bluuebunny/crossref_metadata_2025 huggingface dataset:
Foreigner Talk in the ESL Classroom: Interactional Adjustment to Adult Students at Two Language Proficiency Levels
Authors: Brulhart Marilyn
Published: May 2016

While native speakers plainly adjust their speech to accommodate non-native speakers on syntactic and prosodic levels, they are also making adjustments on the level of discourse. It has been argued that these interactional adjustments are the crucial ones to the promotion of language learning. The. present study compared the proportion of nine interactional features used in the speech of four ESL teachers as they taught beginners and advanced level adult classes. As predicted, display questions and self-repetitions were used much less often with advanced students. The lack of other differences in interactional adjustments may be an artifact of the lesson content or teacher style. High variability in teacher behaviour was discovered. The marked reduction in use of display questions at the advanced level provided encouraging evidence that the ESL classroom is, in fact, preparing students for the real, communicative world. Implications for teacher training are pointed out.
Intentional Learning as a Principle for ESL Writing Instruction: A Case Study.
Authors: Cumming Alister
Published: May 2016

This paper first discusses the principle of intentional learning then reports on a case study investigating the application of this principle to instruction in ESL writing. Twenty, young adult ESL students of engineering were asked to select goals for their writing development, to monitor their attempts to achieve these goals during writing tasks, and to assess their learning achievements. Data collected from students' reports, think-aloud protocols, and analyses of achievement in composition writing indicate that most learners were able to use this form of learning to make discernable achievements in their writing proficiency. The instructional design used to promote intentional learning in the ESL writing course is described. Implications for ESL instruction and theories of learning are discussed.
EFL for Development
Authors: Cooke Davide
Published: May 2016

This paper examines the relationship between teaching English as a foreign language (EFL) and development issues. I An analysis of the key areas of developmental EFL is offered. In addition, English language teaching (ELT) in developing countries is discussed from the point of view of its effects on the host culture. Throughout the article, suggestions are made for ensuring that developmental EFL/ELT becomes a productive force within a host country.
The Time Factor and Compact Course Development
Authors: Stern H.H.
Published: May 2016

Editor's Note: This previously unpublished paper was prepared by Dr. Stern for the Marburg Symposium on Compact Courses organized by the Federation internationale des professeurs de langues vivantes (FIPLV) in 1981. At first glance, it may appear to deal with foreign language teaching rather than ESL. However, a second look will show its relevance to the teaching of English as a second language to Canada's native people, to francophones in Quebec, New Brunswick and other areas with French school systems, in certain multicultural settings, and in other countries. PML
ESL Teacher Education: Five Principles
Authors: Hynes Maureen
Published: May 2016

This section features: (I) reactions of readers to articles and reviews published in the Journal and the replies of authors to whom the comments are addressed (if forthcoming) and (2) viewpoints and opinions expressed in the form of a report, commentary, or interview on issues or topics of current interest.
Basic Components of a Successful Citizenship Course
Authors: Derwing Tracey , Munro Murray
Published: May 2016

This section presents descriptions of teaching techniques or practical classroom activities.
Linguistic Input and Interaction in the Content Classroom
Authors: Early Margaret
Published: May 2016

This study investigates teacher talk to different audiences of listeners and attempts to formulate a general description of the linguistic register particular to the classroom speech of ESL teachers. It describes and quantifies various features of classroom conversational interaction and various characteristics of ESL teachers' input to second language learners. It then investigates the degree to which the properties of foreigner talk in this corpus are representative, by comparing them to the results of Long's (1980) investigation of patterns of input and interaction outside of classrooms. Findings are summarized and a few cautious statements concerning the implications for the ESL classroom are made.
A Comparison of ESL Students' Ability in Four Language Modes: Oral Composing, Independent Writing, Story Retelling, and Reading.
Authors: Froese Victor
Published: May 2016

Thirty-nine students (ages 10-14) were drawn from classrooms containing ESL students in three schools in one Winnipeg school division and comparisons were made for these ethnolinguistic groups Filipino, Vietnamese, and Chinese. For each of the four language modes - oral composing, independent writing, reading, and retelling - a number of language units were compared: number of words produced, number oft-units produced, average number of words per t-unit, and number of dependent clauses produced. The answers to the following four questions are discussed: I) In terms of language units, how do the modes compare across language groups? 2) How do oral reading miscues compare? 3) How does reading comprehension and listening comprehension compare?
Writing Poetry in the ESL Classroom
Authors: Langevin Michael
Published: May 2016

This section presents descriptions of teaching techniques or practical classroom activities.
Professor's Ratings of Language Use and Rhetorical Organizations in ESL Compositions
Authors: Mendelsohn David , Cumming Alister
Published: May 2016

To what extent do the qualities of language use and rhetorical organization in compositions written by adult ESL students affect judgements of the overall effectiveness of their compositions? Do university faculty who regularly teach ESL students attribute greater value to language use or rhetorical organization in the writing of such students? Are judgements made by ESL instructors about the value of these qualities of writing consistent with those of professors of, say, Engineering or English literature? These questions were studied empirically by asking 26 professors - of Engineering, English literature, and ESL - at a Canadian university to rank order, at 8-month intervals, 2similar sets of compositions written by ESL students. These 8 compositions were modified by the researchers (cf. Freedman 1979) to possess, in a 2 by 2 factorial design, distinct combinations of effective and ineffective language use and rhetorical organization. After making the ratings, the professors were interviewed about the criteria they had used, and the difficulties they had experienced in assessing the compositions.
From General English to EST: A Proposal to Reform China's Service English Teaching
Authors: Zhijian Zhou
Published: May 2016

This paper gives a brief survey of service English teaching in China and proposes reform based on the theory and practice of the ESP/EST approach. The survey describes the course materials, classroom teaching activities, and students' reactions to them under the General English approach now prevalent in China, while at the same time noting an apparent upsurge of interest in EST among Chinese learners and teachers of English. The proposal argues for a shift from General English to EST and offers solutions to such problems as the preparation of EST course materials, the training of EST teachers, and the testing of EST learners. The paper also reveals how expatriate teachers of English working in China could assist in the reform and why textbooks produced in the U.S. and Britain do not suit Chinese students of science and engineering very well.
Student teachers' conceptions of curriculum: Toward an understanding of language-teacher development
Authors: Cumming Alister
Published: May 2016

Programmes for the education of second language teachers necessarily base themselves on conceptions of what learning to be a teacher entails. But surprisingly little study has been devoted to understanding the processes by which second language teachers actually develop their knowledge, or to defining what such knowledge consists of. This paper approaches this issue through a content analysis of data on one aspect of student teachers' professional knowledge: their conceptions of curriculum decision making. Different representations of this knowledge emerge, ranging from schemata which appear inadequately developed to those which seem sufficient to guide curriculum decision- making effectively. Implications are drawn for the education and development of second language teachers, as well as further research in this area. It is argued that current "input-output" models of teacher education can be augmented by "developmental learning" models, if further understanding of language teachers' professional knowledge is obtained.
Teacher-as-reader: Oral feedback on ESL student writing
Authors: McAlpine Lynn
Published: May 2016

Described is an oral feedback procedure which teachers may choose to use if they want to respond to student writing not as editors and proofreaders but as interested first-language readers intent on coming to comprehend the written message.
Vocabulary Learning: A Critical Analysis of Techniques
Authors: Oxford Rebecca , Crookall David
Published: May 2016

This article evaluates more than a dozen vocabulary learning techniques for students of a second or foreign language. These techniques are divided into four broad categories: decontextualizing, semi-contextualizing, fully contextualizing, and adaptable. Each technique is evaluated in terms of underlying theoretical assumptions and practical utility. Specific classroom implications are also offered.
An ESL Motivations Assessment for a Community-Based ESL Program
Authors: Paper Li Chuang
Published: May 2016

This paper concerns an ESL motivations assessment of adult Chinese learners at Chinese Information and Community Services (CICS). 512 ESL learners participated in the survey. The findings of the survey are as follows: (I) The motives of adult Chinese immigrants attending ESL classes include linguistic needs, basic skills, cultural awareness, social interaction, and writing resumes. (2) There are no significant differences in perceived motivations according to age, education level, and length of stay in Canada; however, there are slight differences among a few indicators. (3) The implications to ESL teaching are that a) teaching objectives at the CICS of Metropolitan Toronto should include both the teaching of English and Canadian culture; b) the teaching of English should focus on language needed for conducting everyday life and social interaction; c) all four language skills (speaking, listening, reading, and writing) should be taught at the same time with more emphasis on the first three skills; d) pronunciation and vocabulary teaching is also necessary.
The Learning of Complex Speech Act Behaviour
Authors: Olshtain Elite , Cohen Andrew
Published: May 2016

The study reported in this article concerns itself with the learning and teaching of the more subtle and complex features of the speech act of apology in English. Based on the knowledge that we have to date on apology speech act behaviour, we addressed ourselves to questions relating to the efficacy of teaching such elements as: choice of semantic formula; appropriate length of realization patterns; use of intensifiers; judgment of appropriacy and students' preferences for certain teaching techniques. In order to attempt and answer these questions we carried out a training study with I8 adult learners of English, speakers of Hebrew. The study consisted of : a) a pre-teaching questionnaire aimed at assessing the subjects' use of apologies; b) a teaching materials packet covering three classroom sessions and c) a postteaching questionnaire. The findings suggest that although we cannot present clear cut quantitative improvement of the learners' speech act behaviour after the given training programme, we find that there is an obvious qualitative approximation of native like speech act behaviour with respect to types of intensification and downgrading, choice of strategy and awareness of situational factors. We feel, therefore, that the teaching of speech act behaviour is a worthwhile project even if the aim is only to raise the learners' awareness of appropriate speech act behaviour.
Does the Method of Vocabulary Presentation Make a Difference?
Authors: Levine Adina , Reves Thea
Published: May 2016

Extensive vocabulary appears to be of utmost importance for the comprehension of academic reading material. Classroom materials as well as learners' self-reports indicate that whereas specialized terminology may not constitute difficulties to the student, it is the unfamiliarity with general vocabulary which seems to be the biggest problem in text comprehension. The purpose of the study was to investigate a. the effect of the method of vocabulary presentation on vocabulary acquisition and b. the inter-relationship of learner-factors and methods of vocabulary presentation in the retention of vocabulary. The study was carried out in the framework of a reading programme in English as a Foreign Language (EFL). The overall picture that emerged from the study confirmed the hypothesized inter-relationship between vocabulary acquisition on the one hand and method of presentation and learner-factors on the other. The data indicate different relationships in the case of long-term retention than in the short-term retention of vocabulary.
Self and Peer Evaluation of Writing in the Interactive ESL Classroom: An Exploratory Study
Authors: Rothschild Dennie , Klingenberg Felicia
Published: May 2016

The evaluation of writing in the ESL classroom has traditionally been the teacher's prerogative and as such it has remained outside the interactive model of student learning. Our goal is to bring evaluation into the classroom in order to increase learners' awareness of criteria for good writing, promote greater improvement of writing by giving learners an instructional and diagnostic tool which they could use, reinforce in-process feedback with end-of-process evaluation, and foster more positive attitudes towards writing. The students in our pilot investigation are high intermediate level adults from diverse backgrounds studying part-time during a four-month term. Our investigation is in two parts. Part one involves adapting an appropriate evaluation scale, training students in its use, and having them use the scale throughout the term to evaluate their own and their peers' writing. In part two we study various end-of-term effects the use of the scale had on students: we test the hypothesis that students trained in the use of the scale will have a concept of good writing more congruent with that of instructors than will a control group; we compare the criteria most often cited by both groups as they judge the quality of a set of compositions; we examine the responses of both groups to a survey on their attitudes towards writing. Our results show a slight trend in the predicted direction between the experimental group and one of the judges. We also find indications that the experimental group is using a different set of criteria in judging compositions. As well, the experimental group responds more positively to all ten statements on a writing attitude survey.
Discourse Matrix: A Practical Tool for ESL Writing Teachers
Authors: Mackie Ardiss , Bullock Chris
Published: May 2016

The purpose of this article is to demonstrate how a technique involving contrastive rhetoric can help writing teachers and their students uncover and improve the overall rhetorical patterns in student writing. Contrastive rhetoric is a theory developed by Kaplan (1966), who argued that rhetorical patterns, like logic, vary from culture to culture. The discourse matrix outlined by Coe (1988), allows contrastive rhetoric a practical application in the ESL classroom. The matrix enables both teacher and student to pinpoint areas in writing where the rhetorical pattern may not follow a typical English pattern. As well, the matrix can be used for revision. The article demonstrates the use of the matrix through examples taken from both English and ESL writers.
The Use of Drama in English Language Teaching
Authors: Davies Paul
Published: May 2016

This essay aims to examine the use of drama and dramatic activities in English Language Teaching CELT). Its opening part looks at some of the theories behind the use of drama with learners of English, and tries to answer questions such as what is drama, who needs it, and when should it be used. The essay then takes a look at some practical procedural strategies such as lesson preparation, students' language needs, how to present and integrate drama into the lesson, and overall classroom organization. The next section tackles the question of how dramatic activities can be employed in the language classroom. The possibilities considered include mime, simulation, role-play, scripted plays, improvisation, and coursebook dialogue. Some concluding remarks finish off the main body of the essay.
English Language Programmes for Refugees in St. John's, Newfoundland
Authors: Bassler Tonya
Published: May 2016

Refugees who have St. John's, Newfoundland, as their first place of residence in Canada often have inadequate or no English language skills. Several programmes are available to speed their transition into Canadian society. To a certain extent the programmes overlap, but each is also distinct and serves different specified needs of the refugee community. This paper examines the strengths and weaknesses of each programme.
Strategies for Success: Bringing Out the Best in a Learner
Authors: Tyacke Marian
Published: May 2016

Faced with the inadequacies of models of language teaching, researchers and practitioners have moved to models of language learning. Within this framework, many of us have attempted to characterize student learning styles and strategies. It is assumed that raising awareness of such styles and strategies will facilitate language development, by providing a basis on which a principled choice of activities can be made, and encouraging learners to take on more "ownership" of the process. This article argues that, even though we may not be able to change an individual's basic cognitive style, we may be able to make the learning process more transparent. It also suggests that strategy training can be useful, providing principles for such training, and practical suggestions for teacher training courses and classroom practice. Finally it proposes that syllabus design should take individual differences into account, and that such differences have to be carefully diagnosed and analyzed by the classroom teacher in collaboration with the learner.
Using Peer Response Groups in ESL Writing Classes
Authors: Bell James H.
Published: May 2016

Theories of adult education, composition, and ESL encourage the use of peer response groups in teaching writing. But using such groups is difficult. I describe and provide the rationale for-a rather structured method I developed as a transition between no writing groups and the freer writing groups students might join in the future. The method worked very well with upper intermediate/advanced students in a college setting.
The Role of NS Personality and Experience in NS-NNS Interaction
Authors: Derwing Tracey M.
Published: May 2016

This study investigates the relationship of native speakers' (NSs) personality traits and experience interacting with non-native speakers (NNSs) to the use of conversational adjustments and differences in word frequency and speech rate. Eight ESL instructors and eight persons who had no regular contact with NNSs were asked to view a film, then tell a NS and a NNS partner its story. Transcripts of the subjects' film narratives to the listeners were examined for differences in word frequency, rate, and conversational adjustments. Although the ESL instructors used certain conversational adjustments significantly more with NNSs than did the inexperienced subjects, the two groups did not differ in terms of word frequency or rate. When subjects were grouped according to the personality traits of interpersonal affect and social participation, they did not differ in overall usage of conversational adjustments, but significant differences were found in both word frequency and speech rate.
Performance in English Skills Courses and Overall Academic Achievement
Authors: Black Jean
Published: May 2016

The implementation of ESL courses at universities and colleges has been based on the assumption that a threshold level of English proficiency is necessary for students to succeed at their academic work. The correlation, however, between English language proficiency and academic success has not been clearly established. This paper describes a study undertaken at Brock University which correlates performance of students in ESL courses in spoken and written English with achievement in their other academic courses. The grades received in the ESL courses were correlated with the overall academic average and the major average for the whole group and for each of three degree groups-students completing B.A, RSc., and B.RE. degrees. Analysis of the data revealed a modest positive correlation between performance in written English and the overall and major averages in all groups except the B.RE., in which there was no significant correlation. The grades for the spoken English course failed to correlate significantly with either the overall average or the major average in any of the groups. Pedagogical implications of these surprisingly low correlations are discussed, and suggestions are offered for making skills learned in ESL courses more relevant to the academic needs of students.
TESL Methodology in Canada: A Study of Instructor Attitudes and Correlates
Authors: Libben Gary , Rossman-Benjamin Tammi
Published: May 2016

This paper reports on a survey of ESL teachers' attitudes toward classroom techniques. Sixty-four teachers, sampled from 5 ESL centres across Canada, completed a 95-item questionnaire which investigated attitudes toward specific ESL techniques and the factors which might influence them. The results indicated that teachers' age, amount and type of TESL experience, and individual learning style are all related to TESL attitudes. These effects, however, were localized to particular clusters of attitudes. The characteristics of an instructor's teaCher-training course, on the other hand, affected the entire range of responses. A correlation of .85 was found between ESL teachers' attitudes and the methodological attitudes expressed by their TESL teachers during teacher-training. We conclude that the attitudes of both the ESL and TESL teachers are influenced by a set of "cultural norms and values" in which all members of the TESL community participate.
Hospitalization for Nipple Confusion
Authors: Praborini Asti , Purnamasari Hani , Munandar Agusnawati , Wulandari Ratih Ayu
Published: May 2016

Background: The World Health Organization has encouraged all facilities providing maternity services and care for newborn infants to adopt the “10 steps” of successful breastfeeding. This includes not giving artificial teats to breastfeeding infants because they may cause nipple confusion. We present a multimodal hospitalization protocol for infants with nipple confusion, a multimodal relactation method that supports breastfeeding couplets.

Purpose: To investigate the effectiveness of hospitalization as an intervention for nipple confusion.

Method: Data related to nipple confusion in patients hospitalized between January and December 2012 at Kemang Medical Care, Jakarta, Indonesia, was reviewed. Survival analysis was performed to evaluate the relationship between infant age and intervention outcomes.

Results: There were 58 cases of nipple confusion during the study period. Most subjects (96.6%) totally rejected breast contact. Forty-six cases (79.3%) used bottles because of tongue-tie. The length of hospitalization varied from 1 (56.9%) to 5 days (3.4%). Fifty-three cases (91.4%) were able to successfully breastfeed using our protocol. Younger babies had greater breastfeeding success.

Conclusion: Hospitalization for nipple confusion with multimodal management is effective for treating nipple confusion. Tongue-tie can lead to difficulties in initiating breastfeeding, and early introduction to artificial teats can lead to nipple confusion. Early detection and treatment is desirable.
Clinical and Immunoinflammatory Evaluation of One‐Stage Full‐Mouth Ultrasonic Debridement as a Therapeutic Approach for Smokers With Generalized Aggressive Periodontitis: A Short‐Term Follow‐Up Study
Authors: De Genaro Modanese Danielle , Tiosso‐Tamburi Renato , Furletti de Goes Vivian Fernandes , de Cássia Bergamaschi Cristiane , Martinez Elizabeth Ferreira , Napimoga Marcelo Henrique , Peruzzo Daiane Cristina
Published: May 2016

Background: This study aims to evaluate the effect of one‐stage full‐mouth ultrasonic debridement (OSFMUD) on clinical and immunoinflammatory parameters in smokers with generalized aggressive periodontitis (GAgP).

Methods: Fourteen smoking and 14 non‐smoking patients with GAgP were selected. After initial supragingival therapy, patients were treated by OSFMUD. Full‐mouth parameters evaluated were: 1) plaque index (PI); 2) bleeding scores (BS); 3) probing depth (PD); and 4) clinical attachment level (CAL). Clinical evaluation was performed, and gingival crevicular fluid (GCF) was collected for selected sites (ss) at baseline and 1, 3, and 6 months. GCF was analyzed via enzyme‐linked immunosorbent assay for: 1) receptor activator of nuclear factor‐κ B ligand (RANKL); 2) osteoprotegerin (OPG); 3) interleukin (IL)‐6; and 4) tumor necrosis factor (TNF)‐α, whereas secreted osteoclastogenic factor of activated T‐cells (SOFAT) was evaluated by Western blotting.

Results: Significant reduction (P <0.05) was observed between baseline and 6 months for: 1) PI; 2) BS; and 3) PD, with no difference between smoking and non‐smoking patients (P >0.05). Regarding CAL, only non‐smoking patients showed a significant decrease (P <0.05). Significant reduction (P <0.05) was observed in both groups for: 1) PIss; 2) PDss; 3) bleeding on probing; and 4) relative CAL. Smoking and non‐smoking patients presented significantly decreased levels of IL‐6 and TNF‐α over time (P <0.05); however, no difference was observed between groups (P >0.05). RANKL was significantly different (P <0.05) only for non‐smokers at 6 months, whereas OPG was not significant (P >0.05). SOFAT expression was significantly lower (P <0.05) after OSFMUD for non‐smokers only.

Conclusion: Considering the clinical and immunoinflammatory parameters evaluated in this short‐term follow‐up study, it can be concluded that OSFMUD can be used as an alternative treatment for smokers with GAgP.
Apple‐ and Hop‐Polyphenols Inhibit Porphyromonas gingivalis‐Mediated Precursor of Matrix Metalloproteinase‐9 Activation and Invasion of Oral Squamous Cell Carcinoma Cells
Authors: Inaba Hiroaki , Tagashira Motoyuki , Kanda Tomomasa , Murakami Yukitaka , Amano Atsuo , Matsumoto‐Nakano Michiyo
Published: May 2016

Background: Recent epidemiologic studies have revealed a significant association between periodontitis and oral squamous cell carcinoma (OSCC). Furthermore, periodontitis is markedly associated with orodigestive cancer mortality, whereas Porphyromonas gingivalis (Pg) infection has been identified as a specific and potentially independent microbial factor related to increased risk of orodigestive cancer death. The authors previously reported that Pg induced the precursor form of matrix metalloproteinase‐9 (proMMP‐9) production via proteinase‐activated receptor (PAR)‐related pathways, after which proMMP‐9 was activated by gingipains to enhance cellular invasion of SAS cells. In the present study, effects of selected polyphenols as inhibitors of cellular invasion caused by Pg gingipains in SAS cells are examined.

Methods: OSCC cells were infected with Pg strains including gingipain mutants. To evaluate effects of inhibitors: 1) apple polyphenol (AP); 2) hop bract polyphenol (HBP); 3) high‐molecular‐weight fractions of HBP (HMW‐HBP); 4) low‐molecular‐weight fractions of HBP (LMW‐HBP); 5) epigallocatechin gallate (EGCg); 6) KYT‐1 (Arg‐gingipain inhibitor); and KYT‐36 (Lys‐gingipain inhibitor) in combination are used. PAR2 and PAR4 mRNA expressions are examined using real‐time reverse transcription polymerase chain reaction, and signaling pathways are evaluated by western blotting analysis.

Results: KYT‐1/KYT‐36, AP, HBP, and HMW‐HBP significantly inhibited PAR2 and PAR4 mRNA expressions, proMMP‐9 activation, and cellular invasion. Furthermore, AP, HBP, and HMW‐HBP reduced activation of heat shock protein 27 and Ets1 and nuclear translocation of nuclear factor‐kappa B, whereas EGCg and LMW‐HBP did not.

Conclusion: These results suggest that AP, HBP, HMW‐HBP are potent inhibitors of proMMP‐9 activation and cellular invasion mediated with Pg in OSCC cells.
Long‐Term Outcomes of Immediate Implant Placement Into Infected Sockets in Association With Immediate Loading: A Retrospective Cohort Study
Authors: Anitua Eduardo , Piñas Laura , Alkhraisat Mohammad Hamdan
Published: May 2016

Background: There is a paucity of studies examining long‐term outcomes of immediate loading of dental implants immediately placed into infected sites. This study aims to evaluate long‐term outcomes of immediate loading of postextraction implants placed in infected sites.

Methods: Patients were selected if they had postextraction implants in the anterior maxilla that were inserted in the period from December 2006 to June 2015 and immediately loaded. Information collected about patients included: 1) demographic data; 2) implant details; 3) soft tissue stability; and 4) prosthodontics data. Marginal bone loss (BL) and implant and prosthesis survival rates were calculated.

Results: Thirty patients (mean age: 56 years) had 43 implants immediately inserted into infected sites and immediately loaded. Implants were inserted at torque ≥35 Ncm. Mean follow‐up time was 6 years (range: 1 to 8 years), and 65% of implants had a follow‐up time >5 years. No implant failure occurred, and implant success rate was 93%. Proximal BL was 1.42 mm (range: 0.21 to 5.61 mm). Three prosthetic complications (all fracture of veneer material) occurred.

Conclusions: Immediate loading of implants inserted into fresh and infected extraction sockets is not a risk factor for implant survival. However, stability of peri‐implant soft and hard tissues indicates the need to take measures that minimize loss.
Understanding organizational culture to transform a workplace behavior: Evidence from a liberal arts University
Authors: Guillaume Oris , Austin Amy
Published: May 2016

Nelson and Quick (2013) describe organizational cultures as “a pattern of basic assumptions that are considered valid and that are taught to new members as a way to perceive, think and feel in the organization” (p.592). Organizational cultures are a vital part of any company’s environment and provide employees with the necessary tools to integrate themselves into the overall organizational dynamic; however, most organizational cultures are plagued with dysfunctional dynamics that have stemmed from a dysfunctional personality of a key leader in their environment. This paper is based on the experience of designing and delivering special change, the organizational culture has been, for the most part, healthy and thriving. In this paper, we will review some of the problems facing the University and how key organizational leaders have successfully influenced change in a manner that has led to the valuable organizational culture in place today.
Mudanças estruturais e ensino de jornalismo: o papel do professor nos novos rumos do jornalismo brasileiro
Authors: Da Silva Rafael Pereira , Lopes Boanerges Balbino
Published: May 2016

O jornalismo contemporâneo é reconfigurado por transformações na produção e a veiculação das notícias, em paralelo, temos a integração tecnológica e a convergência midiática. Simultaneamente, temos um alargamento do campo entrelaçando atividades e competências dos profissionais. Destarte, o artigo reflete sobre os desafios e o papel dos professores e dos cursos de jornalismo neste cenário. Como metodologia, utilizamos uma revisão de literatura baseada nos estudos sobre o ethos e o habitus jornalístico sob a ótica de Traquina, Bourdieu e Cavalcanti, associada a um suporte de entrevistas realizadas entre 2011 e 2014 com dois grupos de jornalistas, um deles ligado à midia tradicional e o outro às assessorias de imprensa. Entre as considerações, destaca-se a necessidade de se pensar, ensinar e praticar jornalismo de maneira consciente, evitando-se as lacunas entre os aspectos acadêmicos e mercadológicos e estimulando o fomento à percepção evidenciada pelas múltiplas identidades do jornalista contemporâneo, envolto em habilidades e competências diversificadas.
Estrategias y representaciones en tiempos de censura: los casos de La Opinión (Argentina) y Opinião (Brasil)
Authors: Poggi Marina
Published: May 2016

La “prensa de análisis” se consolida en Latinoamérica en la década del ´70 con el periódico La Opinión (Argentina, 1971) y el semanario Opinião (Brasil, 1972) en un contexto de libertad de expresión restringida. La novedad eran las columnas firmadas, la ausencia de espacio editorial, que otorgaba un espacio prioritario al análisis de unos pocos temas antes que a brindar información variada de la actualidad y que se dirigía a minorías con intereses particulares. El sello distintivo que caracterizó a ambos medios radicaba en la utilización de la caricatura y la composición de imágenes con sentido irónico como estrategia para expresar lo que no era posible poner en texto. Contemplando tales similitudes, la propuesta es estudiar el desempeño de la prensa en su rol de actor político en los albores de una etapa de censura que dejará huella en la historia de la democracia latinoamericana.
O invisível no plano cinematográfico: rastros de Benjamin e Bergson
Authors: Kilpp Suzana , Weschenfelder Ricardo
Published: May 2016

Neste artigo exploramos formas de presença e ausência nos enquadramentos e na percepção do espectador a partir de cenas e quadros do filme O Eclipse (1962) de Michelangelo Antonioni. Constatamos a intenção do cineasta em realizar, nesse filme, o que denominamos de ‘eclipse de visualidade’, isto é, rastros entre o visível e o invisível na montagem dos planos cinematográficos. O tempo intrínseco da montagem faz com que os quadros retornem de outra maneira, remetam a outros quadros e, sobretudo, deixem rastros na passagem das imagens e dos sons em movimento. Nesta discussão sobre rastros do invisível e a memória do visível, aprofundamos os conceitos especulares de rastro e aura em Benjamin e os cotejamos com os conceitos de tempo e memória de Bergson.
A modernidade no retrovisor
Authors: Tacussel Patrick
Published: May 2016

Este artigo trata da questão do termo “pós” relacionado a uma antinomia entre o passado e o futuro que, mesmo sem tomar um rumo, é eminentemente historicista. Procurando vetores de análise dentro de uma esfera de pensamento weberiana, na qual o termo "compreensivo" assume lugar de destaque, o texto defende que vivemos não mais os valores do passado, mas sim como que um novo espírito do tempo. Este tempo não será o do debate ideológico, mas antes o de um reordenamento da polis e, consequentemente, das práticas cotidianas.
Transformações e descompassos
Authors: Cavenaghi Suzana
Published: May 2016

DOI http://dx.doi.org/10.20947/S0102-309820160001
Socioeconomic and cultural features of consensual unions in Brazil
Authors: Covre-Sussai Maira
Published: May 2016

Consensual unions are a well-known practice among the lower social strata in Latin America. However, this type of union is increasing in the region, among higher educated groups and in countries where they were never widespread, such as in Brazil. This study uses couples’ data from the demographic census available at IPUMS (N=193,689) to identify the socioeconomic and cultural features of consensual unions in Brazil. The effects of women’s education, couple’s income, children, and religion on nuptial behavior are analyzed. Utilizing logistic multilevel analysis, special attention is paid to the effect of differences in the cultural environment of states in the five major regions in which these unions occur. Results indicate that socioeconomic factors affect the incidence of consensual unions in Brazil. Consensual unions are more common among lower income couples and less educated women, but are also found among the upper classes. Cultural diversity between Brazilian states is also reflected in nuptial behavior. Significant variance at the state level is partially explained by the ethnic composition of each state.DOI http://dx.doi.org/10.20947/S0102-309820160004
Relação entre tamanho e estrutura da rede de apoio e o tempo individual dedicado à atenção ao idoso na cidade de São Paulo, 2000
Authors: Corrêa Cristiane Silva , Queiroz Bernardo Lanza , Fazito Dimitri
Published: May 2016

O presente artigo investiga como o tamanho e a estrutura da rede social do idoso influenciam a atenção que lhe é dedicada por cada indivíduo de sua rede. Para tanto, foram criados dois índices de atenção ao idoso, a partir de dados da Pesquisa Saúde, Bem-Estar e Envelhecimento na América Latina e Caribe (Sabe) para a cidade de São Paulo, em 2000, e utilizados modelos de regressão logística ordenados. Considerou-se que a atenção dedicada ao idoso requer tempo e comunicação e que sua rede de apoio engloba tanto os corresidentes quanto seus filhos e irmãos não corresidentes e demais pessoas não corresidentes que possuem alguma relação com o idoso. Utilizando modelos de regressão logística ordenados, encontraram-se associações entre a atenção que cada indivíduo dedica ao idoso e as variáveis que designam a estrutura e o tamanho familiar. Constatou-se que a atenção e o tempo dedicado ao idoso, além de relacionados às características das pessoas envolvidas, a estrutura e o tamanho da rede, estão também associados à estrutura, tamanho e características das redes sociais dessas pessoas. Por exemplo, uma rede maior implica que o idoso recebe menos atenção de cada membro dela. A pessoa que casou apenas uma vez tem maior chance de receber níveis mais elevados de atenção. Uma maior proporção de filhas na prole implica que estas assumem a maior parte da responsabilidade, enquanto outros membros da rede são menos presentes.DOI http://dx.doi.org/10.20947/S0102-309820160005
Aglomerações urbanas e mobilidade populacional: o caso da Região Metropolitana de Campinas
Authors: Cunha José Marcos Pinto da
Published: May 2016

Esse artigo analisa, para uma grande aglomeração urbana, a complexidade da dinâmica migratória. Esta complexidade se revela nas diferentes modalidades de movimentos populacionais e nas características dos indivíduos envolvidos nestes deslocamentos, assim como nos elementos estruturais que os condicionam. Baseado em dados de uma pesquisa domiciliar para a Região Metropolitana de Campinas – RMC, realizada em 2007, e nos dados do Censo Demográfico de 2010, esse estudo analisa os aspectos da mobilidade residencial (e dos indivíduos envolvidos) em várias de suas facetas, especialmente em termos das características e motivações dos atores envolvidos. Mesmo com a redução da migração externa na região, podese notar um significativo potencial endógeno de redistribuição da população em função de sua mobilidade dentro da RMC, muito embora, diferentemente de outras regiões metropolitanas, na de Campinas ainda se verifique que a migração externa, em grande medida, se direciona diretamente para a periferia. A análise de características demográficas e socioeconômicas dos que se movem (e não se movem) sugere a existência de coerência entre o que se esperaria observar para uma migração condicionada pelo fator econômico e o posicionamento da RMC no cenário nacional e estadual, assim como pelo processo de produção do seu espaço habitado. A seletividade dos migrantes, em geral, e dos intrametropolitanos, em particular, sugeremotivações diferenciadas, das quais, embora ainda não dominante, a questão habitacional se mostra relevante. O estudo também indica que, diferentemente do que ocorria no passado, a periferia metropolitana está se diversificando e incorporando cada vez mais indivíduos e família de mais alta renda.DOI http://dx.doi.org/10.20947/S0102-309820160006
Uma agenda inacabada: monitorando os avanços e desafios dos direitos reprodutivos
Authors: Coutinho Raquel Zanatta
Published: May 2016

http://dx.doi.org/10.20947/S0102-309820160011
De la malédiction d’être arabe et de quelques moyens, pour un écrivain algérien, d’y échapper
Authors: Benmalek Anouar
Published: May 2016

En recouvrant les balises de l’engagement politique, social et poétique qui anime sa vie et son œuvre, et ont fait de lui un écrivain à la fois profondément algérien mais aspirant, dans le même temps, à l’universalité la plus large possible, Anouar Benmalek questionne ce paradoxe du « être arabe, malgré tout » : comment être un écrivain issu du monde arabe, sans renier ce qu’on aime le mieux dans ce monde arabe (sa générosité, son hospitalité, la chaleur des relations humaines, le raffinement des restes d’une grande civilisation où la poésie, par exemple, avait pu passer« pour l’état de béatitude suprême auquel il est permis à un être humain d’accéder de son vivant ») et, en même temps, crier haut et fort la répulsion qu’on éprouve devant la culture de la mort, de la haine des autres, de la femme en particulier, et du ressentiment envers le monde entier qui semble y devenir insidieusement la norme ?
Le Potin créateur
Authors: Solomon Nathalie
Published: May 2016

Comment traiter du potin en littérature ? Parce qu’il s’établit d’emblée, dans l’esprit du public comme dans celui du spécialiste, une hiérarchie entre les discours, on peut tenter de déplacer sur la frange ce qu’on met habituellement au centre en redéfinissant les préséances en même temps que les outils de la critique littéraire. Ce qui amène à poser non seulement la question de l’essentiel et de l’accessoire, mais aussi du caractère universel des liens entre potin et littérature. Que faire si le contenu, le fonctionnement, les modes de relation sont les mêmes ? On voudrait utiliser quelques exemples d’œuvres peu réputées pour leur caractère frivole pour montrer comment le potin s’immisce dans les stratégies littéraires et y règne parfois en maître.
Improviser en classe de Français Langue Étrangère : spontanéité et réflexion à travers le théâtre-forum
Authors: Del Olmo Claire
Published: May 2016

Depuis l’avènement des approches communicatives, les enseignants de Français Langue Étrangère (FLE) mettent souvent en place des jeux de rôles. Cependant, leur pertinence a été remise en question. Aujourd’hui, les enseignants se tournent vers des formes de théâtre permettant aux apprenants une pratique improvisée de la langue cible. Dans cet article, nous nous proposons de mettre en avant dans quelle mesure l’improvisation inhérente au théâtre-forum favorise l’enseignement/apprentissage du FLE. Nous expliciterons, dans un premier temps, les caractéristiques du théâtre-forum. Puis, nous soulignerons les avantages de l’improvisation que comprend cette forme de théâtre quand il s’agit d’enseigner le FLE. Nous rapporterons une expérience menée auprès d’étudiants Erasmus. Nous proposerons une modélisation de la dynamique et des enjeux de l’improvisation liée au théâtre-forum dans le champ du FLE. Nous finirons par expliquer comment un enseignant peut mettre en place une séance de théâtre-forum. Notre but sera de fournir les outils nécessaires à sa mise en place.
Improviser non verbalement pour l’apprentissage de la langue parlée
Authors: Chaîné Francine
Published: May 2016

Un texte réflexif sur la pratique de l'improvisation dans un contexte scolaire en vue d'apprendre la langue parlée. D'aucun penserait que l'improvisation verbale est le moyen par excellence pour faire l'apprentissage de la langue, mais l'expérience nous a fait découvrir la richesse de l'improvisation non-verbale suivie de prise de parole sur la pratique comme moyen privilégié. L'article est illustré d'un atelier d'improvisation-non verbale s'adressant à des enfants ou à des adolescents.
Le je en jeu dans l'apprentissage du français par improvisation
Authors: Lascar-Feldman Rachel
Published: May 2016

L'apprentissage d'une langue étrangère met en jeu les rapports que l'apprenant entretient avec lui-même, avec son identité, avec l'autre. La psychanalyse nous offre des clés pour comprendre les processus internes liés à l'émission de la langue parlée. Une didactique basée sur les improvistions théâtrales permet de sortir du champ purement cérébral de l'apprentissage et relie l'internalisation de la nouvelle langue aux émotions provoquées par le jeu. Parler correspond alors autant à une nécessité qu'à un plaisir. Pour ce faire l'expression orale ne peut plus demeurer le parent pauvre de l'enseignement des langues étrangères et doit bénéficier d'un espace temporel et spatial propre. Les techniques du psychodrame et du théâtre offrent des ouvertures précieuses pour tout pédagogue.
Lessons from the Edge of the Stage: The Tintamarre Project
Authors: Fancy Alex
Published: May 2016

La conférence plénière (en anglais) du professeur Alex Fancy prononcée le 2 avril 2013 à l'université de Guelph dans le cadre du deuxième colloque international en didactique des langues secondes. Foundateur et directeur de la compagnie de théâtre Tintamarre, Alex Fancy propose 15 leçons apprises par le biais d’une méthode singulière: la création annuelle d’une pièce de théâtre bilingue avec un groupe d’étudiant(e)s de l’université Mount Allison au Nouveau Brunswick, Canada. Professor Alex Fancy's keynote address at the Second International Conference on Second-language Pedagogy at the University of Guelph. Founder and director of the Tintamarre theatre company, Alex Fancy shares 15 lessons learned by way of a unique method: the creation of an annual play with a group of students from Mount Allison University in New Brunswick, Canada.
Bráquetes autoligáveis – parte II
Authors: Fabre Aubrey Fernando , Izza Pâmella Nóbrega , Kina Juliana , Kina Mônica , De Mendonça Marcos Rogério , Cuoghi Osmar Aparecido
Published: May 2016

A evolução sistemática dos materiais ortodônticos impulsiona uma contínua inovação tecnológica com o objetivo de potencializar a biocompatibilidade dos tratamentos, tornando-os constantemente mais simples e eficientes. Mas, apesar de todo conteúdo publicado em revistas especializadas sobre os bráquetes autoligáveis (AL), o tema ainda é motivo de controversia, sobretudo mediante comparação da eficiência com os bráquetes convencionais (BC). Desse modo, o objetivo dessa revisão é fornecer embasamento científico para a utilização desses acessórios na rotina ortodôntica.Descritores: Movimentação Dentária; Desenho de Aparelho Ortodôntico; Fechamento de Espaço Ortodôntico.