bluuebunny/crossref_metadata_2025 huggingface dataset:
New Problems in the Teaching of Russian
Authors: Jacques Agnes
Published: October 2011

“New Problems in the Teaching of Russian.” Because of the increasing interest in the study of Russian, we must take inventory of our teaching materials and techniques. The materials are few and inadequate. Since Russian is a highly inflected language and very difficult, material based on scientific word and syntax counts would be very useful. The author reports success with such an attempt.
Foreign‐Language Enrollment in the New York City High Schools, 1917–1942
Authors: Huebener Theodore
Published: October 2011

Fluctuations in the foreign language enrollment of New York City during the last 20 years have been due to the two wars, to curricular changes, to the decline in school population, and to competition with other subjects. Such fluctuations are only a partial reflection of popularity of the subject and of student choice.)
Introduce Them First
Authors: Thompson Ella H.
Published: October 2011

This is a summary of a syllabus for a course in “General Language” written as a thesis at Cornell University. It is based on both experience and research.)
Speaking with Tongues
Authors: Adler Alfred
Published: October 2011

Author's Summary— It so happens that our experience with the Language Classes in the A.S.T.P. can be strikingly phrased in terms of the New Testament. The implications of this experience for civilian teachers tend towards the practice of Speaking, yes, but with Love and Understanding for the people whose languages we teach.
The Language Workshop: College of the City of New York School of Business and Civic Administration—Curriculum Vitae 1940–1946
Authors: Bontempo O. A.
Published: October 2011

Author's Summary— The identity of language study in the broader concepts of Education—The sacred duty invested in Language Instruction to inspire students in articulateness—The Workshop method as a practicable solution to an intense oral‐aural approach to language study, using media vital and meaningful to students—Implementation of Workshop program with audio‐visual apparatus, sound projectors, recording machines, etc., judiciously and strategically used in a language program—Possibilities of the Maurer Camera with automatic sound recording.
Why Learn Russian
Authors: Navall Dederich
Published: October 2011

Author's Summary— The Russian language ought to be studied because of imperative factors. We live in ONE world with the Russians who are conspicuous and important politically, economically, and culturally. Much of the great creative literature of the 19th century is translated inaccurately or not at all; much of what is revealed in the scientific literature of our day is inaccessible because of the sorry lack of knowledge of the Russian language which after all is not so difficult to learn since it is one of the European language family with characteristic similarities with our own national tongue, the English.
It Comes to Languages—But Is It Science?
Authors: Pei Mario A.
Published: October 2011

Author's summary.— A long‐delayed answer to the FORTUNE article “Science Comes to Languages.” The inside story of the Intensive Language Program, ASTP and Army Language Programs, with an evaluation of their success and implications for “regular” language teaching.
High School French—Course of Study for Conversation
Authors: Wasley Ruth E.
Published: October 2011

Author's summary.— The importance of making the study of French practical and interesting prompted the writing of this article. The author gives many practical suggestions for the organization of a conversational course, for the construction of source units, and for the use of realia.)
Can High School Modern Language Study Pay Dividends?
Authors: Eaton Esther M.
Published: October 2011

Author's Summary— The author cites the 6‐year modern language program in her high school as proof that such study can pay dividends. An intensive program embracing many of the Army Specialized Training Program methods, adapted to the teen‐age child, is offered over an extended period. Spontaneous testimony of graduates substantiates its validity.
General Education and a Fused Curriculum in Beginning French
Authors: Lind Melva
Published: October 2011

Author's Summary— A functional course in beginning French predicated on the organismic point of view in learning: relationships of such a course to the concept of general education.)
The Isolated‐Sentence Exercise
Authors: Meiden Walter
Published: October 2011

Author's Summary— Beginning grammars with only isolated‐sentence reading material in the foreign language are obviously inferior to those which afford interesting, connected paragraphs of reading matter, but the former type is still in wide use. To avoid turning the language class hour into a dull translation exercise, ways are suggested of utilizing the isolated‐sentence exercise in aural and oral drill.)
Annotated Bibliography of Modern Language Methodology for 1951
Authors: Van Eenenaam Evelyn
Published: October 2011

There is ample evidence to support the statement that a speaking knowledge of a foreign language is becoming increasingly useful in nearly all occupations and professions …. Foreign language study extends the horizon and fosters desirable attitudes toward other peoples—an outcome which is highly important in our world today.

“To gain the popularity it deserves, language study must in my judgment be made more functional. From the elementary school through the college I believe the spoken language should be emphasized, and the many modern teaching methods and devices that have been so successfully employed put to maximum use.”
A Breakthrough in Comparative Literature
Authors: Aldridge Alfred Owen
Published: October 2011

Book reviewed in this article:

SCHOLES, ROBERT AND ROBERT KELLOGG. The Nature of Narrative. New York: Oxford University Press, 1966.

LEVIN, HARRY. Refractions: Essays in Comparative Literature. New York: Oxford University Press, 1966.
Frederick J. Hoffman—the “Passion for Yes”
Authors: Riddel Joseph N.
Published: October 2011

Book reviewed in this article:

Hoffman, Frederick J. The Mortal No, Death and the Modern Imagination.

Hoffman, Frederick J. The Imagination's New Beginning: Theology and Modern Literature.
Review Essay
Authors: Pulgram Ernst
Published: October 2011

Chomsky, Noam. Language and Mind. New York: Harcourt, Brace & World, Inc., 1968. Pp. vi + 88. $2.50, paper.
Towards FLES in Britain, Part II
Authors: Rowlands David
Published: October 2011

Foreword: An article in The Modern Language Journal (January 1972) described the Pilot Scheme for the teaching of French in primary schools in England and Wales and showed that this was conceived as a threefold operation: the Department of Education and Science assumed responsibility initially for organising and administering the Scheme and for the in‐service training of teachers, the National Foundation for Educational Research undertook the evaluation of the Pilot Scheme, and the Nuffield Foundation set up a curriculum development Project, the Nuffield Foreign Languages Teaching Materials Project, to produce new materials for teaching French to pupils from the age of 8 in primary schools. This article describes in detail the work of this Project, probably the largest of its kind.
MLJ Reviews
Authors: BIRCKBICHLER DIANE W.
Published: October 2011

The Dynamics of Language Program Direction. Ed. David P. Benseler.

Developing Language Teachers for a Changing World. Ed. Gail Guntermann.

GERMAIN, CLAUDE. Evolution de l'Enseignement des Langues: 5000 Ans d'Histoire.

MCCARTHY, MICHAEL. Vocabulary.

PARROTT, MARTIN. Tasks for Language Teachers: A Resource Book for Training and Development.

Managing the Foreign Language Department: A Chairperson's Primer. Ed. Sam L. Slick & Richard B. Klein.

SHRUM, JUDITH L. & EILEEN W. GLISAN. Teacher's Handbook: Contextualized Language Instruction.

BAKER, COLIN. Foundations of Bilingual Education and Bilingualism.

JONES, GARY M. & A. CONRAD K. OZOG. Bilingualism and National Development.

The Celtic Languages. Ed. Donald Mac Aulay.

AVERY, PETER & SUSAN EHRLICH. Teaching American English Pronunciation.

New Ways in Teaching Reading. Ed. Richard Day.

English as a Second Language: Curriculum Resource Handbook. Ed. Sarah Hudelson.

SMITH, LORRAINE C. & NANCYNICI MARE. Concepts for Today.

ARIEW, ROBERT & ANNE NERENZ. Par Ici: Echanges intermédiaires.

JARAUSCH, HANNELORE & CLARE TUFTS. Sur le vif.

MATHY, JEAN‐PHILIPPE ROBERT & ROSEMARY MCCLUSKEY. 750 French Verbs and Their Uses.

MORTON, JACQUELINE. English Grammar for Students of French.

BUSCHA, JOACHIM, GERTRAUT HEINRICH & IRENE ZOCH. Modalverben.

HELBIG, GERHARD & HELGA ALBRECHT. Die Negation.

KOEPKE, WUL. Die Deutschen: Vergangenheit und Gegenwart.

BEN ZVI, EHUD, MAXINE HANCOCK & RICHARD BEINERT. Readings in Biblical Hebrew: An Intermediate Textbook.

Twentieth‐Century Italian Poetry: An Anthology. Ed. John Picchione & Lawrence R. Smith.

Japan Study and Teaching Guide. Ed. Paul Abramson.

UNGER, MARSHALL J., FRED C. LORISH, MARI NODA & YASUKO WADA. A Framework for Introductory Japanese Language Curricula in American High Schools and Colleges.

ECCARDT, THOMAS & OH WONCHUL. Hippocrene Handy Dictionaries: Korean.

CAMPBELL, GEORGE. Compendium of the Worlds Languages. Volume I. Abaza to Lusatian. Volume II. Maasai to Zuni.

Responsibility and Evidence in Oral Discourse. Ed. Jane H. Hill & Judith T. Irvine.

SINCLAIR, JOHN. Corpus, Concordance, Collocation.

KRASHEN, STEPHEN. The Power of Reading: Insights from the Research.

MCKAY, SANDRA LEE. Agendas for Second Language Literacy.

Diversity as Resource. Redefining Cultural Literacy. Ed. Denise E. Murray.

Cross‐Cultural Approaches to Literacy. Ed. Brian V. Street.

JUSZCAK, ALBER. Mastering Polish.

LE FLEMING, SVETLANA & SUSAN E. KAY. Colloquial Russian.

Ogonyok. Novyj etap istorii. [Selections from Ogonyok: a Russian Reader.] Ed. Maria Lekich.

BATCHELOR, R. E. & C. J. POUNTAIN. Using Spanish. A Guide to Contemporary Usage.

CHIRI, ALFREDO. Spanish‐English/English‐Spanish Dictionary of Computer Terms.

OLAZAGASTI‐SEGOVIA, ELENA. Sorpresas.

WEIR, CYRIL. Understanding & Developing Language Tests.
MLJ Reviews
Authors: BIRCKBICHLER DIANE W.
Published: October 2011

COULMAS, FLORIAN. Language and Economy.

CURTAIN, HELENA & CAROL ANN BJORNSTAD PESOLA. Languages and Children—Making the Match: Foreign Language Instruction for an Early Start Grades K‐8.

EDMONDSON, WILLIS & JULIANE HOUSE. Einführung in die Sprachlehrforschung

The Earliest Stages of Language Planning: The “First Congress” Phenomenon. Ed. Joshua A. Fishman.

MCKEACHIE, WILBERT J. Teaching Tips: Strategies, Research, and Theory for College and University Teachers.

SCHIFFLER, LUDGER. Suggestopedic Methods and Applications. Translated from German by Kay U. Herr.

ACKERT, PATRICIA & NICKI GIROUX DE NAVARRO. Cause and Effect.

DENISON, DAVID. English Historical Syntax: Verbal Constructions.

TESCHNER, RICHARD V. & ESTON EVANS. Analyzing the Grammar of English: A Brief Undergraduate Textbook.

In‐Tense French Verb Practice.

ADAB, B. J. Annotated Texts for Translation, French‐English.

LAZARUS, JOYCE BLOCK. Parole aux jeunes.

LEON, PIERRE. Phonétismes et prononciations du français and Précis de phonostylistique: Parole et expressivité.

MAHLER, MARGUERITE. Grammaire expliquée du français contemporain.

ROMEISER, JOHN B. & MARTIN P. RICE French Reading Lab I: 3 by Maupassant.

WALBRUCK, HARRY A. & RITA WALBRUCK. Deutschland: Ein neuer Anfang. A German Cultural Reader for Intermediate Students.

SÁENZ‐BADILLOS, ANGEL. A History of the Hebrew Language.

SPERONI, CHARLES, CARLO GOLINO & BARBARA CAITI. Basic Italian.

KANJI TEXT RESEARCH GROUP, UNIVERSITY OF TOKYO.

Sociolinguistic Perspectives on Register. Ed. Douglas Biber & Edward Finegan.

COATES, JENNIFER. Women, Men and Language.

MCCARTHY, MICHAEL & RONALD CARTER. Language as Discourse. Perspectives for Language Teaching.

ROMAINE, SUZANNE. Language in Society: An Introduction to Sociolinguistics.

OLEKSY, WIESŁAW & OSCAR E. SWAN. W labiryncie (Labyrinth of Life): A Video‐based Advanced Polish Language Course.

SWAN, OSCAR E. Handbook of Russian Declensions and Conjugations.

BOYLAN, PATRICIA ET AL. En directo.

CRAPOTTA, JAMES & ALICIA RAMOS. Facetas: Conversación y Redacción.

GONZALEZ, TRINIDAD & JOSEPH FARRELL. Composición práctica.

HARRISON, WIM. F. & DOROTHY WINTERS WELKER. Spanish Memory Book: A New Approach to Vocabulary Building.

LEQUERICA DE LA VEGA, SARA & CARMEN SALAZAR. Avanzado: Gramática española y lectura.

El cuento hispánico: A Graded Literary Anthology. 4th ed. Ed. Edward J. Mullen & John F. Garganigo.

MUÑOZ, ELÍAS MIGUEL. Viajes Fantásticos.

VIRGILLO, CARMELO, L. TERESA VALDIVIESO & EDWARD H. FRIEDMAN. Aproximaciones al estudio de la literatura hispanica.

HOLMES, PHILIP & IAN HINCHLIFFE. Swedish: A Comprehensive Grammar.

BENYUKH, OLESJ & RAISA GALUSHKO. Ukrainian Phrasebook and Dictionary.
Medieval and Modern Views of Universal Grammar and the Nature of Second Language Learning
Authors: THOMAS MARGARET
Published: October 2011

This paper examines the relationship between ideas of Universal Grammar (UG) and second language (L2) teaching and learning in medieval Europe, so as to bring light from the past to bear on 20th‐century debate about the role of UG in L2 acquisition. Because the language used in the Middle Ages to speculate about UG was an L2 and because philosophers of language appropriated a metalanguage from L2 literature, there was commerce between the activities of L2 teaching and learning and attempts to define UG. Influence also flowed from work addressing the nature of language into L2 pedagogy. In the 20th century, much L2 research has adopted the tools and goals of generative linguistics, but few of the fruits of such work have been incorporated back into linguistic theory. Thus the different contexts of the medieval and modern eras have shaped in different ways how UG has been investigated and how L2s have been studied.
MLJ Reviews
Authors: BIRCKBICHLER DIANE W.
Published: October 2011

CHANNELL, JOANNA. Vague Language.

DAVIS, KATHRYN ANNE. Language Planning in Multilingual Contexts: Policies, Communities and Schools in Luxembourg.

KENNEDY, DORA, PAT BARR‐HARRISON, & MARIA GUARRERA WILMETH. Exploring Languages: A Complete Introduction for Foreign Language Students.

KENNEDY, DORA, PAT BARR‐HARRISON, & MARIA GUARRERA WILMETH. Teacher's manual.

NORTH, BRIAN. The Development of Descriptors on Scales of Language Proficiency: Perspectives, Problems, and a Possible Methodology Based on a Theory of Measurement.

SMITH, FRANK. Understanding Reading.433–435

Adult Biliteracy in the United States. Ed. David Spener.

WILLIAMS, COLIN J. Called Unto Liberty! On Language and Nationalism.

RYDING, KARIN C. & ABDELNOUR ZAIBACK. Formal Arabic: FAST Course.

RYDING, KARIN C. & ABDELNOUR ZAIBACK. 7 audiocassette tapes, $75.00.

Education for the Intercultural Experience. 2nd ed. Ed. R. Michael Paige.

SEELYE, H. NED. Teaching Culture: Strategies for Intercultural Communication.

SEELYE, H. NED & ALAN SEELYE‐JAMES. Culture Clash: Managing in a Multicultural World.

TOMALIN, BARRY & SUSAN STEMPLESKI. Cultural Awareness.

LEECH, GEOFFREY & JAN SVARTVIK A Communicative Grammar of English, 2nd ed.

Les origines du fiançais québécois.

CHARRIÈRE, ISABELLE DE. Lettres de Mistriss Henley publiées par son amie. Eds. Joan Hinde Stewart & Philip Stewart.

CHARRIÈRE, ISABELLE DE. Letters of Mistress Henley Published by Her Friend. Eds. Joan Hinde Stewart & Philip Stewart. Trans. Philip Stewart & Jean Vache.

GRAFFIGNY, FRANÇOISE DE. Lettres d'une Péruvienne. Eds. Joan DeJean & Nancy K. Miller.

GRAFFIGNY, FRANÇOISE DE. Letters From a Peruvian Woman. Eds. Joan DeJean & Nancy K. Miller. Trans. David Hornacker.

LONGO, SUSANNA & REGINE BOUTEGEGE. Un Billet pour le commissaire.

LONGO, SUSANNA & REGINE BOUTEGEGE. La Fugue de Bach.

PURDY, SUSAN. Emotions.

SCAVILLO, ANTHONY. Plaire et Instruire.

SISKIN, H. JAY & CHERYL L. KRUEGER. Entretiens: Cours de conversation.

BOHDE, REBECCA & JAMES P. PUSACK. Teleskop. Landeskunde im ZDF.

Cultural Transformations in the New Germany. American and German Perspectives. Eds. Friederike Eigler & Peter C. Pfeiffer.

PFEFFER, J. ALAN & GARLAND CANNON. German Loanwords in English: An Historical Dictionary.

LAMPKIN, RITA L. Japanese Verbs and Essentials of Grammar.

DEREVYANCHENKO, LUDMILA, LUDMILA TSCHAKH & SVETLANA KOKORYSHKINA. Stories from Today's Russia: A Reader for Intermediate Students of Russian.

IGLESIAS, MARIO & WALTER MEIDEN. Spanish for Oral and Written Review.

IGLESIAS, MARIO & WALTER MEIDEN. Lab Manual/Exercise Book.

KATTAN‐IBARRA, JUAN. Panorama de la prensa: Temas contemporáneos del mundo hispano.

KATTAN‐IBARRA, JUAN. Teacher's Manual.

KATTAN‐IBARRA, JUAN. Audiocassettes.

KATTAN‐IBARRA, JUAN. Perspectivas Culturales de España.

KITOVA, MARIA & EVGUENIA VUCHEVA. Curso de gramática aplicada del español (Morfosintaxis).

SILVA‐CORVALAN, CARMEN. Language Contact and Change: Spanish in Los Angeles.

THORNE, DAVID A. A Comprehensive Welsh Grammar.
Increasing the Number of Minority FL Educators: Local Action to Meet a National Imperative
Authors: WILBERSCHIED LEE , DASSIER JEAN‐LOUIS P.
Published: October 2011

The low number of minority foreign language (FL) educators reflects an overall decline in the number of minority educators. Both declines pose serious threats to effective education in the coming decades. Many recommendations have been made for increasing the number of minority educators in general, but the need continues for specific strategies to increase the number of minority educators in our own profession. This article sets the context of the problem by discussing difficulties of definition of the term “minority” and reviews the literature regarding minority students in general and the minority educator shortage in general. Then follows a discussion of problems specific to the foreign language profession and some of the surprisingly few proposals for solutions. One possible solution is action at the local level by community members, by schools and universities, by associations, and by each individual foreign language educator.
Teachers' and Nonteachers' Perception of Elementary Learners' Spoken Japanese
Authors: OKAMURA AKIKO
Published: October 2011

Teachers need to be professionals in evaluating learners' linguistic skills, but they also need to be aware of how linguistically naive native speakers perceive learners' performance outside the classroom. This study, therefore, compares 39 native teachers' and 41 native nonteachers' perception of four elementary learners' spoken Japanese. In order to observe learners' performance in a contextualised situation, interviews between a native speaker and a learner were audiotaped and the 80 natives evaluated them according to six criteria: grammar, fluency, appropriateness, vocabulary, comprehensibility, and pronunciation. A questionnaire was also administered to understand the criteria most important in evaluating learners' language and the criteria for distinguishing good from poor language learners. The results suggest that teachers tend be more critical than nonteachers. Comprehensibility seems to be the most important criterion for evaluating learners' language, while the results showed that fluency and grammar discriminated good from poor language learners best.
A Strong Inference Approach to Causal Factors in Foreign Language Learning: A Response to MacIntyre
Authors: SPARKS RICHARD L. , GANSCHOW LEONORE
Published: October 2011

MacIntyre (1995, p. 90) takes the position that language anxiety plays a significant causal role in creating individual differences in foreign language (FL) learning. He suggests that our Linguistic Coding Differences Hypothesis (LCDH), which posits that language aptitude is the primary source of individual differences in FL achievement, reduces affective variables to a position “devoid of explanatory power.” Our response defends our position that language aptitude is likely to account for the largest part of the variance in FL learning. We also describe ways in which affective variables can influence FL learning, although the instances in which they play a causal role is likely to be small. We also suggest that both methodological and conceptual difficulties exist with theories that attribute affective and social context variables in FL learning to causal factors. We then propose ways in which MacIntyre and others could counter our argument and posit that a “Strong Inference” approach to research on the variables affecting FL learning would be beneficial to the FL field.
Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge
Authors: BÜGEL KARIN , BUUNK BRAM P.
Published: October 2011

The scores obtained by female students on the national foreign language examinations in the Netherlands have been slightly but consistently lower than those of male students. The present research among 2980 high school students tested the hypothesis that, owing to sex differences in prior knowledge and interests, the topic of a text is an important factor explaining these sex‐based differences. To measure prior knowledge, the students' reading and TV habits, academic subject choice, self‐reported knowledge, and interest concerning the text topics were assessed. A total of 11 different English reading passages—including 5 texts with a “male” topic, and 6 texts with a “female” topic—were selected. On all the male reading comprehension measures, and on five of the six female tests, significant differences were found in the expected direction. Moreover, these sex‐based differences appeared to be largely due to sex differences in reading habits. Although there was only an indirect relation between the students' reading preference and the text comprehension score on related topics, this study suggests that differences between the sexes in prior knowledge contribute to sex differences in foreign language reading comprehension.
Question Forms, Conditionals, and Second‐Person Pronouns Used by Adolescent Native Speakers across Two Levels of Formality in Written and Spoken French
Authors: Lyster Roy
Published: October 2011

In response to research recommending a more explicit focus on sociostylistic variation in immersion classrooms, this study presents written data from a sample of 81 adolescent native speakers of French in the Quebec City area and oral data from a subsample of 44. Sociostylistic features were examined in formal letters and informal notes written by the native speakers as well as in utterances produced in a series of simulated formal and informal contexts involving the speech acts of requesting, complaining, and offering assistance. The article first describes weaknesses in the sociolinguistic competence of second language (L2) learners as documented by research in immersion contexts. The elicitation instruments are then described and findings are presented and discussed concerning the adolescent native speakers' use of question forms, conditionals, and second‐person pronouns across two levels of formality in written and oral production. The article concludes with implications for second language instruction.
Early L2 Writing Development: A Study of Autobiographical Essays by University‐Level Students of Russian
Authors: HENRY KATHRYN
Published: October 2011

The article reports the results of a cross‐sectional study of 67 short autobiographical essays by U.S. students of Russian at 4 levels of study. The Novice and Intermediate level descriptions in theACTFL Proficiency Guidelines for Writingcharacterize the writing under study, but theGuidelinesstill require further empirical testing. Linguistic measures that differentiated the groups included fluency and syntactic fluency, but not accuracy, calling into question the tendency of foreign language writing research and pedagogy to focus on grammatical accuracy. Finally, the article calls for further research into second and foreign language (L2) writing that accounts for different languages (truly foreign as well as cognate; non‐English as well as English), different developmental levels (beginning as well as advanced), and different learning situations (foreign language learning as well as second language learning).
Second Culture Acquisition: Ethnography in the Foreign Language Classroom
Authors: ROBINSON‐STUART GAIL , NOCON HONORINE
Published: October 2011

This article reports the findings of a study with university foreign language students, which employed ethnographic interview techniques as a pedagogical tool to promote positive attitudes toward speakers of the language studied. Informed by the theory of culture as process, the National Language Resource Center (LARC)1 at San Diego State University trained elementary‐level university Spanish students to conduct ethnographic interviews in preparation for a cross‐cultural project that was integrated into the course curriculum and class requirements. Quantitative and qualitative results indicate that the project enhanced student attitudes toward the study of Spanish as well as their understanding of their own culture and the culture of local Spanish speakers. Furthermore, by learning and conducting ethnographic interviews, students practiced formally the life skill of active listening. In addition to providing a review of relevant literature and research findings, this article describes a program for implementing ethnographic interview techniques in the foreign language classroom.
A Sequential Model for Video Viewing in the Foreign Language Curriculum
Authors: SWAFFAR JANET , VLATTEN ANDREA
Published: October 2011

This article presents strategies for reading visual images. It illustrates how visual systems inform the process of listening for the meaning of foreign language words and phrases.1 We propose that the ability to read picture sequences as meaningful systems constitutes an important “visual literacy” that is essential for verbal comprehension of videos: An ability to recognize that visual images—such as what the camera focuses on, how much or how little is shown, and which people or objects are visually dominant or subordinate to others— suggest a pattern of values. Identifying values implied by these pictorial messages, we propose, helps students recognize how pictorial messages are underscored and elaborated in a video's spoken language. For this undertaking, we first briefly review key research and pedagogy in the field and then present an exercise sequence for video use that proceeds from visual to verbal systems appropriate for beginning language instruction. In conclusion, we suggest ways in which our strategies apply to a larger curricular program that integrates media in its overall learning objectives.
Interacting with Authentic Texts: Multilayered Processes
Authors: DEVITT SEÁN
Published: October 2011

In most of the literature on second language (L2) acquisition, reading processes are not considered, nor is the potential of authentic texts as a source of linguistic input. On the other hand, the literature on L2 reading rarely deals with reading as driving language acquisition. This article links the two fields of L2 input/interaction research and L2 reading in a way that enables the insights from each to fertilize the other. After a discussion of the theoretical issues in both areas, the article identifies connections between the two fields and presents an approach that encourages several layers of interactive processes in reading authentic texts. The article details various steps in the approach and the different layers of interaction involved in each, as well as the relation of this type of interaction to L2 acquisition and L2 reading.
Sometimes Kicking and Screaming: Language Teachers‐in‐Training React to a Collaborative Learning Model
Authors: WILHELM KIM HUGHES
Published: October 2011

Discussions of collaborative classrooms rarely reflect upon the anxiety and ambiguity that can result for students who have not experienced this learning and teaching approach. This article describes a collaborative model as operationalized in a Teaching English to Speakers of Other Languages (TESOL) teacher training course across two stages of course implementation—first in the piloted course, then in the revised course. Qualitative and quantitative data analyses of student reactions through both stages of course implementation led to identification of most positive and most negative student responses. Positive responses related mostly to learner‐centered, experiential aspects of the course. Negative responses indicated learner confusion and stress. A number of changes were made to the course after piloting, and comparison of piloted to revised course implementation results indicated areas of improvement as well as areas of continuing concern. A number of implications are discussed for the benefit of instructors interested in collaborative models.
The Role of Implicit Negative Feedback in SLA: Models and Recasts in Japanese and Spanish
Authors: LONG MICHAEL H. , INAGAKI SHUNJI , ORTEGA LOURDES
Published: October 2011

The role of implicit and explicit negative feedback in first (L1) and second (L2) language acquisition is contentious. The L2 studies to date, however, suggest that implicit negative feedback exists, is perceived by learners for what it is (i.e., noticed), and is used for development. As part of one of several continuing lines of research on this issue, two experiments were conducted to assess the relative utility of models and recasts in L2 Japanese and Spanish. Using a pretest, posttest, control group design, each study provided some evidence of the ability of adults to learn from implicit negative feedback, and, in one case, support for the notion that reactive implicit negative feedback (recasts) can be more effective than preemptive positive input (models) in achieving at least short‐term improvements on a previously unknown L2 structure.
Building the BoP Producer Ecosystem: The Evolving Engagement of Fabindia with Indian Handloom Artisans
Authors: Ramachandran J. , Pant Anirvan , Pani Saroj Kumar
Published: October 2011

Recent research on the base of the pyramid (BoP) has called on firms to initiate market‐driven interventions directed at the BoP population with the objective of identifying and pursuing mutually profitable means of attaining meaningful poverty alleviation outcomes. In response, firms as well as scholars have engaged at length with the creation of new products and services for the BoP consumer but paid far less attention to the BoP producer—a member of the BoP population who creates value by producing goods and services for sale in nonlocal markets. Additionally, extant studies have largely focused on snapshot views of BoP interventions by firms, thereby limiting our understanding of the emergence of meaningful poverty‐alleviating outcomes over time from these interventions. This paper seeks to redirect attention toward the dynamic of the long‐term engagement between the firm and the BoP producer. Using rich qualitative data from Fabindia—an Indian handloom retailer—this paper examines how the engagement between Fabindia and communities of handloom artisans in India has persisted over a period of five decades. We found that, even as it encountered changes in the external environment and pursued newer organizational goals, Fabindia repeatedly renewed its engagement with handloom artisans and facilitated progression in poverty‐alleviation outcomes. Building on the insights from the case study, this paper presents a process model that highlights the role of innovative management practices in sustaining engagements between firms and BoP producers over time. Additionally, this paper proposes the concept of the “bridging enterprise”—a business enterprise that originates at the intersection of specific BoP communities and the corresponding nonlocal markets—as an interpreter and innovator reconciling the interests of stakeholders across the pyramid.
Impact of Diabetes Mellitus on Long‐term Clinical Outcomes of Patients on Chronic Hemodialysis after Percutaneous Coronary Intervention
Authors: SARDI GABRIEL L. , MALUENDA GABRIEL , TORGUSON REBECCA , XUE ZHENYI , SUDDATH WILLIAM O. , KENT KENNETH M. , LINDSAY JOSEPH , SATLER LOWELL F. , PICHARD AUGUSTO D. , WAKSMAN RON
Published: October 2011

Background:

End‐stage renal disease (ESRD) is known to correlate with poor outcome in patients undergoing percutaneous coronary intervention (PCI). This study examines the impact of diabetes mellitus (DM) on the long‐term outcome of patients with ESRD on chronic hemodialysis.

Methods:

A cohort of patients with ESRD on chronic hemodialysis, who underwent PCI with drug‐eluting stents, was followed for 1 year. The clinical outcome in this population was compared retrospectively based on the presence of DM. Major adverse cardiac events (MACE) as the composite of all‐cause death, Q‐wave myocardial infraction and target lesion revascularization (TLR), as well as TLR as an individual outcome, were the main end points of the study.

Results:

In the study cohort (n = 198), 48.5% had DM. Diabetic patients were more commonly female. The lesion characteristics were similar between groups except for more frequent saphenous vein graft intervention in nondiabetics. At 1‐year follow‐up there was no difference in the rate of MACE between diabetic and nondiabetic patients (40.4% vs. 39.3%, respectively, p = 0.89), driven primarily by a very high mortality rate (1‐year overall mortality of 33.5%). After adjustment for the relevant clinical co‐variables, DM was not associated with the composite end point. However, diabetic patients had a significantly higher incidence of 1‐year TLR compared to nondiabetics (13.8% vs. 3.6%, respectively, p = 0.04).

Conclusion:

The prognosis of patients with ESRD after PCI is dismal with a very high overall mortality rate regardless of the presence of DM. Patients with ESRD appear to be at higher risk for the need of revascularization. (J Interven Cardiol 2012;25:147–155)
Sudden cardiac arrest and sudden cardiac death on dialysis: Epidemiology, evaluation, treatment, and prevention
Authors: Alpert Martin A.
Published: October 2011

Sudden cardiac death is the most common cause of death in dialysis patients and is usually preceded by sudden cardiac arrest due to ventricular tachycardia or ventricular fibrillation. A variety of risk factors have been identified that predispose the sudden cardiac arrest and sudden cardiac death in dialysis patients. Primary prevention of sudden cardiac arrest in dialysis patients may be accomplished by avoiding the use of low potassium dialysate. Pharmacotherapy with beta‐blockers angiotensin converting enzyme inhibitors and angiotensin receptor blockers and use of implantable cardioverter defibrillators (ICDs) may also prevent sudden cardiac arrest and sudden cardiac death in high‐risk dialysis patients. Secondary prevention of sudden cardiac death may be accomplished by similar pharmacotherapy and by the use of ICDs. Indications for ICD use in dialysis patients are similar to those for nondialysis patients; however, survival rates following ICD implantation in dialysis patients are substantially lower than in non‐dialysis patients.
Percutaneous coronary intervention versus coronary artery bypass graft in chronic kidney disease: Optimal treatment options
Authors: Kar Subrata , Coats Walter , Aggarwal Kul
Published: October 2011

Chronic kidney disease (CKD) is ubiquitous in the world and may eventually progress to end‐stage renal disease. CKD is associated with a greater risk of coronary artery disease (CAD) which is the leading cause of mortality in this population. Current invasive treatment options include percutaneous coronary intervention or coronary artery bypass graft. We performed a PubMed search to ascertain the optimal treatment for coronary artery disease in CKD. Our review of the current literature supports the superiority of coronary artery bypass grafting which reduces repeat revascularizations, improves angina symptoms, and increases long‐term survival.
Optimization of heparin anticoagulation for hemodialysis
Authors: Davenport Andrew
Published: October 2011

Unfractionated heparin remains the most commonly used anticoagulant for extracorporeal therapies worldwide due to cost, years of clinical experience showing effectiveness and safety for outpatient hemodialysis. Most centers administer unfractionated heparin as an initial bolus followed by a constant infusion, which is then stopped prior to the end of the dialysis session. Although the anticoagulant effect of heparin can be monitored at the bedside, most centers take a pragmatic stance for routine outpatient hemodialysis, and adjust bolus doses and infusion rates based on visual inspection of the dialyzer header and venous air detector chamber for clots, and stop the heparin infusion based on the time taken for needle puncture sites to stop bleeding at the end of the hemodialysis session.

Heparin is negatively charged and can bind to plasma proteins, leukocytes, and plastic. As such, it is important to achieve adequate mixing of heparin with blood to optimize anticoagulation within the extracorporeal circuit, by administering an intravenous bolus a few minutes prior to connecting the patient to the circuit and ensuring thorough mixing of the heparin infusion.
Role of teeth adjacent to implants installed immediately into extraction sockets: an experimental study in the dog
Authors: Favero Giovanni , Lang Niklaus P. , Favero Giacomo , León Ileana Grau , Salata Luiz A. , Botticelli Daniele
Published: October 2011

Aim:

To evaluate the influence of the presence of both adjacent teeth on the level of alveolar bony crest at sites where implants were installed into the socket immediately after tooth extraction.

Material and methods:

Six Labrador dogs were used. Extractions of all teeth from the second premolar to the first molar were performed in the right side of the mandible, after full‐thickness flap elevation. In the left side of the mandible, an endodontic treatment of the mesial root of the third and fourth premolars was performed. Full‐thickness flaps were elevated, the teeth hemi‐sected, and the distal roots removed. Immediately after, implants were bilaterally installed with the margin flush to the buccal bony crest. The implants were placed in the center of the alveolus at the third premolars and toward the lingual bony plate of the alveolus at the fourth premolars. After 3 months of healing, the animals were euthanized.

Results:

All implants were integrated in mature bone. More bone resorption was observed at the test compared to the control sites. At the buccal aspect, a resorption of 2.8 ± 0.5 and 1.6 ± 0.4 mm at the third premolars and of 2.4 ± 0.6 and 0.8 ± 0.7 mm at the fourth premolars were found, at the test and control sites, respectively. At the lingual aspect, the bony crest was apically located in relation to the implant shoulder 1.5 ± 0.3 and 0.5 ± 0.5 mm at the third premolars and 1.6 ± 0.6 and 0.3 ± 1.1 mm at the fourth premolars, at the test and control sites, respectively. A lower buccal bone resorption was found at the control implants placed lingually.

Conclusion:

Multiple extractions of teeth adjacent to a socket into which implants were installed immediately after, tooth extraction induced more alveolar bone recession compared to sites where the adjacent teeth were preserved. Moreover, an implant placed more lingually yielded less recession of the buccal aspect of the implant.
Are Stroke Units Cost Effective? Evidence from a New Zealand Stroke Incidence and Population-Based Study
Authors: Ao Braden J. Te , Brown Paul M. , Feigin Valery L. , Anderson Craig S.
Published: October 2011

Background and aim

Acute stroke units in hospitals are known to be more costly than standard care, but proponents claim that the health gains will justify the expense. Yet, despite widespread adoption of stroke units, the evidence on the cost effectiveness of stroke units has been mixed, due in part to differences in the pathway of care across hospitals. The purpose of this study is to compare costs and outcomes for patients admitted to a stroke unit with those admitted to a general ward.

Methods

Data on 530 stroke sufferers from a large incidence study of stroke (the Auckland Regional Community Stroke Outcome Study) were used. Cost of health services, places of discharge were identified at one-, six- and 12 months post-stroke and were linked with long-term cost and survival five-years poststroke. A decision analytical model was developed, including the relationship between waiting time for discharge and probability of admission to stroke unit. Cost effectiveness was determined using a willingness to pay threshold of NZ$20000 (US$15 234).

Results

Regression analysis suggested that there were no significant differences between patients admitted to a stroke unit and a general ward. The incremental cost-utility ratio for the first-year was NZ$42 813/quality-adjusted life year (US$32 610/quality-adjusted life year), but fell substantially to NZ$6747/quality-adjusted life year (US$5139/quality-adjusted life year) when lifetime costs and outcomes were considered. Probabilistic and one-way sensitivity analysis suggests that the results are robust to areas of uncertainty or delays in the pathway of care.

Conclusion

Stroke unit care was cost effective in Auckland, New Zealand.
In situ Inhibition of Escherichia coli Isolated from Fresh Pork Sausage by Organic Acids
Authors: Dias Francesca Silva , da Silva Ávila Carla Luiza , Schwan Rosane Freitas
Published: October 2011

Abstract:  The main aim of this study was to evaluate the inhibitory effect of different concentrations of organics acids citric, lactic, acetic, and propionic on E. coli isolated from pork sausage. Two experiments were performed in vitro, respectively: agar disc diffusion and minimum inhibitory concentration (MIC) determination. In agar disc diffusion, the minimum concentration of 1.29 M of citric acid inhibits bacterial growth. There was no statistically significant difference in the MIC of citric and lactic acids; citric and lactic acids were more effective than acetic and propionic acids. Based on in vitro results, lactic and citric acids were added to pork sausages with E. coli. The addition of citric acid caused a significant reduction (P < 0.01) in the pH of the sausages. Citric acid was most effective 15 d after inoculation; E. coli counts were reduced by 4.53 log units compared with time 0. Due to late inhibitory action of citric acid in the study, its effect may be more effective over E. coli in sausage that requiring longer storage, such as fermented sausages.
Using Antibrowning Agents to Enhance Quality and Safety of Fresh‐Cut Avocado Treated with Intense Light Pulses
Authors: Ramos‐Villarroel Ana Y. , Martín‐Belloso Olga , Soliva‐Fortuny Robert
Published: October 2011

Abstract:  The effect of antibrowning compounds on the color and firmness of fresh‐cut avocado treated with intense light pulses (ILP), as well as their impact on the survival of Listeria innocua, was investigated in this study. Dipping solutions containing 2% (w/v) L‐cysteine without ascorbic acid and combined with 1% (w/v) citric acid and 1% w/v calcium lactate most effectively preserved the initial color and texture of ILP‐treated fresh‐cut avocado. On the other hand, ILP treatments caused a reduction of more than 3 log cycles in the populations of L. innocua inoculated on fresh‐cut avocado. Log reduction levels increased when antibrowning agents were combined with ILP treatments. In conclusion, the use of quality‐stabilizing agents is a good option to guarantee both the microbiological safety of fresh‐cut avocado treated with ILP as well as to improve its physical and chemical quality.

Practical Application:  Intense light pulses (ILP) have received considerable attention during the last years after its approval by the U.S. Food and Drug Administration (FDA) in 1996 as a decontamination method for food or food surfaces. This article presents relevant information regarding the effect of ILP treatments combined with quality‐stabilizing compounds as a feasible alternative to improve the physical and chemical quality of fresh‐cut avocado as well as to guarantee its microbiological safety.
Blood grouping by molecular genetics
Authors: Daniels G.
Published: October 2011

It is possible to predict most clinically important blood group phenotypes from genomic DNA. Clinical applications include the following: determining foetal blood group to assess risk of haemolytic disease of the foetus and newborn or whether the pregnant woman requires antenatal anti‐D prophylaxis; testing multiply transfused and autoimmune haemolytic anaemia patients; defining D variants; detecting donors with very weak D antigens; testing donors and patients when appropriate antisera are not available; RHD zygosity testing; zygosity testing of panel cells; assisting in solving difficult serological problems; and, with the use of high‐throughput technologies, extended blood grouping of donors. Over the last 7 years, ISBT Workshops have provided external quality assurance. Future technologies may involve matrix‐assisted laser desorption/ionization time‐of‐flight mass spectrometry and massively parallel (next generation) sequencing.
Application of quality principles to managing donor services
Authors: Ayob Y.
Published: October 2011

Introduction  Blood donor services (BDS) consist of a variety of activities, processes and procedures that blood establishments (BE) carry out in order to provide adequate supply and the appropriate type of blood and components required for transfusion. Quality principles (QP) on the other hand is a comprehensive and fundamental rule for leading and operating an organization aimed at continually improving performance over the long term by focusing on customers while addressing the needs of the customers. The application of QP would increase the efficacy and effectives of the BDS.

Application of Quality Principles  BE as an organization needs to continually improve its performance by focusing on the needs and expectation of blood donors, the relevant authorities as the stakeholder, as well as the community in which it serves. Through appropriate awareness programmes for donor recruitment and providing a donor care service that meets their expectation will improve the supply and quality of blood to patients. Communicating these needs and expectations is crucial in order to establish good customer relation. Leadership in the BDS is necessary to provide direction, inspire and encourage all personnel to be involved in providing quality service. Full involvement of every individual would benefit the organization. In designing the processes in BDS due consideration must be given to the various steps, activities, workflow, critical control points, training requirement, equipment, methods and other resources to achieve its objectives and target. All the interrelated activities need to be managed as a system to improve efficiency. In order to continually improve its performance, BDS needs to monitor and evaluate its activities. Collection of information and good data allows objective evaluation and decision making. Clear understanding of the relationship between BDS and its suppliers would be beneficial.

Conclusion  QP can be adopted by BE to guide the organization towards better and improved performance. The principles of QP would certainly benefit the BDS to function as an efficient service provider in meeting the demand of the healthcare services that depend on a sustainable blood supply.