On lists and generalized list completers in Spanish

Despite technological innovations, clinical expertise remains the cornerstone of psychiatry. A clinical expert does not only have general textbook knowledge, but is sensitive to what is demanded for the individual patient in a particular situation. A method that can do justice to the subjective and situation-specific nature of clinical expertise is ethnography. Effective deep brain stimulation (DBS) for obsessive-compulsive disorder (OCD) involves an interpretive, evaluative process of optimizing stimulation parameters, which makes it an interesting case to study clinical expertise. The aim of this study is to explore the role of clinical expertise through an ethnography of the particular case of DBS optimization in OCD. In line with the topic of the special issue this article is a part of, we will also use our findings to reflect on ethnography as a method to study complex phenomena like clinical expertise. This ethnography of DBS optimization is based on 18 months of participant observation and nine in-depth interviews with a team of expert clinicians who have been treating over 80 OCD patients since 2005. By repeatedly observing particular situations for an extended period of time, we found that there are recurrent patterns in the ways clinicians interact with patients. These patterns of clinical practice shape the possibilities clinicians have for making sense of DBS-induced changes in patients’ lived experience and behavior. Collective established patterns of clinical practice are dynamic and change under the influence of individual learning experiences in particular situations, opening up new possibilities and challenges. We conclude that patterns of clinical practice and particular situations are mutually constitutive. Ethnography is ideally suited to bring this relation into view thanks to its broad temporal scope and focus on the life-world. Based on our findings, we argue that clinical expertise not only implies skillful engagement with a concrete situation but also with the patterns of clinical practice that shape what is possible in this specific situation. Given this constraining and enabling role of practices, it is important to investigate them in order to find ways to improve diagnostic and therapeutic possibilities.

Speaking to General Accounting Office (GAO) evaluators in 1991, Total Quality Management (TQM) guru Joseph Juran lamented how woefully inadequate our understanding was of his progeny's impact. Wrote Juran (1991, p. 51): As far as measuring the [TQM] results that have been achieved, there's a big information vacuum out there. Hardly anything useful is going on as far as evaluating Unfortunately, little has changed in the interim to negate Juran's observation substantially. Indeed, a paucity of systematic and rigorous evaluative efforts still exists, thus prompting accusations that is little more than a religious doctrine that admonishes the unwashed to just do it, in the blind hope that results will follow (Sims et al., 1992, p. 138). Although Juran was largely concerned that flawed or nonexistent evaluations of would limit its application in both the private and public sectors, more pedestrian concerns ought to make systematic and rigorous evaluations of interventions attractive to public managers and scholars serious about improving quality. First, interventions in the public sector can be costly endeavors. For example, in one small city with 700 employees, initial training cost $75,000, with training costs over the ensuing four years running $30,000 annually (Walters, 1992). Second, applications are increasingly viewed with skepticism in the private sector, a skepticism influenced by anecdotal and empirical analyses stressing its decidedly mixed results (Mathews and Katel, 1992; Dumas, 1989; Clemmer, 1991; Mathews, 1993). Despite proponents' warnings not to expect short-term cost savings, many CEOs have grown cynical upon seeing little change in their companies earnings statements. What is more, Mathews (1993, p. H1) reports that private sector consulting firms in the 990s are thriving on the TQM repair work spawned by miscarriages and abortions crafted in the 1980s. Third, the wholesale adoption of unreformed techniques in the public sector has been questioned widely Swiss, 1992; Kronenberg and Loeffler, 1991; Cohen and Brand, 1993; Durant and Wilson, 1993). Programs, for instance, with dense contextual goals (Durant and Wilson, 1993) or with more diffuse decision structures than those typically found in private businesses may inordinately slow the implementation of TQM, thus diminishing the likelihood of success (Juran, 1991). Finally, although advocates typically counsel public agencies to pick the lowest hanging fruit first (i.e., to selectively apply interventions in areas most likely to succeed), they tend to offer little advice as to how public managers might recognize these situations in practice or convincingly monitor their progress and assess their results. Arguably, only rigorous evaluation of interventions in public agencies, as well as the testing of hypotheses culled from these experiences by researchers, can address such issues. How can public managers, program analysts, and scholars best approach evaluations? We argue that evaluations and research must become more theory grounded and contingency based than has historically been the case if practice, cumulative knowledge bases, or theory-building are to improve significantly. Explicitly delineated models of change processes, the assumptions underlying them, and the ways in which variables in the models are expected to interact to produce these outcomes must inform any serious attempt at evaluation or theory building in the public sector. Moreover, lest these models, assumptions, and interaction patterns are eventually specified and progress toward their achievement is explicitly assessed, TQM's half-life in the public sector could be shortened appreciably. More precisely, ways must be found to identify, assess, and demonstrate short-term, nonmonetary progress toward both intermediate and ultimate goals of cultural change and quality improvement. Otherwise, the private sector's emerging cynicism and disenchantment with TQM's inability to show short-term monetary benefits could spread rapidly to the public sector as well. …

Brassica napus (Rapeseed) is an econfomically important oil-producing crop. The microbial interactions in the plant holobiont are fundamental to the understanding of plant growth and health. To investigate the microbial dynamics in the holobiont of feral B. napus, a total of 215 holobiont samples, comprised of bulk soil, primary root, lateral root, dead leaf, caulosphere, basal leaf, apical leaf, carposphere, and anthosphere, were collected from five different grassland sites in South Korea. The soil properties differed in different sampling sites, but prokaryotic communities were segregated according to plant holobiont components. The structures of the site-specific SparCC networks were similar across the regions. Recurrent patterns were found in the plant holobionts in the recurrent network. Ralstonia sp., Massilia sp., and Rhizobium clusters were observed consistently and were identified as core taxa in the phyllosphere, dead leaf microbiome, and rhizosphere, respectively. Arthropod-related microbes, such as Wolbachia sp., Gilliamella sp., and Corynebacteriales amplicon sequence variants, were found in the anthosphere. PICRUSt2 analysis revealed that microbes also possessed specific functions related to holobiont components, such as functions related to degradation pathways in the dead leaf microbiome. Structural equation modeling analysis showed the organic connections among holobiont components and the essential roles of the core microbes in the holobiont formations in natural ecosystem. Microbes coexisting in a specific plant showed relatively stable community structures, even though the regions and soil characteristics were different. Microbes in each plant component were organically connected to form their own plant holobiont. In addition, plant-related microbes, especially core microbes in each holobiont, showed recurrent interaction patterns that are essential to an understanding of the survival and coexistence of plant microbes in natural ecosystems.

This article explores the ways in which what counts as legitimate knowledge is produced and negotiated in two multilingual classrooms of two different programmes designed to “attend to diversity” at secondary schools in the Madrid region. Following a sociolinguistic approach, the article focuses on the ways in which local identities, beliefs and social relations emerging from situated practice become a window through which to understand how different social experiences and academic trajectories are institutionally constructed in connection with broader social processes. For this reason, the article seeks to connect recorded and observed classroom interactional patterns, through which legitimate knowledge is produced, with social actors’ (teachers and students) positioning(s), and the academic trajectories of students enrolled in such programmes. We end with a discussion about the possible consequences of such practices for migrant students, recently arrived in the Madrid classrooms, in terms of academic success and school participation.

‘If it is complex it means we don’t really understand it,and the way forward is to break the problem down into its partsto make sense of it’. This thought reflects the way we havebeen taught, and the way we largely practise in clinical care everyday.But are we really functioning on this basis? Or is it the only waywe know how to live? We all experience situations every daywhere the evidence does not really fit our understanding of aproblem – the familiar reductionist approach limits our ability tofully explore new problems and to gain new insight. An increas-ingly persistent question has emerged in relation to what consti-tutes the knowledge we need for effective and efficient clinicalcare, an issue taken up by this new

The key success factor for modern web applications is their acceptance by the end-users which heavily depends on the quality of the user experience that they offer to them. Users require applications designed in such a way that it enables them to learn the supported functionalities easily, so that they can quickly find the information that they are looking for. Therefore, the usability and the overall design quality of an application can determine its success or failure. In this paper, we analyze the conceptual model of CMS-based web applications in terms of the incorporated design fragments that support the various user interaction processes. We consider these fragments as recurrent interaction patterns occurring in the application model, consisting of a configuration of front-end interface components that interrelate each other and interact with the user to achieve certain functionality. We have developed a methodology that automatically extracts the conceptual model of a web application and subsequently performs a pattern-based analysis of the model in order to identify the occurrences of all the recurrent interaction patterns. Finally, we calculate evaluation metrics revealing whether these patterns are used consistently throughout the application design. By utilizing these patterns, developers can produce more consistent and predictable designs, improving the ease of use of web applications.

The present investigation shows students' perception of the soft-skills they have developed throughout their school journey by applying the four teaching techniques (4td) included in their curriculum as the core to promote in students and future graduates learning for life and employability. It is a strategy embedded as a part of the academic quality project, established in the Institutional Development Plan UANE (2013) and implemented since 2004. 4td is a curricular strategy whose purpose is to promote students' generic skills to support them in their daily life as human beings. 4td refers to the application of active teaching methods such as Collaborative Learning (CL), Problem-Based Learning (PBL), Project-Oriented Learning (POL), and Case Method (CM) that relate objectives in the curriculum to problematic situations of professional practice or life itself. The teachers' essential work is to plan the subject with cases, scenarios, projects, or collaborative activities to transform information into useful personal and professional knowledge. Research with a qualitative approach. A population of 988 students who completed their subjects with 4td in two different semesters was studied. The technique used for collecting the information was focus groups through an open-ended question instrument. The information was analyzed through content analysis using the MAXQDA tool. Results highlight 1642 comments, of which 200 (12%) report having developed higher-order cognitive skills; 971 (59%) leadership skills and 471 (29%) refer to attitudes and values. Mainly they strengthened interpersonal skills related to communication, teamwork, emotional intelligence, and leadership, values such as respect and responsibility. Derived as a conclusion, the 4td curricular strategy is sustainable over time. It represents one of the academic quality elements in the institution for promoting learning for life and the employability of our students.

The problems of recurrent and anomalous pattern discovery in time series, e.g., motifs and discords, respectively, have received a lot of attention from researchers in the past decade. However, since the pattern search space is usually intractable, most existing detection algorithms require that the patterns have discriminative characteristics and have its length known in advance and provided as input, which is an unreasonable requirement for many real-world problems. In addition, patterns of similar structure, but of different lengths may co-exist in a time series. Addressing these issues, we have developed algorithms for variable-length time series pattern discovery that are based on symbolic discretization and grammar inference—two techniques whose combination enables the structured reduction of the search space and discovery of the candidate patterns in linear time. In this work, we present GrammarViz 3.0—a software package that provides implementations of proposed algorithms and graphical user interface for interactive variable-length time series pattern discovery. The current version of the software provides an alternative grammar inference algorithm that improves the time series motif discovery workflow, and introduces an experimental procedure for automated discretization parameter selection that builds upon the minimum cardinality maximum cover principle and aids the time series recurrent and anomalous pattern discovery.

This paper argues that ethnic websites function as digital institutions in their community and foster group identity. In doing so, we add to the literature on institutions in two ways: first, we contribute to the concept of institutions by adding the concept of scripts that captures specific recurrent activities and patterns of interaction. The addition of scripts as a requirement of institutions solves the fuzziness problem since they compel us to specify the behaviour and clarifies how scripts fit ethnic websites. Second, we reveal how ethnic websites unite a wide range of functions – notably, as a means of communication, as a platform on which community members can address ethnic issues, as a device through which to build networks, and as a place from which to download materials in the ethnic community – thus fostering the identity of the ethnic group. We substantiate our argument with data from three ethnic groups in the Netherlands.

In this article, I explore the benefits and limits of conversation analysis for the analysis of a conversation that has been labelled (post-hoc) as an instance of `sexual harassment'. The data analysed is a phone call between a 15-year-old girl and a male Member of Parliament. I explore how `harassment-in-action' may be embedded in the mundane procedures of talk. Analysis of the MP's strategies to pursue the girl's acceptance of his invitation to `come for a ride' revealed a number of patterns: recurrent invitations, personal knowledge displays, an orientation to secrecy and confidentiality and implicit and explicit threats. The girl's strategies to resist the MP's suggestions were formulated according to the norms of preference organization, by doing dispreferred activities, using repair initiators and standard responses. I argue that although no single feature of the talk could directly index sexual harassment, the `formal analysis' of (recurrent) patterns of interaction, combined with the cultural knowledge about the identity of the interactants, forms a basis to construct also a feminist-informed explication of `sexual harassment'.

Pattern analysis techniques currently common within geography tend to focus either on characterizing patterns of spatial and/or temporal recurrence of a single event type (e.g., incidence of flu cases) or on comparing sequences of a limited number of event types where relationships between events are already represented in the data (e.g., movement patterns). The availability of large amounts of multivariate spatiotemporal data, however, requires new methods for pattern analysis. Here, we present a technique for finding associations among many different event types where the associations among these varying event types are not explicitly represented in the data or known in advance. This pattern discovery method, known as T-pattern analysis, was first developed within the field of psychology for the purpose of finding patterns in personal interactions. We have adapted and extended the T-pattern method to take the unique characteristics of geographic data into account and implemented it within a geovisualization toolkit for an integrated computational-geovisual environment we call STempo. To demonstrate how T-pattern analysis can be employed in geographic research for discovering patterns in complex spatiotemporal data, we describe a case study featuring events from news reports about Yemen during the Arab Spring of 2011–2012. Using supplementary data from the Global Database of Events, Language, and Tone, we briefly summarize and reference a separate validation study, then evaluate the scalability of the T-pattern approach. We conclude with ideas for further extensions of the T-pattern technique to increase its utility for spatiotemporal analysis.

The aim of the present investigation was to determine whether temporal variation in environmental factors such as rainfall or temperature influence long-term fluctuations in the prevalence and mean abundance of the nematode Mexiconema cichlasomae in the cichlid fish Cichlasoma uropthalmus and its crustacean intermediate host, Argulus yucatanus. The study was undertaken in a tropical coastal lagoon in the Yucatan Peninsula (south-eastern Mexico) over an 8-year period. Variations in temperature, rainfall and monthly infection levels for both hosts were analysed using time series and cross-correlations to detect possible recurrent patterns. Infections of M. cichlasomae in A. yucatanus showed annual peaks, while in C. urophthalmus peaks were bi-annual. The latter appear to be related to the accumulation of several generations of this nematode in C. urophthalmus. Rainfall and temperature appear to be key environmental factors in influencing temporal variation in the infection of M. cichlasomae over periods longer than a year together with the accumulation of larval stages throughout time.

We submit that interaction patterns within healthcare teams should be more comprehensively explored during debriefings in simulation-based training because of their importance for clinical performance. We describe how circular questions can be used for that purpose. Circular questions are based on social constructivism. They include a variety of systemic interviewing methods. The goals of circular questions are to explore the mutual dependency of team members’ behavior and recurrent behavior patterns, to generate information, to foster perspective taking, to “fluidize” problems, and to put actions into relational contexts. We describe the nature of circular questions, the benefits they offer, and ways of applying them during debriefings.

214 LANGUAGE, VOLUME 62, NUMBER 1 (1986) sponse'), and F ('foUow up') are moves in the exchange. A typical Q/R exchange would then be: A: Q how did you get down to WlNDLEBURY B: R how oh by train A: F by train yes Moves are defined in terms of their pragmatic/ interactive function in the discourse; thus one ofthe moves performed by Q is [EUcit]. Moves, in turn, are realized by acts, such as (confirm) and (assent). The initial decision as to the number of moves (eleven) and acts (forty), the operational distinction between them, and the actual classification of utterances in the corpus is a subjective matter; and while S has tried to make explicit the basis for these decisions, she has not always succeeded. The definition of Q, R, and F themselves is likewise problematic. Thus S offers this 'preliminary ' definition of Q and R (p. 1): 'Given that the speakers A and B cooperate, a question (Q) is any utterance by A that may elicit a response (R) from B; R is consequently an utterance elicited by Q.' This, of course, is not the sort of definition which one can use to identify a Q, since not aU Q's are foUowed by an R. In addition , as S points out (24), there are circularity problems with such a definition, as weU as difficulties in determining whether the utterance foUowing Q was meant to be an answer. FinaUy, S leaves the definition as it stands, but offers discussions of 'features of Q and R'—i.e. helpful guidelines in terms offunction, lexis, syntax, and intonation, to the identification of Q's and R's; none of these, however, is criterial. The lack of an adequate definition for the object of investigation is the most unsatisfying aspect of this book. However, assuming that reasonable identifications have been made (at least for the clear cases), S does achieve her goal of providing an exhaustive description of the many ways in which Q's and R's function in conversation. For example, Q's can be acts which serve as requests for action ('have you got a pen?'), requests for clarification ('whIch new signs?'), and requests for permission ('may I read your message?'), among others; while R's can react, repeat, clarify, disclaim and so on. S discusses in detail a range ofother phenomena —e.g. the Unking, chaining, and embedding of Q/R exchanges with each other, types of exchange openings, frequencies ofQ and R forms, preparatory questions, moves which help B to answer Q, tags and prompters, and WH-question use. Among her findings, S offers such conclusions as tíiese: yes is used alone 58% ofthe time, but no is used alone only 21% of the time. The latter is typicaUy amplified or qualified (223), showing that speakers typicaUy feel a need to justify a no response. The study strongly reveals people's tendency to cooperate in conversations : 86% of aU Q's received an answer classified as either (comply) or (imply), and only 4% were responded to by an answer classified as (evade) or (disclaim). Because of the many symboüc and abbreviatory conventions associated with S's analytical framework, her book is not highly readable; the good index helps, however. On balance, for an in-depth empirical analysis of an elusive but highly recurrent conversational interaction pattern , S's book represents a brave and largely successful effort. [Sandra A. Thompson, UCLA.] The language of 1984: Orwell's English and ours. By Whitney French Bolton. Knoxville: University of Tennessee, 1984. Pp. 252. $19.95. B's intent is to focus on changes in English since World War II, looking at 'changes in the vocabulary, forms, ... pronunciation, ... in attitudes towards the language, ... in its study, teaching, and even legislation and Utigation about EngUsh' (11). Recognizing that this is too much for one book, B has chosen to hmit his field (in a curious but timely way) by 'taking George Orwell as its starting point, concentrating on changes in English and the attitudes towards it as they diverge from his'. B is not concerned with whether any of O's predictions about language have been fulfilled...

Drawing on recent theory on organizational routines, this chapter presents an overview of the role of organizational routines for organizational learning. The chapter structures the discussion along the three processes of knowledge creation, retention, and transfer. To integrate insights from the relevant literature, the chapter uses the recent conceptualization of organizational routines as generative systems where rules and individual-level habits generate recurrent interaction patterns, which in turn shape rules and habits. In synthesizing knowledge on the role of organizational routines for organizational learning, the chapter also uses the possibilities offered by such a two-level framework with a generative level and a behavioral level to leverage the links between the two levels in an explanation.