Search

Sociolinguists have recently employed the notion of spatiotemporal scales to explain the changing social status of linguistic codes across social and geopolitical domains. Scales enable us to address the portability of semiotic resources in migration with great insight. In addition, unlike romanticized orientations to globalization and transnational relations, this model enables us to address the role of power in shaping the uptake of resources in shifting social contexts. Sociolinguists in this tradition show how the resources that enjoy power and prestige in certain local contexts receive lower status as migrants move to other social contexts, especially in Western urban communities. Despite the usefulness of this orientation, the sociolinguistics of scale suffers from certain limitations. It presents a highly stratified vision of social spaces, ignoring the possibility for renegotiating status differences and hierarchies. It assumes a normative orientation to languages, unable to accommodate the possibility that new language norms and practices might emerge, leading to new orders of indexicality. For these reasons, it is also insensitive to agency in mobility, unable to theorize how migrants may renegotiate norms in elite and privileged contexts. I present interview data from African skilled migrants in the UK, USA, and Australia to demonstrate their attitudes toward renegotiating the valuation and status of their own varieties of English in transnational contexts. Their narratives suggest how migrants negotiate spatiotemporal scales to their advantage, redefine the translocal space, and reconstruct new orders of indexicality in intercultural communication. Though I lack interactional data to examine uptake, the interview data helps develop a more complex use of scalar metaphors to address the dynamics of agency and inequality in intercultural communication in translocal spaces. (Contains 3 notes.)

This study focuses on the ways youth in the Sri Lankan Tamil diaspora in Canada, Britain, and the United States construct their ethnic identity when proficiency in their heritage language is limited. Though these youth claim only rudimentary proficiency in Tamil and identify English as their dominant language, they are nonetheless able to claim ethnic identity through strategic language practices. Different from Rampton's theorization of crossing, such acts involve self-styling. While crossing is transgressive, self-styling is affirmative. While crossing is ludic, self-styling is invested. Furthermore, while crossing has been studied mostly in terms of the tokens produced, this study illustrates the way receptive proficiency and nonverbal participatory practices can help style one's own. The study illustrates certain new configurations of language and ethnicity in diaspora life. (Contains 3 footnotes.)

Background: Efficient library searches for research evidence are critical to practitioners who wish to engage in evidence-based practice (EBP) as well as researchers who seek to develop systematic reviews. Aims: This review will propose the benefits of the search technique "Pearl Growing" ("Traditional Pearl Growing") as well as an adaptation of this technique ("Comprehensive Pearl Growing"), until now ignored by the literature on EBP and systematic reviews, to aid in the retrieval of research evidence. These search techniques are illustrated with examples from the field of augmentative and alternative communication. Main Contributions: Traditional Pearl Growing is proposed as an important addition to the arsenal of EBP search strategies for practitioners. The literature on Traditional Pearl Growing is extended in that EBP presents a newly identified purpose for this technique and the benefits in identifying appropriate quality filter goes beyond its previously exclusive focus on keywords. Comprehensive Pearl Growing is projected as a new strategy for researchers searching for studies to be included in systematic reviews. Not only does it provide data-based guidance in selecting effective keywords and quality filters, but also it provides appropriate databases. Conclusions: Although the techniques Traditional Pearl Growing and Comprehensive Pearl Growing are believed to be useful for locating research evidence in any field, it may be particularly important for interdisciplinary topics where the use of effective controlled vocabulary plays a greater role in bringing together evidence that may be scattered across databases. (Contains 1 note and 4 tables.)

Describes two integrated distance learning environmental engineering degree courses offered by the environmental engineering group of the Open University in Great Britain. Discusses admission requirements for courses, advantages offered by distance learning, professional accreditation, site visits, and tutors. (AIM)

Introduction Simulation is increasingly used throughout medicine. Within ultrasound, simulators are more established for learning transvaginal and interventional procedures. The use of modern high-fidelity transabdominal simulators is increasing, particularly in centres with large trainee numbers. There is no current literature on the value of these simulators in gaining competence in abdominal ultrasound. The aim was to investigate the impact of a new ultrasound curriculum, incorporating transabdominal simulators into the first year of training in a UK radiology academy. Methods The simulator group included 13 trainees. The preceding cohort of 15 trainees was the control group. After 10 months, a clinical assessment was performed to assess whether the new curriculum resulted in improved ultrasound skills. Questionnaires were designed to explore the acceptability of simulation training and whether it had any impact on confidence levels. Results Trainees who had received simulator-enriched training scored higher in an objective clinical ultrasound assessment, which was statistically significant (p = 0.0463). End confidence scores for obtaining diagnostic images and demonstrating pathology were also higher in the simulation group. All trainees stated that transabdominal simulator training was useful in early training. Conclusions This initial study shows that embedded into a curriculum, transabdominal ultrasound simulators are an acceptable training method that can result in improved ultrasound skills and higher confidence levels. Using simulators early in training could allow trainees to master the basics, improve their confidence, enabling them to get more educational value from clinical ultrasound experience while reducing the impact of training on service provision. [ABSTRACT FROM AUTHOR]