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A Companion to Linguistic Anthropology provides a series of in-depth explorations of key concepts and approaches by some of the scholars whose work constitutes the theoretical and methodological foundations of the contemporary study of language as culture. Provides a definitive overview of the field of linguistic anthropology, comprised of original contributions by leading scholars in the field Summarizes past and contemporary research across the field and is intended to spur students and scholars to pursue new paths in the coming decades Includes a comprehensive bibliography of over 2000 entries designed as a resource for anyone seeking a guide to the literature of linguistic anthropology

Background and ObjectivesPoint prevalence studies have reported higher carriage rates of C. difficile in IBD patients compared with the general population, but longitudinal prospective data are lacking. The objectives of this observational study were to investigate and molecularly characterise isolates of C. difficile, collected prospectively on a monthly basis over a one-year period among IBD outpatients and healthy controls (HC).MethodsAt enrolment, recruited participants had established diagnoses of UC (n=16) and Crohn’s disease (n=6) and reported no recent hospitalisation or exposure to antibiotics. PCR ribotype and toxin status (cytotoxigenic culture) were determined for all +ive stool cultures. All participants underwent a monthly telephone interview to identify potential risk factors for C. difficile acquisition (changes in medications, exposure to antibiotics, clinic attendances, hospitalisation) and to assess for disease activity (Harvey-Bradshaw Index and Simple Clinical Activity Colitis Index).ResultsTwo patients underwent physician-initiated laboratory testing of C. difficile during the sample collection phase, although no participants developed or were treated for C. difficile infection. C. difficile was cultured from 29/223 samples (13%) representing 16/22 patients and 1 of 5 HC with concurrent antibiotic exposure in 6/29 visits (20%). Of the toxin +ive isolates (n=25; 078, 005, 302 and 015), 72% (n=21) were PCR ribotype 078. Toxigenic negative ribotypes included 023, 026 and 656. Of those toxin +ive isolates, 9 samples (36%) were associated with relapsing IBD of which 7/9 were ribotype 078. Multiple stool specimens also tested +ive for different ribotypes in 3 patients with UC, all of whom were taking regular immunosuppressants. WGS studies of the 078 isolates revealed marked genetic similarity, with only 3 of the 21 isolates varying by 1 or more nucleotides when compared to the 078 reference genome, suggesting there may have been a common source for cross-transmission.ConclusionsThe high prevalence of PCR ribotype 078 in this IBD outpatient cohort is consistent with the recent emergence of this strain in the community. These results reinforce the importance of testing all in-and outpatients with an apparent flare or relapsing IBD for carriage of toxigenic C. difficile to inform optimal management strategies. Future research is needed to understand the predominance of 078 isolates in IBD, particularly in the context of clinical relapse.

The student teaching experience is often considered one of the most influential aspects of teacher preparation. Key in the success of student teaching is the university supervisor. During the student teaching experience, the university supervisor is mainly responsible for helping pre-service teachers relate university coursework with the situated experiences in schools. However, much like the various other spaces and places in teacher education, facilitating teacher learning is an incredibly complex endeavor. This edited volume addresses the complexities of supervising student teachers from three distinct vantage points. First, salient issues regarding the supervision of student teachers such as the preparation of novice supervisors, negotiating power in the student teaching triad, and the low status of clinical teacher education are examined. Second, different pedagogical frameworks for the work of supervision are provided such as care theory, teacher education for democracy, and social justice. Finally, future directions for field-based teacher education are discussed, such as a call to reconsider where supervision takes place, the necessity to develop a pedagogy of supervision, 21st century trends facing clinical teacher education, and the value added by university supervisors to teacher development. Each of these chapters engage the supervision of student teachers through a mix of research, theory, and personal stories from the field. As such, this edited volume is designed for new supervisors, veteran supervisors, and supervision scholars.