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This newly revised Thirtieth Anniversary edition provides a robust scholarly introduction to the history of writing instruction in the West from Ancient Greece to the present-day United States. It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, orthography, the rise of vernaculars, writing as a force for democratization, and the roles of women in rhetoric and writing instruction. Each chapter provides pedagogical tools including a Glossary of Key Terms and a Bibliography for Further Study. In this edition, expanded coverage of twenty-first-century issues includes Writing Across the Curriculum pedagogy, pedagogy for multilingual writers, and social media. A Short History of Writing Instruction is an ideal text for undergraduate and graduate courses in writing studies, rhetoric and composition, and the history of education.

To identify intensive care nurses’ perceptions of oral care according to Coker et al.’s (2013) conceptual framework and to contribute to the knowledge base of oral care in intensive care. This was a concurrent embedded mixed-methods design, with more weight given to the quantitative part. Participants responded to the Nursing Care related to Oral Health questionnaire, including perceptions of oral care antecedents (18 items), defining attributes (17 items), and consequences (6 items) and two open-ended questions. The data were analysed with descriptive and correlation statistics and qualitative content analysis. Intensive care nurses (n = 88) in six general intensive care units. Intensive care nurses perceived that an important part of nursing care was oral care, especially to intubated patients. They perceived that the nursing staff was competent in oral care skills and had access to different kinds of equipment and supplies to provide oral care. The oral cavity was inspected on a daily basis, mostly without the use of any assessment instruments. Oral care seemed to be task-oriented, and documentation of the patients’ experiences of the oral care process was rare. The antecedents, knowledge and skills are available to provide quality oral care, but intensive care nurses seem to have difficulties translating these components into practice. Thus they might have to shift their task-oriented approach towards oral care to a more person-centred approach in order to be able to meet patients’ needs.

Previous research has suggested that women using oral contraceptives show weaker preferences for masculine men than do women not using oral contraceptives. Such research would be consistent with the hypothesis that steroid hormones influence women's preferences for masculine men. Recent large-scale longitudinal studies, however, have found limited evidence linking steroid hormones to masculinity preferences. Given the relatively small samples used in previous studies investigating putative associations between masculinity preferences and oral contraceptive use, we compared the facial masculinity preferences of women using oral contraceptives and women not using oral contraceptives in a large online sample of 6482 heterosexual women. We found no evidence that women using oral contraceptives had weaker preferences for male facial masculinity than did women not using oral contraceptives. These findings add to a growing literature suggesting that links between reproductive hormones and preferences are more limited than previously proposed.

This classroom-based study investigated the antecedents of epistemic curiosity among 25 Thai university students in an English oral communication course. Using a whole-class survey and focus group interview, we recursively asked the students to describe a time in class when they experienced epistemic curiosity and the reasons behind it. A modified version of constant comparative analysis suggested seven thematic factors as the antecedents of epistemic curiosity and positive affect linked to its experience. Utilizing descriptions of the lessons kept in the teacher’s record, we provide contextualized accounts of how and why the students experienced epistemic curiosity in class. We conclude by offering pedagogical suggestions for creating learning environments that inspire language learners’ epistemic curiosity.

This study launched an investigation into the extent to which textual enhancement in captions can promote learner attention to and subsequent development in second language (L2) grammar. Using eye-tracking, it also intended to extend research on the relationship between attention and L2 learning. A pretest-posttest experimental design was employed, with 3 treatment sessions. Forty-eight Korean learners of L2 English were randomly assigned into a captions group (n = 24) and an enhanced captions group (n = 24). For the enhanced captions group, the components of pronominal anaphoric reference were boldfaced in the treatment task input. Learner attention to anaphora antecedents and personal pronouns was assessed with eye-movement indices, and a written and an oral grammaticality judgment test were used to measure learning gains. Textual enhancement succeeded in directing learner attention to the anaphora antecedents, and led to increased gains in receptive knowledge of pronominal anaphoric reference. However, significant links between attention and L2 development were only observed for the unenhanced captions group. The findings, overall, demonstrate that textually enhanced captioning is a useful pedagogical tool to facilitate development in L2 grammatical knowledge.

This study explored pronominal resolution as a measure of reading comprehension beyond single sentences. Specifically, it was hypothesized that the ability to specify the referents of pronouns like this and these that have variable antecedents would be a good probe of the quality of the reader’s mental model. This idea was tested in a study of 123 French eight-year-olds. After controlling for word decoding, vocabulary and syntactic knowledge, various aspects of pronominal comprehension were found to contribute independent variance to reading comprehension: (1) pronominal knowledge as measured in a pronoun selection task, (2) referent specification of pronouns that refer to protagonists. In addition, (3) referent specification of pronouns (French y and en ) with variable antecedents added further independent variance. The results support the idea that the ability to specify referents accounts for unique variance in reading comprehension and may tap the quality of the reader’s mental model of preceding text.

The second offers an institutional history of the FDA's Center for Biologics Evaluation and Research, whose institutional antecedents included the NIH division responsible for the development of the rubella vaccine. The plan for the class on disability, for instance, suggests assigning recent scholarship by Leslie Reagan and Lerita Coleman, along with exhibit materials including a 1965 Life magazine article, 1970 Public Health Service brochure, and 1977 film from the collection of Merck Sharpe and Dohme (maker of the MMR vaccine). The Digital Gallery focuses on the history of the FDA's Center for Biologics Evaluation and Research, starting with the NIH's creation of a Division of Biologics Standards to improve vaccine production oversight after a flawed polio vaccine paralyzed 113 children in the mid-1950s.

The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore the connections linking advising in language learning and basic psychological need satisfaction, and ways participation in advising can enhance learner well-being and flourishing. This study addresses a gap in research into advising by focusing on its role as psychological support for the language learner. The study adopts a concurrent triangulation mixed-methods approach to explore the advising experience of 96 Japanese language learners using an adapted version of the basic psychological needs satisfaction and frustration questionnaire (BPNSF; Chen et al., 2015) alongside an interpretative analysis of learner self-reports. The quantitative results show advising perceived as need-supportive, while the qualitative analysis identified examples of autonomous functioning, personal growth, and caring relationships as antecedents of need satisfaction. Together the findings suggest advising has an important role in supporting language learners in ways that underpin flourishing and enhance learner well-being.

Oral historians have long focused on the interview as a central research method and claimed antecedents stretching back to antiquity, but they have not studied the longue durée history of the interview. This article is a preliminary exploration of how oral historians might begin to write a history of the interview that emphasizes structural similarities among such diverse practices as religious and legal confessions, medical anamneses and psychoanalysis, the Inquisition and police interrogations, journalistic interviewing and oral history. It surveys the history of church confession, the spread of psychoanalysis in the nineteenth century, the emergence of an \"interview society\" after World War II, and the late twentieth-century phenomenon of a mass culture of confession. Following Michel Foucault, this article argues that one-on-one interviews that ask about people's lives are a technology of the self that constitute the \"modern subject.\" Personal interviews, rather than finding out about a \"true\" inner self or authentic experience, teach both interviewers and interviewees the \"right\" way to be. This interpretation of the interview calls into question the assumption that the oral history interview is a neutral research tool that can be employed for finding out about the past, empowering people, and sharing authority.

Desde su llegada a las Américas, las narrativas orales han servido a los afroecuatorianos y otras sociedades afrodiaspóricas como herramienta para preservar su memoria ancestral y conocer sobre sus antepasados y su legado cultural, de allí que los afrodescendientes sean herederos de una rica tradición oral de vital importancia en su vida cotidiana. Con este antecedente, empleando algunas concepciones teóricas sobre tradición oral, memoria colectiva e identidad cultural, y la interacción entre ellas, este artículo pretende examinar concisamente la novela Juyungo del escritor esmeraldeño Adalberto Ortiz para mostrar el papel de la oralidad, incluyendo canciones, poemas, proverbios, dichos, rituales, cuentos populares, leyendas y otras manifestaciones orales en la formación de la identidad cultural de los afroecuatorianos de la provincia de Esmeraldas, el principal centro étnico y cultural de los afrodescendientes en Ecuador, dentro de una sociedad predominantemente mestiza que históricamente ha impuesto sus patrones culturales y modo de vida a toda la nación, marginando así las culturas de otros grupos étnicos.