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This article examines how communicative resources affect the construction of credible texts and identities in a public debate on Australia's treatment of a refugee. It centres on two key written statements—one from the Immigration Minister, and another from a Somali refugee. The analysis is divided into four levels, exploring the parties’ respective linguistic, material, identity, and platform resources, and how these impact their statements’ creation and reception, and their participation in discourse creation more generally. The article finds that there are inequalities on all four resource levels that largely undermine the refugee's ability to present a credible text and identity and challenge mainstream discourse on refugees. The article demonstrates how a multi-level analysis of communicative resources can challenge assumptions about participation and uncover inequalities invisible in the prevailing discourse. (Asylum, Australia, communicative resources, discourse, intercultural communication, media, power, refugee)*

Test anxiety has a high prevalence in children and is associated with lower academic performance. The main purpose of the current paper was to investigate the efficacy of using technology based tools, in the form of a robotic agent and cartoons, for teaching school aged children functional cognitive reappraisal emotion-regulation strategies for managing test anxiety. Sixty-nine elementary school aged children participated in the current study. Test anxiety was induced and then the children were allocated to the roboRETMAN, the PsyPills (written reappraisal statements), and the wait-list conditions. In the second stage, children in the wait-list received the RETmagic cartoons. Children reported on their anxiety, positive emotions, rational and irrational beliefs. Results show a higher efficacy for the roboRETMAN compared to wait-list in helping children manage their test anxiety, improving their positive emotions and reducing irrational cognitions. This study brings important contributions to the field, given that there is no research done so far investigating most effective means for delivering emotion-regulation strategies in children.

Aims: The objective of this study is to contribute to an improvement of bereavement services and experiences for the bereaved after drug-related deaths (DRDs) by investigating their expressed opinions on what would constitute improvements. Methods: As part of a larger survey questionnaire, we asked people bereaved by DRDs what advice they would give to politicians to improve bereavement services. Out of 255 respondents, we received 196 written statements of advice, 83 focusing on the time after death. Two-thirds of these respondents were either parents or siblings, the other third were other family members or close friends. A thematic analysis was conducted to examine the written statements. Results: We found four central themes: broad-spectrum help, routinised help, respectful help and competent help. The advice represents a long list of psychosocial support to ideally be offered on a regular and long-term basis. Furthermore, the bereaved also discussed the cognitive and normative side of the services by including considerations about stigma and respect, and the need for more research- and experience-based knowledge about their experiences both before and after DRDs. Conclusions: Many of the services sought by the bereaved are already in place and described in national guidelines for follow-up strategies after sudden unexpected deaths. DRDs, however, has not been included as a task for the services and are not explicitly mentioned in these guidelines. The scope of research and policymaking on drug problems and DRDs should be broadened to include families and social networks in order to make the group more visible and strengthen their influence on policy.

PurposeThe purpose of this paper is to inform on results of the study based on the dissertation project – the study of newcoming university students and their information literacy experience. It describes the three categories of information literacy experience as perceived by these students.Design/methodology/approachThe document is based on a qualitative phenomenographic study of 40 first-year undergraduate students of teacher education programs from five faculties of Comenius University in Bratislava. Data were collected from each participant in two stages by three methods: written statements, drawings and interviews.FindingsThe phenomenographic analysis results in three categories of information literacy: (1) the conception of digital technologies, (2) the conception of knowledge and (3) the conception of truth. The outcome space presented by two alternative models points to a strong interrelation of all three categories. The resulting conceptions point to the diversity of the concept of information literacy in relation to other types of literacies, especially digital, reading and media literacy, as well as to intersections with other scientific disciplines such as psychology, cognitive science or philosophy.Research limitations/implicationsThe most important limits of this qualitative research are the low numbers of participants and the high degree of subjectivity in data evaluation. For this reason, a verification study was carried out one-year later.Originality/valueAlthough phenomenographic studies of information literacy in the educational context are quite common, the third category of this study brings a new contribution to the information literacy theory – the dimension of truth or truthfulness of information.

Background Due to rising health care costs, in 2012 Switzerland introduced SwissDRG, a reimbursement system for hospitals based on lump sum per case. To circumvent possible negative consequences like reduction in length of stay, acute and transitional care (ATC) was anchored into the law (Federal act on health insurance) in 2011. ATC as a discharge option is applicable to patients who physicians deem will not fulfill rehabilitation criteria, but are unable to return home and are in need of temporary professional nursing care. ATC is associated with higher out of pocket costs to the patient than rehabilitation. Since social service workers are responsible for organizing discharge for patients with ongoing care needs after hospitalization, the aim of this study was to investigate how social service workers manage patient discharge in light of the new discharge option ATC. Methods Data was collected from 423 medical records of inpatients from Zurich’s municipal hospital, Triemli, discharged to ATC or rehabilitation, in 2016. We compared the two groups using inferential statistics and qualitatively analyzed written statements from social service workers. Results Our results showed that patients discharged to rehabilitation had a higher total number of discussions, but a shorter duration of discussions. Patients discharged to rehabilitation faced more delays, mainly due to unavailability of beds in rehabilitation centers. Conflicts concerning discharge arose mainly because of costs, discharge placement and too early discharge. Conclusions Our findings demonstrate how important social service workers are in providing information to patients about different discharge options. The newness of SwissDRG and ATC is still likely to cause longer discussion times and, consequently, more workload for social service workers. Only a small fraction of patients disagreed with their place of discharge, mostly due to financial reasons.

The common law Rule of Completeness was designed to prevent parties from introducing incomplete—and thereby misleading—statements at trial. It ensured fundamental fairness by ensuring that a fact finder heard an entire statement or series of statements if the whole would “complete” the partial evidence presented. It served this important role in Anglo-American jurisprudence for centuries before the drafters of Federal Rule of Evidence 106 attempted to capture its essence in 1975. Unfortunately, what was once a simple and principled rule has been muddled by Federal Rule of Evidence 106 (FRE 106). The common law rule language was lost when FRE 106 was drafted, and there is no agreement as to what portion of the common law survived and what was left behind. Particularly problematic are the issues of whether FRE 106 applies to oral as well as written statements, and whether FRE 106 allows a court to admit otherwise inadmissible evidence. The federal and state courts are split on these issues, and the United States Supreme Court has failed to provide guidance. Academics and commentators in the past have suggested these issues should be solved by amending FRE 106. However, these suggested amendments have generally been limited to FRE 106 itself, and each has tucked the equivalent of a new hearsay exception into an amended 106—a departure from the otherwise well-ordered Federal Rules of Evidence. This Article critically examines current Rule of Completeness jurisprudence. It compares and contrasts the common law with FRE 106, and then dives deeply into state and federal courts disparate interpretations of FRE 106. Finally, it recommends that the Federal Rules of Evidence Advisory Committee resolve doctrinal conflicts inherent in Rule 106 and draft two new Rules of Evidence. First, it recommends an expanded and clarified Federal Rule of Evidence 106 that applies to both written and oral statements. Second, it recommends a new addition to FRE 803 that would create a hearsay exception for statements otherwise qualified for admission under FRE 106 but currently barred under the Rule Against Hearsay.

Consultations are thought to increase the legitimacy of policies. However, this reasoning only holds if stakeholders really participate in the consultations. Current scholarship offers three explanations for participation patterns: Institutional rules, policy characteristics, and interest group resources determine participation. This article argues that additionally the linguistic complexity of consultation documents influences participation. Complex language deters potential participants, because it raises the costs of participation. A quantitative analysis of the German consultation of electricity grids lends credibility to the argument: If the description of a power line is simplified between two consultation rounds, the number of contributions mentioning that power line increases. This result contributes to our understanding of unequal participation patterns, and the institutional design of participatory procedures. If we think that legitimacy is enhanced by broad participation, then language of the documents matters.

The article presents the results of research carried out mainly on Mahatma Gandhi’s written statements which the authors refer to both a historical and socio‑political background. It is the first part of the planned two‑part study on mutual relations between Mahatma Gandhi’s satyagraha and South Africa, therefore it is focused on the interdependencies between the origin of the idea and the place where it was invented. The authors seek to answer two main questions: 1) whether Gandhi has entered into a dialogue with the native people of South Africa, and 2) whether Gandhi’s idea of non‑violent fighting for social rights included the native population of South Africa. The study also presents an outline of the evolution of Gandhi’s attitudes towards Africans and the Coloured People.

The article describes the course of a reading event with the participation of students of humanities studying Polish as a foreign language (PFL) at the Faculty of Philology of the University of Lodz in the academic year 2019/2020. This study is an attempt to gain insight into the glottodidactic process of reading Olga Tokarczuk’s story Professor Andrews in Warsaw. The glottodidactic values of the story were discussed, from a teacher’s perspective, in the second part of the work. Attention was paid to the multidimensionality of the text and the related opportunities for learners to discover layers of meaning and culture (including linguaculture layers). Reference was then made to research works that discussed the use of the intercultural approach in teaching foreign languages and PFL, as well as those that analyzed the language/linguaculture of the Polish People’s Republic. These topics are strongly related to the situation of the title character of the story and the space-time of the work (a helpless foreigner in Warsaw, the Polish People’s Republic, the initial days of martial law). The third, key part of the article, discusses the process of reading the text by a group of students. It was a partially guided process – the teacher developed a seven-point reading template that directed the reading of the text. The students’ task was to complete this questionnaire after reading the story on their own. At individual points in the template, readers were required to report the most important content of the story and to formulate reflective and evaluative statements. The written statements included in the students’ reading templates were discussed in detail. The analysis focused on: readers’ discovery of the text’s meaning, intercultural and linguistic layers, ways of reporting the difficulties readers encountered while reading, and comments in which they formulated opinions on the reading and assessed their own reading effort. The summary also draws conclusions about the text reading strategies used by students and the types of mediation. A set of survival strategies for foreigners in a foreign environment was also identified, based on the experiences of the hero of Olga Tokarczuk’s work.