion:There was no difference in the US findings improvement between patients with TNF inhibitor and non-TNF inhibitor at first biologics in patients with RA.References:[1]Grassi W, Okano T, Di Geso L, Filippucci E. Imaging in rheumatoid arthritis: options, uses and optimization. Expert Rev Clin Immunol. 2015;11:1131-46.[2]Nishino A, Kawashiri SY, Koga T, et al. Ultrasonographic Efficacy of Biologic andTargeted Synthetic Disease-ModifyingAntirheumatic Drug Therapy in RheumatoidArthritis From a Multicenter RheumatoidArthritis Ultrasound Prospective Cohort in Japan. Arthritis Care Res (Hoboken). 2018;70:1719-26.Acknowledgements:We wish to thank Atsuko Kamiyama, Tomoko Nakatsuka for clinical assistant, Setsuko Takeda, Emi Yamashita, Yuko Yoshida, Rika Morinaka, Hatsue Ueda and Tomomi Iwahashi for their special efforts as a sonographer and collecting data.Disclosure of Interests:None declared

scholarly journals External Leveraging and Technological Upgrading Among East Asian Firms in the US

2007 ◽  
Vol 16 (1) ◽  
pp. 99-118 ◽  
Author(s):  
Jinn-Yuh Hsu ◽  
Jessie P. Poon ◽  
Henry Wai-Chung Yeung
Keyword(s):  
East Asian ◽  
The Us

scholarly journals Discourse markers in non-native EFL teacher talk

2017 ◽  
Vol 7 (4) ◽  
pp. 649-671 ◽  
Author(s):  
Gloria Vickov ◽  
Eva Jakupčević
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Classroom Discourse ◽  
Secondary School Students ◽  
Discourse Markers ◽  
School Students ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Discourse Organization ◽  
Primary And Secondary School

The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.

scholarly journals Framework for Mentoring East Asian Women Scientists and Engineers

2017 ◽  
Vol 116 (2) ◽  
pp. 28
Author(s):  
Karen Mancl ◽  
Katrina Lee
Keyword(s):  
East Asian ◽  
Women Scientists ◽  
Asian Women ◽  
Minority Faculty ◽  
Mentoring Functions ◽  
The Us ◽  
Scientists And Engineers ◽  
Psychosocial Mentoring ◽  
Women Mentors

The goal of this preliminary study was to develop a framework for success in mentoring East Asian women scientists and engineers.  Six women participated in 2-hour interviews providing an oral history.  Common themes from their interviews revealed they brought some shared experiences from Asia.  While science and engineering studies were encouraged, especially for girls, they had little mentoring.  Upon coming to the US they found themselves isolated as an Asian and female minority, while feeling family and cultural expectations.  The findings of the study suggest a 4-part mentoring framework.  1. Mentors should be assigned. 2. At least 1 mentor should be a woman. 3. Mentors needed understanding of and to be able to discuss work/life balance and 4. Mentors need to work with protégés to help them with mission and goal setting.  This research supports findings of other studies that describe mentoring teams working with minority faculty and the importance of women mentors in providing psychosocial mentoring functions. This research uncovered the limited role of East Asian mentors.  Not all of the women had mentors from East Asia and some did not feel it was important.

scholarly journals Redesign or demise of old Developmental States? East Asia in the post-financial crisis of 2008

2020 ◽  
Vol 40 (4) ◽  
pp. 689-711
Author(s):  
Roberta Rodrigues Marques da Silva ◽  
Rafael Shoenmann de Moura
Keyword(s):  
Political Economy ◽  
East Asian ◽  
Developmental State ◽  
Central Feature ◽  
Developmental States ◽  
Institutional Frameworks ◽  
The Us ◽  
Political Economies ◽  
Systemic Crisis ◽  
Developmental Dynamics

ABSTRACT This article investigates comparatively the recent developmental dynamics of four East Asian political economies: Japan, South Korea, Taiwan and China. We analyze how the critical juncture engendered by the systemic crisis of the US subprime impacted on its State capabilities, particularly regarding industrial policy, being mediated by the respective regulatory and institutional frameworks. Additionally, we compare the impacts of the 2008 crisis and the previous Asian regional crisis of 1997. Our findings indicate that State capabilities, associated to the historical construction of a Developmental State, were a central feature to understand the resilience of each political economy.

scholarly journals Optimal clamping time in meatotomy procedure for children with meatal stenosis: Experience with 120 cases

2021 ◽  
Vol 93 (2) ◽  
pp. 244-247
Author(s):  
Mehdi Shirazi ◽  
Umayir Chowdhury ◽  
Faisal Ahmed ◽  
Mohammad-Bagher Rajabalian ◽  
Hossein-Ali Nikbakht ◽  
...  
Keyword(s):  
Bladder Wall ◽  
Postoperative Bleeding ◽  
Urine Flow ◽  
Penile Curvature ◽  
Optimum Time ◽  
Meatal Stenosis ◽  
The Us ◽  
Urinary Stream ◽  
Us Findings

Objective: During meatotomy procedure for children with meatal stenosis (MS), a straight clamp used as a hemostat on the ventrum of the meatus before incised with scissors for clamping and holding bleeding from the site of operation. The aim of this study was to evaluate the optimum clamping time for meatotomy in children with MS. Materials and methods: All the patients with MS between 2014 to 2019 were enrolled in this retrospective study. Patients with uncircumcised penis, traumatic catheterization, any kind of penile abnormality such as hypospadias or penile curvature, and active urinary tract infection (UTI) were excluded. The indication of meatotomy was a pinpoint meatus that develops with dorsal or lateral deflection of the urinary stream and high-velocity urine flow. During meatotomy procedure, clamping time was examined in different groups such as 2, 3, and 4 minutes. The main symptoms of presentation and ultrasonography (US) findings were recorded and compared between groups. To assess the optimum time clamping, postoperative bleeding was noted carefully in all groups. The success rate was recorded at onemonth postoperative follow-up in the clinic. Results: Of the 120 patients with MS who underwent a meatotomy procedure, there were 40 (33.3%) participants in each group. The main symptoms were painful urination and urine stream deviation that represented in 54 (46%) patients. Bladder wall thickness was the main pre-operation finding in the US which was observed in 67 (55.8%) patients. In comparison between the groups related to clamping time, bleeding was observed and required suturing when clamping was applied for 2 minutes in 4 (3.3%) patients (p = 0.016). With a minimum follow-up of 12 months, no recurrent meatal stenosis was reported. Conclusions: Clamping time for more than 2 minutes may prevent bleeding during and after meatotomy.

Visualized Narratives

2021 ◽  
Keyword(s):  
Social Movements ◽  
East Asian ◽  
Public Culture ◽  
Top Down ◽  
The Us ◽  
Elite Level

The essays compiled in this volume address the phenomenon of visual(ized) narratives from a multi-actor perspective, ranging from top-down communicated narratives to the realms of public culture and visualizations in the fields of literature and arts. How do social movements make use of symbols and narratives to question the official (elite level) storylines? To what extent do the narratives and visualization strategies applied by East Asian actors differ from those of Europe and the US?

scholarly journals Sustainability and Collaboration: Crossdisciplinary and Cross-Sector Horizons

2020 ◽  
Vol 12 (4) ◽  
pp. 1515 ◽  
Author(s):  
Julie Thompson Klein
Keyword(s):  
Language Use ◽  
Academic Disciplines ◽  
Boundary Crossing ◽  
Future Research ◽  
Second Keyword ◽  
Discourse Studies ◽  
The Difference ◽  
Societal Problems ◽  
And Training ◽  
Local Perspectives

The title of this article signals increasing collaboration across boundaries aimed at understanding and solving complex scientific and societal problems. The article is a reflective analysis of five intersecting keywords in discussions of sustainability and boundary crossing. This genre of discourse studies interprets language use, drawing in this case on a representative sample of authoritative definitions, case studies, and state-of-the-art accounts. The Introduction situates the discussion around the increasing number and size of teams as well as research across both academic disciplines and other sectors, followed by the five keywords that structure the overall argument. Section 2 examines the first of the five keywords, defining interdisciplinarity by marking its alignment with integration, confluence, interdependence, interaction, and balance. Section 3 considers the second keyword—transdisciplinarity—by tracing evolution of a problem-focused connotation, links to sustainability, inclusion of stakeholders, the imperative of critique, and transdisciplinary action research. Section 4 brings together insights on inter- and trans-disciplinarity in a composite “crossdisciplinary” alignment with collaboration, factoring in the nature of teamwork, public engagement, and translation. Section 5 then turns to learning, noting the difference between education and training then emphasizing transformative capacity, double- and triple-loop learning, reflexivity, and a transdisciplinary orientation. Section 6 takes up the final keyword—knowledge—by calling attention to inclusion, indigenous and local perspectives, nomothetic versus idiographic perspectives, the question of fit, and the nature of crossdisciplinary knowledge. The article concludes by identifying future research needs.

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