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Objectives: Acute kidney injury (AKI) develops in ~30% of patients following cardiac surgery on cardiopulmonary bypass (CPB). There are no interventions to prevent post-operative AKI, because its pathophysiology remains unclear. Our aims are (1) to determine the effects of CPB on the renal macro-and micro-circulation and (2) to determine the effects of altering pump flow on global and regional-kidney perfusion and oxygenation during CPB. Method(s): We implanted a flow probe on the renal artery and laser Doppler/oxygen-sensing probes in the cortex and medulla in sheep (N = 10). After baseline recordings in conscious sheep, animals were anesthetized, then placed on CPB with inspired oxygen fraction (FiO2) maintained at 0.6. From a baseline level of 80 mL/kg/min, pump flow was altered to 60, 80 and 100 mL/kg/min in random order. Result(s): During CPB, renal blood flow (RBF; 287 +/- 21 to 109 +/- 19 mL/ min), medullary perfusion (720 +/- 127 to 222 +/- 42 BPU) and medullary oxygenation (48 +/- 5 to 22 +/- 7 mmHg) were all reduced, compared with conscious sheep. Cortical oxygenation increased during CPB (46 +/- 3 to 70 +/- 17 mmHg), despite reduced perfusion (1954 +/- 378 to 872 +/- 112 BPU). Reducing pump flow exacerbated medullary hypoxia (to 11 +/- 3 mmHg), while increasing pump flow tended to improve medullary oxygenation (to 29 +/- 7 mmHg). Conclusion(s): CPB had detrimental effects on RBF, medullary and cortical perfusion and medullary oxygenation. Cortical oxygenation was maintained by the high FiO2. Medullary hypoxia may be a crucial mediator of post-CPB AKI. Thus, avoiding medullary hypoxia, by optimizing perfusion conditions on CPB, may be a feasible strategy to mitigate post-operative AKI.

Objectives: Acute kidney injury (AKI) develops in ~30% of patients following cardiac surgery on cardiopulmonary bypass (CPB). There are no interventions to prevent post-operative AKI, because its pathophysiology remains unclear. Our aims are (1) to determine the effects of CPB on the renal macro-and micro-circulation and (2) to determine the effects of altering pump flow on global and regional-kidney perfusion and oxygenation during CPB. Method(s): We implanted a flow probe on the renal artery and laser Doppler/oxygen-sensing probes in the cortex and medulla in sheep (N = 10). After baseline recordings in conscious sheep, animals were anesthetized, then placed on CPB with inspired oxygen fraction (FiO2) maintained at 0.6. From a baseline level of 80 mL/kg/min, pump flow was altered to 60, 80 and 100 mL/kg/min in random order. Result(s): During CPB, renal blood flow (RBF; 287 +/- 21 to 109 +/- 19 mL/ min), medullary perfusion (720 +/- 127 to 222 +/- 42 BPU) and medullary oxygenation (48 +/- 5 to 22 +/- 7 mmHg) were all reduced, compared with conscious sheep. Cortical oxygenation increased during CPB (46 +/- 3 to 70 +/- 17 mmHg), despite reduced perfusion (1954 +/- 378 to 872 +/- 112 BPU). Reducing pump flow exacerbated medullary hypoxia (to 11 +/- 3 mmHg), while increasing pump flow tended to improve medullary oxygenation (to 29 +/- 7 mmHg). Conclusion(s): CPB had detrimental effects on RBF, medullary and cortical perfusion and medullary oxygenation. Cortical oxygenation was maintained by the high FiO2. Medullary hypoxia may be a crucial mediator of post-CPB AKI. Thus, avoiding medullary hypoxia, by optimizing perfusion conditions on CPB, may be a feasible strategy to mitigate post-operative AKI.

Kesterite semiconductors, derived from the mineral Cu2(Zn,Fe)SnS4, adopt superstructures of the zincblende archetype. This family of semiconductors is chemically flexible with the possibility to tune the physical properties over a large range by modifying the chemical composition, while preserving the same structural backbone. In the simplest case, three metals (e.g. Cu, Zn and Sn) occupy the cation sublattice, which gives rise to a range of competing orderings (polymorphs) and the possibility for order–disorder transitions. The rich physics of the sulphide, selenide, and mixed-anion materials make them attractive for computer simulations in order to provide deeper insights and to direct experiments to the most promising material combinations and processing regimes. This topical review assesses the status of first-principles electronic structure calculations, optical modelling, and photovoltaic device simulations of kesterite semiconductors. Recent progress is discussed, and immediate challenges are outlined, in particular towards overcoming the voltage deficit in Cu2ZnSnS4 and Cu2ZnSnSe4 solar cells., QC 20210913

© 2017 Elsevier B.V. Science is a discipline of academic study that orients us strongly to field; to knowledge of how phenomena are classified and composed, and how activities implicate other activities. A strong focus on knowledge building can obscure the fact that the learning of science is also about understanding the values that associate with that knowledge. To date the teaching and learning of values in science remains relatively under-explored, particularly from a linguistic perspective, and in the context of spoken pedagogic discourse. The research reported here constitutes a case study of a live undergraduate lecture in health science on the topic of urine formation. It draws on systemic functional linguistic (SFL) theory, with the aim to model tools for analysis and an exploratory process for identifying the nature and expression of scientific values in the lecturer's discourse. Importantly we consider expression in relation to the semiotic systems of language and body language, and are able to show how their inter-semiotic relations function to reinforce a recurring set of values in ways that make them more noticeable to students, with greater potential for recognition and affiliation.

© 2017 Elsevier B.V. Science is a discipline of academic study that orients us strongly to field; to knowledge of how phenomena are classified and composed, and how activities implicate other activities. A strong focus on knowledge building can obscure the fact that the learning of science is also about understanding the values that associate with that knowledge. To date the teaching and learning of values in science remains relatively under-explored, particularly from a linguistic perspective, and in the context of spoken pedagogic discourse. The research reported here constitutes a case study of a live undergraduate lecture in health science on the topic of urine formation. It draws on systemic functional linguistic (SFL) theory, with the aim to model tools for analysis and an exploratory process for identifying the nature and expression of scientific values in the lecturer's discourse. Importantly we consider expression in relation to the semiotic systems of language and body language, and are able to show how their inter-semiotic relations function to reinforce a recurring set of values in ways that make them more noticeable to students, with greater potential for recognition and affiliation.

Radical changes in modes of pedagogy are currently being implemented in higher education internationally. Most significantly there is a rapid movement away from face-to-face, or 'live' teaching in lecture mode toward online-only resources, or to 'flipped classrooms'. The arguments mounted in support of such changes vary from economic imperatives to lifestyle preferences to pedagogic benefits. However, the research base in relation to the latter remains disturbingly thin. There is an overreliance on small-scale opinion survey data in the immediate context of changed practice and very little exploration of the nature of pedagogic practice in online modes or in the face-to-face lecturing they replace. Significantly lacking are attempts to tease apart the impact of technologies, modes of communication, pedagogic models and disciplinary knowledge structures in the building of knowledge. This study makes an initial contribution to this substantial project in an exploratory analysis of the dynamic unfolding of meaning in the spoken discourse of a face-to-face lecture in health science. The approach is trans-disciplinary, drawing both on systemic functional linguistics (SFL) and Legitimation Code Theory (LCT). Findings reveal ways in which meanings shift between the here-and-now of the shared sensible material space and elevated reflective perspectives on the field, and in doing so support the apprenticeship of students into the specialized, uncommon- sense knowledge of their field.

Radical changes in modes of pedagogy are currently being implemented in higher education internationally. Most significantly there is a rapid movement away from face-to-face, or 'live' teaching in lecture mode toward online-only resources, or to 'flipped classrooms'. The arguments mounted in support of such changes vary from economic imperatives to lifestyle preferences to pedagogic benefits. However, the research base in relation to the latter remains disturbingly thin. There is an overreliance on small-scale opinion survey data in the immediate context of changed practice and very little exploration of the nature of pedagogic practice in online modes or in the face-to-face lecturing they replace. Significantly lacking are attempts to tease apart the impact of technologies, modes of communication, pedagogic models and disciplinary knowledge structures in the building of knowledge. This study makes an initial contribution to this substantial project in an exploratory analysis of the dynamic unfolding of meaning in the spoken discourse of a face-to-face lecture in health science. The approach is trans-disciplinary, drawing both on systemic functional linguistics (SFL) and Legitimation Code Theory (LCT). Findings reveal ways in which meanings shift between the here-and-now of the shared sensible material space and elevated reflective perspectives on the field, and in doing so support the apprenticeship of students into the specialized, uncommon- sense knowledge of their field.

© 2017 Board of Trustees. This review essay evaluates Karl Maton’s Knowledge and Knowers: Towards a Realist Sociology of Education as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton’s book synthesizes the scholarship of Bourdieu and Bernstein and complements their work with “discoveries” from the world of systemic functional linguistics to produce a new “realist sociology of education.” It does so by means of Legitimation Code Theory, defined as a “toolkit” to analyze knowledge construction in cultural fields, especially education. The authors of this review essay take a polyphonic approach in assessing this ambitious synthesis, offering four perspectives on Maton’s book. Brian Barrett provides a Bernsteinian perspective; Dan Schubert approaches the book from his grounding in Bourdieu; and Susan Hood contributes a view from systemic functional linguistics. Michael Grenfell weaves these three perspectives together and provides introductory and concluding reflections. They aim, through their combined expertise, to use Maton’s book as an occasion to take stock of the state of the field of sociology of education generally and to reflect on the questions: What is its nature and what type of knowledge does it express? To what uses may it be set and what is its place within the larger project of educational theory?.

© 2017 Board of Trustees. This review essay evaluates Karl Maton’s Knowledge and Knowers: Towards a Realist Sociology of Education as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton’s book synthesizes the scholarship of Bourdieu and Bernstein and complements their work with “discoveries” from the world of systemic functional linguistics to produce a new “realist sociology of education.” It does so by means of Legitimation Code Theory, defined as a “toolkit” to analyze knowledge construction in cultural fields, especially education. The authors of this review essay take a polyphonic approach in assessing this ambitious synthesis, offering four perspectives on Maton’s book. Brian Barrett provides a Bernsteinian perspective; Dan Schubert approaches the book from his grounding in Bourdieu; and Susan Hood contributes a view from systemic functional linguistics. Michael Grenfell weaves these three perspectives together and provides introductory and concluding reflections. They aim, through their combined expertise, to use Maton’s book as an occasion to take stock of the state of the field of sociology of education generally and to reflect on the questions: What is its nature and what type of knowledge does it express? To what uses may it be set and what is its place within the larger project of educational theory?.

Despite diabetes being an independent predictor of poor prognosis of heart failure (2.5-fold), therapies specifically targeting the diabetic heart remain elusive. The STZ-induced diabetic rodent is a commonly-utilised model for the study of DCM, exhibiting overt hyperglycaemia due to insulin deficiency. This study sought to make a comprehensive assessment of systemic characteristics, myocardial structure and cardiac function following insulin replacement in STZinduced DCM. After four weeks untreated STZ-induced diabetes in adult male Sprague-Dawley rats (55 mg/kg i.v. in 280 g rats), 6IU/day insulin s.c. was administered for a further 4wks. Results were compared to citrate vehicle-treated sham and untreated STZ rats. After a total of eight weeks diabetes (Table), insulin replacement attenuated hyperglycaemia and increased urine excretion, with ameliorated left ventricular (LV) diastolic function, LV superoxide levels and LV remodelling. In summary, these data infer that insulin deficiency per se directly contributes towards the underlying phenotypic and pathological features of DCM in the STZ diabetic rat. (Table presented).

Despite diabetes being an independent predictor of poor prognosis of heart failure (2.5-fold), therapies specifically targeting the diabetic heart remain elusive. The STZ-induced diabetic rodent is a commonly-utilised model for the study of DCM, exhibiting overt hyperglycaemia due to insulin deficiency. This study sought to make a comprehensive assessment of systemic characteristics, myocardial structure and cardiac function following insulin replacement in STZinduced DCM. After four weeks untreated STZ-induced diabetes in adult male Sprague-Dawley rats (55 mg/kg i.v. in 280 g rats), 6IU/day insulin s.c. was administered for a further 4wks. Results were compared to citrate vehicle-treated sham and untreated STZ rats. After a total of eight weeks diabetes (Table), insulin replacement attenuated hyperglycaemia and increased urine excretion, with ameliorated left ventricular (LV) diastolic function, LV superoxide levels and LV remodelling. In summary, these data infer that insulin deficiency per se directly contributes towards the underlying phenotypic and pathological features of DCM in the STZ diabetic rat. (Table presented).

© 2016, The Author(s). Microsatellites are useful tools for ecologists and conservationist biologists, but are taxa-specific and traditionally expensive and time-consuming to develop. New methods using next-generation sequencing (NGS) have reduced these problems, but the plethora of software available for processing NGS data may cause confusion and difficulty for researchers new to the field of bioinformatics. We developed a bioinformatics pipeline for microsatellite development from Illumina paired-end sequences, which is packaged in the open-source bioinformatics tool Galaxy. This optimises and streamlines the design of a microsatellite panel and provides a user-friendly graphical user interface. The pipeline utilises existing programs along with our own novel program and wrappers to: quality-filter and trim reads (Trimmomatic); generate sequence quality reports (FastQC); identify potentially-amplifiable microsatellite loci (Pal_finder); design primers (Primer3); assemble pairs of reads to enhance marker amplification success rates (PANDAseq); and filter optimal loci (Pal_filter). The complete pipeline is freely available for use via a pre-configured Galaxy instance, accessible at https://palfinder.ls.manchester.ac.uk.

© 2016, The Author(s). Microsatellites are useful tools for ecologists and conservationist biologists, but are taxa-specific and traditionally expensive and time-consuming to develop. New methods using next-generation sequencing (NGS) have reduced these problems, but the plethora of software available for processing NGS data may cause confusion and difficulty for researchers new to the field of bioinformatics. We developed a bioinformatics pipeline for microsatellite development from Illumina paired-end sequences, which is packaged in the open-source bioinformatics tool Galaxy. This optimises and streamlines the design of a microsatellite panel and provides a user-friendly graphical user interface. The pipeline utilises existing programs along with our own novel program and wrappers to: quality-filter and trim reads (Trimmomatic); generate sequence quality reports (FastQC); identify potentially-amplifiable microsatellite loci (Pal_finder); design primers (Primer3); assemble pairs of reads to enhance marker amplification success rates (PANDAseq); and filter optimal loci (Pal_filter). The complete pipeline is freely available for use via a pre-configured Galaxy instance, accessible at https://palfinder.ls.manchester.ac.uk.

In contrast to Borsboom (2008) who distinguishes between manifest and latent variables on epistemic grounds in terms of “epistemic accessibility,” I advocate a demarcation on pragmatic grounds. The latter way of understanding this distinction does justice to the intuitions driving Borsboom’s account, but avoids unnecessary epistemic complications. I then turn to two cases, the Flynn Effect and the case of psycho-educational assessment, and show an equivocal understanding of one latent variable, Spearman’s g, has led some researchers to draw paradoxical conclusions regarding cognitive ability.

Chaper aims to provide an alternative veiw, from an applied linguistics perspective, on the way disiplinary differences are concieved and analysed. Drawing from samples from research artciles the authour demonstrates the differences between social sciences, natural sciences and humanities from this perespective.

The rapid expansion of computer-llH.:diated interaction in pedagogic COli texts has focused much critical attentioIl on the modalities or ('-I<';lcliillg and e-learning, suggesting an array of 'new' modes of inter acti 011. AI. the .sallie time, however, there has also been much renewed interest ill the Ilillililllodaiity of \vhat is sometimes disillissivcly referred to as the 'traditiollal' face-to-I"are classroom. Face-to-taCt~ classrooms arc 110\,·/ recognized as most l"olllpkx pcd~ agogic sites involving simultaneolls engagements with at k,lst the Illodalities or speech, written texts, visuals, space and bod-y language, including beial expression and gaze (Kress et a1. 2001, Jcwitt 2008, Bourne ~OO:~, LUlld ~007). The analyses in this chapter focus in particular on the modalities or speech and body language.

Chaper aims to provide an alternative veiw, from an applied linguistics perspective, on the way disiplinary differences are concieved and analysed. Drawing from samples from research artciles the authour demonstrates the differences between social sciences, natural sciences and humanities from this perespective.

The rapid expansion of computer-llH.:diated interaction in pedagogic COli texts has focused much critical attentioIl on the modalities or ('-I<';lcliillg and e-learning, suggesting an array of 'new' modes of inter acti 011. AI. the .sallie time, however, there has also been much renewed interest ill the Ilillililllodaiity of \vhat is sometimes disillissivcly referred to as the 'traditiollal' face-to-I"are classroom. Face-to-taCt~ classrooms arc 110\,·/ recognized as most l"olllpkx pcd~ agogic sites involving simultaneolls engagements with at k,lst the Illodalities or speech, written texts, visuals, space and bod-y language, including beial expression and gaze (Kress et a1. 2001, Jcwitt 2008, Bourne ~OO:~, LUlld ~007). The analyses in this chapter focus in particular on the modalities or speech and body language.

I once heard the jazz bassist and composer Marcus Miller explain how he composed the score for the film 'Siesta', in 1987, laying a bass line first, the using a synthesiser to build up the percussion, layer by layer. At the end of that process, he realised there was something missing. The rhythm was all too mechanical. So he engaged a drummer to play a single drum in the studio, on top of the tracks he has already laid. What next, he then asked himself. I like Herbie Hancocks chords, I'll put some of those in. It was at this point that I had a revelation. I had always seen harmony as the language of Western music, and harmonic structure as its basic sources of textual development, whether in Beethoven, Broadway or the Beatles. But to Marcus Miller chords were just some added spicing, some added colour. It dawned on me that in multimodal texts any semiotic mode can in principle either provide the basic structure of remain incidental, fragmented, providing, here and there, some added colour.

I once heard the jazz bassist and composer Marcus Miller explain how he composed the score for the film 'Siesta', in 1987, laying a bass line first, the using a synthesiser to build up the percussion, layer by layer. At the end of that process, he realised there was something missing. The rhythm was all too mechanical. So he engaged a drummer to play a single drum in the studio, on top of the tracks he has already laid. What next, he then asked himself. I like Herbie Hancocks chords, I'll put some of those in. It was at this point that I had a revelation. I had always seen harmony as the language of Western music, and harmonic structure as its basic sources of textual development, whether in Beethoven, Broadway or the Beatles. But to Marcus Miller chords were just some added spicing, some added colour. It dawned on me that in multimodal texts any semiotic mode can in principle either provide the basic structure of remain incidental, fragmented, providing, here and there, some added colour.

© Susan Hood 2010. All rights reserved. Focusing on the introductions to research articles in a variety of disciplines, the author uses appraisal theory to analyze how writers bring together multiple resources to develop their positions in the flow of discourse. It will be most useful for researchers new to appraisal, and to EAP teachers.

Much of the research interest in the discourse oj call cenlre interactions focuses on interpersonal meaning, that is on how speakers relate to each other, on positions of power and identity, and on emotions such as positive or negalive satisfaction. Much of the research to date relies on surveys oj perceptions and to a lesser extent on observational, ethnographic data while the retrospectively oriented interpretations of participants provide some insight into customer·CSR relations, they tell us little about the actual roles played by the speakers in interaction, how meanings unfold in talk to generale the potential for perceived satisfactory or unsatisfactory outcomes. The analyses underpinning this discussion focus on what speakers actually say and specifically on how speakers name and reference each other in the talk. The aim is to better understand the ways in which choices in naming junction to construct, to maintain or to shift relationships between customers and CSRs across the duration of a call. While naming practices might be culturally or institutionally proscribed to a greater or lesser extent, shifts in naming choices are also seen to result from contingent decisions to do with the management of the talk towards satisfactory outcomes.

Much of the research interest in the discourse oj call cenlre interactions focuses on interpersonal meaning, that is on how speakers relate to each other, on positions of power and identity, and on emotions such as positive or negalive satisfaction. Much of the research to date relies on surveys oj perceptions and to a lesser extent on observational, ethnographic data while the retrospectively oriented interpretations of participants provide some insight into customer·CSR relations, they tell us little about the actual roles played by the speakers in interaction, how meanings unfold in talk to generale the potential for perceived satisfactory or unsatisfactory outcomes. The analyses underpinning this discussion focus on what speakers actually say and specifically on how speakers name and reference each other in the talk. The aim is to better understand the ways in which choices in naming junction to construct, to maintain or to shift relationships between customers and CSRs across the duration of a call. While naming practices might be culturally or institutionally proscribed to a greater or lesser extent, shifts in naming choices are also seen to result from contingent decisions to do with the management of the talk towards satisfactory outcomes.

© Susan Hood 2010. All rights reserved. Focusing on the introductions to research articles in a variety of disciplines, the author uses appraisal theory to analyze how writers bring together multiple resources to develop their positions in the flow of discourse. It will be most useful for researchers new to appraisal, and to EAP teachers.

There is a very extensive research literature on the organisational structuring of academic texts as genres, both from a pragmatic perspective (e.g, Swales 1990; Dudley-Evans 1994; Paltridge 1997; Hyland 2002), sometimes referred to as EAP genre theory (d. Hyon 1996), and from genre theory within Systemic Functional linguistics (SFL) (e.g, Drury 1991; Schleppegre112004; Coffin et at. 2005). Theoretical differences in the conception of genre translate into different practices in the analysis and justification of stages, but from both theoretical perspectives resultant descriptions have had an important impact on academic literacy programs. However, such descriptions do not in themselves exhaust the process of analysis in how meanings pattern and unfold in texts.

Amajortension underlies the design of English language programs for enabling community membership. On the one hand there is a pressure to respond to a diverse range of specific and immediate needs for language use. At the same time there is an imperative to build the potential of learners to use language beyond specific instances. This chapter explores one response to this tension in the form of a large-scale curriculum designed for adult immigrants in Australia. The chapter articuiates the underlying theory of the curriculum and illustrates in practical examples how such theory is enacted.

There is a very extensive research literature on the organisational structuring of academic texts as genres, both from a pragmatic perspective (e.g, Swales 1990; Dudley-Evans 1994; Paltridge 1997; Hyland 2002), sometimes referred to as EAP genre theory (d. Hyon 1996), and from genre theory within Systemic Functional linguistics (SFL) (e.g, Drury 1991; Schleppegre112004; Coffin et at. 2005). Theoretical differences in the conception of genre translate into different practices in the analysis and justification of stages, but from both theoretical perspectives resultant descriptions have had an important impact on academic literacy programs. However, such descriptions do not in themselves exhaust the process of analysis in how meanings pattern and unfold in texts.

Amajortension underlies the design of English language programs for enabling community membership. On the one hand there is a pressure to respond to a diverse range of specific and immediate needs for language use. At the same time there is an imperative to build the potential of learners to use language beyond specific instances. This chapter explores one response to this tension in the form of a large-scale curriculum designed for adult immigrants in Australia. The chapter articuiates the underlying theory of the curriculum and illustrates in practical examples how such theory is enacted.

In this article we investigate how speakers contribute to the interactive rise and fall of emotion in problematic interactions in a data set of in-bound telephone conversations collected from call centres in the Philippines. These interactions are between the Filipino Customer Service Representatives (CSRs) and American clients who initiate the calls to seek information, clarification, or resolution to a problem. The study draws on Appraisal theory (Martin and White, 2005) to analyse the contribution of the caller and the CSR to initiating, maintaining and adjusting the interpersonal intensity of the interaction. Findings point to a limited reliance on explicit attitude on the part of both speakers, with attitude more often implied rather than expressed explicitly. Of note, too, is the interdependence of the attitudinal choices on the part of each speaker, and the role that concessive contractors such as just, already, once, yet and actually, as well as moments of silence can play in the management of the emotive intensity. While we intend the outcomes to make a contribution to professional training in the industry, we also look beyond that context to contribute in theoretical and methodological terms to the analysis of interactions in other contexts where problems need to be resolved through talk. © 2008 SAGE Publications.

In this article we investigate how speakers contribute to the interactive rise and fall of emotion in problematic interactions in a data set of in-bound telephone conversations collected from call centres in the Philippines. These interactions are between the Filipino Customer Service Representatives (CSRs) and American clients who initiate the calls to seek information, clarification, or resolution to a problem. The study draws on Appraisal theory (Martin and White, 2005) to analyse the contribution of the caller and the CSR to initiating, maintaining and adjusting the interpersonal intensity of the interaction. Findings point to a limited reliance on explicit attitude on the part of both speakers, with attitude more often implied rather than expressed explicitly. Of note, too, is the interdependence of the attitudinal choices on the part of each speaker, and the role that concessive contractors such as just, already, once, yet and actually, as well as moments of silence can play in the management of the emotive intensity. While we intend the outcomes to make a contribution to professional training in the industry, we also look beyond that context to contribute in theoretical and methodological terms to the analysis of interactions in other contexts where problems need to be resolved through talk. © 2008 SAGE Publications.

Research examining the relationship between community diversity and invasions by normative species has raised new questions about the theory and management of biological invasions. Ecological theory predicts, and small-scale experiments confirm, lower levels of nonnative species invasion into species-rich compared to species-poor communities, but observational studies across a wider range of scales often report positive relationships between native and nonnative species richness. This paradox has been attributed to the scale dependency of diversity-invasibility relationships and to differences between experimental and observational studies. Disturbance is widely recognized as an important factor determining invasibility of communities, but few studies have investigated the relative and interactive roles of diversity and disturbance on nonnative species invasion. Here, we report how the relationship between native and nonnative plant species richness responded to an experimentally applied disturbance gradient (from no disturbance up to clearcut) in oak-dominated forests. We consider whether results are consistent with various explanations of diversity-invasibility relationships including biotic resistance, resource availability, and the potential effects of scale (I m 2 to 2 ha). We found no correlation between native and normative species richness before disturbance except at the largest spatial scale, but a positive relationship after disturbance across scales and levels of disturbance. Post-disturbance richness of both native and normative species was positively correlated with disturbance intensity and with variability of residual basal area of trees. These results suggest that more nonnative plants may invade species-rich communities compared to species-poor communities following disturbance.

Research examining the relationship between community diversity and invasions by normative species has raised new questions about the theory and management of biological invasions. Ecological theory predicts, and small-scale experiments confirm, lower levels of nonnative species invasion into species-rich compared to species-poor communities, but observational studies across a wider range of scales often report positive relationships between native and nonnative species richness. This paradox has been attributed to the scale dependency of diversity-invasibility relationships and to differences between experimental and observational studies. Disturbance is widely recognized as an important factor determining invasibility of communities, but few studies have investigated the relative and interactive roles of diversity and disturbance on nonnative species invasion. Here, we report how the relationship between native and nonnative plant species richness responded to an experimentally applied disturbance gradient (from no disturbance up to clearcut) in oak-dominated forests. We consider whether results are consistent with various explanations of diversity-invasibility relationships including biotic resistance, resource availability, and the potential effects of scale (I m 2 to 2 ha). We found no correlation between native and normative species richness before disturbance except at the largest spatial scale, but a positive relationship after disturbance across scales and levels of disturbance. Post-disturbance richness of both native and normative species was positively correlated with disturbance intensity and with variability of residual basal area of trees. These results suggest that more nonnative plants may invade species-rich communities compared to species-poor communities following disturbance.

The practice of summary writing from source texts has long been a core activity in academic writing programs. When described as précis writing, textbooks focusing on teaching this skill date back to the second half of the nineteenth century. In current guidelines, students are typically asked to demonstrate an understanding of the key meanings encoded in source texts by recording those meanings in note form and then reconstructing them in a significantly shorter summary, relying minimally on the original wording. However, what is presented as a relatively straightforward process is made considerably more complex when we consider that any change in wording necessarily impacts on meaning in some way. In this paper, I explore how meaning is implicated in one process of re-instantiation from original text to notes to summary text, and to consider at a theoretical level what is involved in these changes. The findings suggest ways to scaffold the task more effectively for students and novice writers in academic English. © 2008 Elsevier Inc. All rights reserved.

The practice of summary writing from source texts has long been a core activity in academic writing programs. When described as précis writing, textbooks focusing on teaching this skill date back to the second half of the nineteenth century. In current guidelines, students are typically asked to demonstrate an understanding of the key meanings encoded in source texts by recording those meanings in note form and then reconstructing them in a significantly shorter summary, relying minimally on the original wording. However, what is presented as a relatively straightforward process is made considerably more complex when we consider that any change in wording necessarily impacts on meaning in some way. In this paper, I explore how meaning is implicated in one process of re-instantiation from original text to notes to summary text, and to consider at a theoretical level what is involved in these changes. The findings suggest ways to scaffold the task more effectively for students and novice writers in academic English. © 2008 Elsevier Inc. All rights reserved.

The notion of prosody in linguistics was originally applied to phonology by Firth (Palmer, 1970) to refer to non-segmental features. Its use has been extended in Systemic Functional Linguistic theory to the levels of grammar and discourse semantics. Here it refers to the way that interpersonal meaning spreads or diffuses across clauses and across longer phases of discourse (Halliday, 1994; Martin, 1992, 1996). In this paper I explore how the notion of prosodies of interpersonal meaning can inform our understanding of the construction of evaluative stance in the introductions to academic research papers. I draw initially on Appraisal theory (Martin, 2000) and Martin & Rose (2003) to analyse expressions of ATTITUDE1 and GRADUATION. I then consider how such expressions are used in constructing different kinds of argument, with a particular focus on the prosodies of value that are established. An appreciation of the prosodic patterning of interpersonal meanings and an understanding of how they function in academic discourse, have important implications in the modelling of evaluative stance in texts in the teaching of English for Academic Purposes. There are also broader implications for discourse analytic research in terms of methods of coding values and of justifying coding decisions. © 2005 Elsevier Ltd. All rights reserved.

The notion of prosody in linguistics was originally applied to phonology by Firth (Palmer, 1970) to refer to non-segmental features. Its use has been extended in Systemic Functional Linguistic theory to the levels of grammar and discourse semantics. Here it refers to the way that interpersonal meaning spreads or diffuses across clauses and across longer phases of discourse (Halliday, 1994; Martin, 1992, 1996). In this paper I explore how the notion of prosodies of interpersonal meaning can inform our understanding of the construction of evaluative stance in the introductions to academic research papers. I draw initially on Appraisal theory (Martin, 2000) and Martin & Rose (2003) to analyse expressions of ATTITUDE1 and GRADUATION. I then consider how such expressions are used in constructing different kinds of argument, with a particular focus on the prosodies of value that are established. An appreciation of the prosodic patterning of interpersonal meanings and an understanding of how they function in academic discourse, have important implications in the modelling of evaluative stance in texts in the teaching of English for Academic Purposes. There are also broader implications for discourse analytic research in terms of methods of coding values and of justifying coding decisions. © 2005 Elsevier Ltd. All rights reserved.

This study explores the ways in which academic writers employ expressions of attitude in the construction of evaluative stance in the introductory sections of research papers. The study draws on the theoretical base of Systemic Functional Linguistics (SFL) (Halliday, 1994, Halliday & Matthiessen, 2004), and in particular on Appraisal theory as a modelling of interpersonal meaning at the level of discourse semantics (Martin 1992, 2000, Martin & Rose, 2003, Martin & White, forthcoming). Attitude is explored from two perspectives: how it is expressed in the discourse, and what it is employed to evaluate. In addressing the second issue, the focus is on the general field (subject matter being constructed in the text) rather than on specific entities. The study is also concerned therefore with how different fields are identified in the texts, and how they relate one to another. The research contributes some significant dimensions to the modelling of attitudinal meanings in the register. Firstly analyses reveal that the register of academic research writing is characteristically constructive of two fields, the knowledge domain being investigated and the research activity conducted in relation to that domain; that these fields are in a relationship of projection one to the other; and that each field is evaluated in quite different ways. The findings contribute at a theoretical level to explaining the apparent contradiction between the dual demands of persuasion and 'objectivity' in the register, and at a practical level by providing a new dimension to frameworks for deconstructing and negotiating evaluative stance with novice academic research writers.

One of the key means by which knowledge is disseminated in the academic discourse community is the spoken presentation of papers at an academic conference. In contrast to the written research article, the spoken presentation remains relatively under-researched from a linguistic perspective, limiting the knowledge available for explicating this kind of discourse in academic language programs. In this paper, we draw on a social semiotic theory of language (Systemic Functional Linguistics) and of gesture, to frame a multi-layered exploration of interpersonal meaning in this register that incorporates attention to generic staging, to expressions of attitude, and to the co-expression of attitudinal language and gesture. The data are a set of plenary presentations at an academic conference, and the study aims to explore means by which the speakers construe a relationship of solidarity with their audiences in the introductory or 'set-up' stage of their talk. © 2005 Elsevier Ltd. All rights reserved.

meaning, at each stratum of language, that is, in the phonology, the lexicogrammar, and in the discourse semantics. Analyses of interpersonal meanings in the lexicogrammar have foregrounded the "inter" dimension of interpersonal meaning in the negotiations of meanings in selections for `mood' and `modality'. In this paper we approach interpersonal meaning through discourse semantics, and offer a complementary perspective that foregrounds the "personal" aspects of the interpersonal. Here our attention is to the ways we express values or attitudes, to the resources we have for doing so directly or indirectly, and to the ways we adjust such expressions through grading them up or down. We begin by elaborating systems of ATTITUDE and GRADUATION, as they are represented within the broader discourse semantic system of appraisal (Martin, 2000a). We then explore the role of ATTITUDE and GRADUATION in one particular register _that of academic discourse, where we consider important implications for the ways in which writers choose to encode values