Professional Embodiment: Walking, Re-engagement of Desk Interactions, and Provision of Instruction during Classroom Rounds

2018 ◽  
Vol 41 (2) ◽  
pp. 161-184
Author(s):  
Teppo Jakonen
Keyword(s):  
Conversation Analysis ◽  
The Body ◽  
Ongoing Task ◽  
Student Progress ◽  
Independent Task ◽  
Student Talk ◽  
Teacher Student ◽  
Classroom Space ◽  
Whole Class

Abstract Unlike continuous whole-class (plenary) interaction, independent task work involves incipient teacher–student talk, as the teacher typically ‘makes rounds’ to engage in brief desk interactions with students. This article draws on multimodal conversation analysis to investigate how teacher movement during tasks offers resources for re-engaging in desk interactions and offering task-related guidance. The focus is on teachers’ walking trajectories and ways of positioning the body, and students’ orientation to them, in (i) (pre-)opening moments of a desk interaction, and (ii) during a subsequent instructional turn that guides students with the ongoing task. The analysis shows how the pedagogical actions of checking and assessing student progress as well as making oneself available to students become observable in ways of walking, and how students display bodily whether they need teacher help. Movement also offers resources for shifting from individualized to collective instruction during rounds. These findings suggest that ways of navigating the body in the classroom space can index pedagogical concerns, which the students can use to make sense of the teachers’ ongoing and projected engagements.

Observations on the Temperature of the Body in the Insane

1868 ◽  
Vol 14 (65) ◽  
pp. 34-49
Author(s):  
T. S. Clouston
Keyword(s):  
The Body ◽  
Epileptic Patients ◽  
Whole Class ◽  
The Times ◽  
Short Time ◽  
Minimum Heat ◽  
Normal Standard

When I was engaged a short time ago in trying to determine accurately the effects of certain medicines on maniacal and epileptic patients, the temperature of the body in those patients was one of the things noted by me; and being unable to find in any book the normal standard in the insane, I made and analysed 2000 observations of temperature, so that I might have a standard with which to compare my cases. I examined and noted the temperature of all the patients in this asylum, using the thermometer recommended by Dr. Aitken. I took the temperature in the axilla, and my object being a practical one, instead of examining the patients at the times when the maximum and minimum heat is usually found, viz., immediately after waking, and at midnight, I did so between ten and 12 o'clock in the morning, and between nine and ten o'clock at night. The patients here all get up at 6.15 a.m., and go to bed at 8 p.m. Perhaps those hours will, on the whole, be found more useful and convenient than welfare of the patients are being seriously compromised—before the most congenial treatment for a whole class of patients is established. No. This system should be recognised at once in the first plan of every new asylum as necessary, essential, and immediately required.

Implementing Dialogic Teaching in a Singapore English Language Classroom

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 279-293 ◽  
Author(s):  
Rachel Lee
Keyword(s):  
Classroom Discourse ◽  
English Language ◽  
Literacy Skills ◽  
Reading Literacy ◽  
Government School ◽  
Dialogic Teaching ◽  
Student Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teachers And Students

Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic classroom discourse, which does not allow opportunities for teachers and students to construct knowledge and understanding together during curriculum time. The article reports on one classroom-based research conducted on a Secondary Three (age 15) class in one Singaporean government school. The purpose of this article is to show how classroom talk could be made more dialogic, through an intervention, to enhance students’ talk opportunities and to build up literacy skills. The article argues that over time, the habitual practice of a dialogic form of teacher-student talk would help to open up the space of learning for students. To do that, it would be necessary to begin with raising teachers’ awareness of the benefits of dialogic talk.

scholarly journals Training-related accidents during teacher-student-assistance activities of medical students

2004 ◽  
Vol 37 (5) ◽  
pp. 405-408 ◽  
Author(s):  
José Mauro Barbosa Reis ◽  
Adilson Lamounier Filho ◽  
Cristiano Ângelo Rampinelli ◽  
Eliane Cristina de Souza Soares ◽  
Renata da Silva Prado ◽  
...  
Keyword(s):  
Mucous Membrane ◽  
Antiretroviral Drugs ◽  
The Body ◽  
Accident Rate ◽  
Medical College ◽  
Teacher Student ◽  
College Course ◽  
Control Department ◽  
Contaminating Substances ◽  
Membrane Exposure

A survey was done to determine the most common hospital accidents with biologically contaminated material among students at the Medical College of the Federal University of Minas Gerais. Six hundred and ninety-four students (between fifth and twelfth semesters of the college course) answered the questionnaire individually. Three-hundred and forty-nine accidents were reported. The accident rate was found to be 33.9% in the third semester of the course, and increased over time, reaching 52.3% in the last semester. Sixty-three percent of the accidents were needlestick or sharp object injuries; 18.3% mucous membrane exposure; 16.6% were on the skin, and 1.7% were simultaneously on the skin and mucous membrane exposure. The contaminating substances were: blood (88.3%), vaginal secretion (1.7%), and others (9.1%). The parts of the body most frequently affected were: hands (67%), eyes (18.9%), mouth (1.7%), and others (6.3%). The procedures being performed when the accidents occurred were: suture (34.1%), applying anesthesia (16.6%), assisting surgery (8.9%), disposing of needles (8.6%), assisting delivery (6.3%), and others (25.9%). Forty-nine percent of those involved reported the accident to the accident control department. Of these 29.2% did not receive adequate medical assistance. Eight percent of those involved used antiretroviral drugs and of these 86% discontinued the treatment on receiving the Elisa method applied to the patient (HIV-negative); 6.4% discontinued the treatment due to its side-effects; and 16% completed the treatment.

scholarly journals Optimizing Druggability through Liposomal Formulations: New Approaches to an Old Concept

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
Dimitrios Bitounis ◽  
Raphaelle Fanciullino ◽  
Athanassios Iliadis ◽  
Joseph Ciccolini
Keyword(s):  
Safety Issue ◽  
The Body ◽  
Target Cells ◽  
Efficacy And Safety ◽  
Ongoing Task ◽  
Liposomal Formulations ◽  
Delivery Strategies ◽  
Liposomal Drugs ◽  
Improve Clinical Outcome

Developing innovative delivery strategies remains an ongoing task to improve both efficacy and safety of drug-based therapy. Nanomedicine is now a promising field of investigation, rising high expectancies for treating various diseases such as malignancies. Putting drugs into liposome is an old story that started in the late 1960s. Because of the near-total biocompatibility of their lipidic bilayer, liposomes are less concerned with the safety issue related to the possible long-term accumulation in the body of most nanoobjects currently developed in nanomedicine. Additionally, novel techniques and recent efforts to achieve better stability (e.g., through sheddable coating), combined with a higher selectivity towards target cells (e.g., by anchoring monoclonal antibodies or incorporating phage fusion protein), make new liposomal drugs an attractive and challenging opportunity to improve clinical outcome in a variety of disease. This review covers the physicochemistry of liposomes and the recent technical improvements in the preparation of liposome-encapsulated drugs in regard to the scientific and medical stakes.

scholarly journals Emotions in action: Telephone-mediated dispute resolution

2021 ◽  
Author(s):  
Ann Weatherall ◽  
M Stubbe
Keyword(s):  
Conversation Analysis ◽  
Dispute Resolution ◽  
The Body ◽  
Institutional Setting ◽  
Interaction Data ◽  
Discursive Psychology ◽  
British Psychological Society

© 2014 The British Psychological Society. The present study investigated emotions as they were made visible and responded to in a particular institutional setting. Following discursive psychology the aim was to provide a rigorous account of emotion as observable in talk-in-interaction. Using conversation analysis a focus was on the temporality of emotion in turns of talk and over the course of an interaction. Data were recordings and transcriptions of calls to a dispute resolution service for consumers' problems with electricity and gas. The analysis identified systematic practices callers' use for describing and doing upset. Call-takers rarely displayed emotion in the body of the calls and typically responded to institutionally relevant aspects of the callers' troubles and not the emotional ones. In the absence of any kind of endorsement of the callers' emotional stance, emotionality could escalate. Emotional affiliation regularly occurred at the end of the calls. The escalation of emotion in the absence of its endorsement and the occurrence of emotional affiliation at call-closing evidences a sequential property of emotion that has been largely overlooked.

scholarly journals Asking about Content and Adding Content: two Patterns of Classroom Interaction

2012 ◽  
Vol 14 (1) ◽  
pp. 28
Author(s):  
Edgar Lucero Batavia
Keyword(s):  
Conversation Analysis ◽  
Speech Acts ◽  
Classroom Interaction ◽  
Target Language ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
University Level ◽  
Interactional Patterns ◽  
Present Characteristic

This research project focuses on identifying and describing the interactional patterns and the speech acts that emerge and are maintainedthrough teacher-student interactions in a university-level EFL Pre-intermediate class. This work also analyzes how these patterns potentiallyinfluence the participants’ interactional behavior. This study then answers two questions: what interactional patterns emerge and how they arestructured in interactions between the teacher and the students in the EFL class? And, how can the utterances that compose the interactionalpatterns potentially influence both interactants’ interactional behavior in the EFL class? The description and analysis of the problem followethnomethodological conversation analysis. The findings show that there are two main interactional patterns in the EFL class observed for thisstudy: asking about content, and adding content. Both patterns present characteristic developments and speech acts that potentially influencethe teacher and students’ interactional behavior in this class. These findings serve as a reference and evidence for the interactional patterns thatemerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.

scholarly journals ANALYSIS OF CLASSROOM INTERACTION IN EFL CLASS

2015 ◽  
Vol 3 (1) ◽  
pp. 137
Author(s):  
Asbah Asbah
Keyword(s):  
Student Teacher ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Individual Student ◽  
Student Groups ◽  
Teacher Student ◽  
Qualitative Descriptive ◽  
Whole Class ◽  
Giving Feedback ◽  
Class Teacher

This study was to find out classroom interaction types and how those types emerge in the language teaching process. The research design was a qualitative descriptive. Participants of the research were an English teacher and 25 eight grade students of MTs-Al Raisiyah Sekarbela. The results of the study showed that there were seven types of classroom interactions which were teacher-whole class, teacher- an individual student, teacher-groups of students, student- teacher, student-student, student-whole class, and student-groups of students. The interaction occurred through teacher talk, questioning, giving feedback and discussion.

scholarly journals Emotions in action: Telephone-mediated dispute resolution

2021 ◽  
Author(s):  
Ann Weatherall ◽  
M Stubbe
Keyword(s):  
Conversation Analysis ◽  
Dispute Resolution ◽  
The Body ◽  
Institutional Setting ◽  
Interaction Data ◽  
Discursive Psychology ◽  
British Psychological Society

© 2014 The British Psychological Society. The present study investigated emotions as they were made visible and responded to in a particular institutional setting. Following discursive psychology the aim was to provide a rigorous account of emotion as observable in talk-in-interaction. Using conversation analysis a focus was on the temporality of emotion in turns of talk and over the course of an interaction. Data were recordings and transcriptions of calls to a dispute resolution service for consumers' problems with electricity and gas. The analysis identified systematic practices callers' use for describing and doing upset. Call-takers rarely displayed emotion in the body of the calls and typically responded to institutionally relevant aspects of the callers' troubles and not the emotional ones. In the absence of any kind of endorsement of the callers' emotional stance, emotionality could escalate. Emotional affiliation regularly occurred at the end of the calls. The escalation of emotion in the absence of its endorsement and the occurrence of emotional affiliation at call-closing evidences a sequential property of emotion that has been largely overlooked.

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