Academic literature on the topic 'Aphasic persons – Language – Case studies'
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Journal articles on the topic "Aphasic persons – Language – Case studies"
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Johnson, Melissa A., Heather Coles, Laurie Keough, Betsey King, and Melissa Reed. "Co-Delivered Integrative Music and Language Therapy: Positive Outcomes Through Music Therapy and Speech-Language Pathology Collaboration." Perspectives of the ASHA Special Interest Groups 4, no. 2 (April 15, 2019): 261–68. http://dx.doi.org/10.1044/2019_pers-sig2-2018-0006.
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Purpose Persons with aphasia can sometimes retain the ability to sing, and several studies have shown the effectiveness of using music to improve speech and language output. The purposes of this article were to discuss the theoretical principles and observed speech-language outcomes of a co-delivered integrative music and language therapy (CIMaLT) methodology for adults with chronic aphasia in a college-based clinic, to describe the interprofessional clinical education model used at the clinic, and to present a case example of CIMaLT implementation. Conclusion CIMaLT is an effective and feasible methodology to implement interprofessional education and practice in a college-based clinic. Additionally, it results in meaningful change in speech and language for some clients with aphasia and apraxia. Additional research is needed to further explore its outcomes for students and persons with aphasia and other neurogenic communication impairments at various stages of recovery. Plain Language Summary Persons with aphasia can sometimes retain the ability to sing, which can help improve speech and language function. Music and speech-language pathology students from our college-based clinic work together to provide treatment for persons with aphasia. This results in improvements in both student learning and client speech and language. This article describes the theory approach, and client and student outcomes of this treatment.
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Tuomiranta, Leena, Petra Grönholm-Nyman, Francine Kohen, Pirkko Rautakoski, Matti Laine, and Nadine Martin. "Learning and maintaining new vocabulary in persons with aphasia: Two controlled case studies." Aphasiology 25, no. 9 (August 12, 2011): 1030–52. http://dx.doi.org/10.1080/02687038.2011.571384.
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Monish, V., and N. Sreedevi. "Speech and swallowing difficulties and rehabilitation in osmotic demyelination syndrome: A single case report." IP Journal of Otorhinolaryngology and Allied Science 4, no. 4 (January 15, 2022): 149–52. http://dx.doi.org/10.18231/j.ijoas.2021.031.
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: Aim of the work was to highlight the speech and swallowing difficulties that are associated with osmotic demyelination syndrome and also the importance of speech and language therapy in patients with osmotic demyelination syndrome. In this case report, a 68 years old female who developed osmotic demyelination syndrome as a result of hyponatremia correction has been described. The patient developed motor, speech and swallowing difficulties after 10 day of hyponatremia correction. For assessing speech and language skills, Bedside Screening Test for Persons with Aphasia was used. Gugging Swallowing Screen was used for assessing the swallowing skills.: The assessment results indicated that the patient’s auditory comprehension skills were preserved and other verbal skills were affected as the patient had mutism. Also the patient had slight dysphagia with lower risk of aspiration. With speech-language intervention, improvement was observed in swallowing and verbal communication skills. ODS is a rare clinical condition. In order to have a better perspective about speech, language and swallowing skills in individuals with ODS, replication of such studies are essential.
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Gill, Cindy, Laura Green, Sneha Bharadwaj, Tamby Allman, and Jyutika Mehta. "Identification of Word Retrieval Difficulties in the Normally Aging Population." Perspectives of the ASHA Special Interest Groups 6, no. 3 (June 25, 2021): 654–64. http://dx.doi.org/10.1044/2021_persp-20-00192.
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Purpose This study examined variations in performance on different verbal tasks completed by typically aging, non-neurologically impaired adults who self-identified as either having or not having word retrieval difficulties that frequently affected their lifestyle. Method Fifty-seven adults aged 54–71 years, who were recruited based on case history responses that indicated the presence or absence of word retrieval difficulties, completed two standardized, norm-referenced language tests, two naming tasks, and three verbal fluency measures. Results Although scores on standardized language tests fell within normal limits for all of the participants, significant differences between those with and those without self-reported word retrieval difficulties were found on the Expressive Vocabulary Test–Second Edition as well as on tasks of naming members of categories and producing procedural narratives. A significantly greater percentage of disfluencies in procedural narratives were found in the group that reported word retrieval difficulties. This fluency indicator was the only factor that was predictive of word retrieval difficulties. Conclusions Many studies have examined the differences in word retrieval in older versus younger populations or in persons with aphasia versus persons without aphasia, but they have not offered definitive pictures of the differences between those with and those without word retrieval difficulties in the normally aging population who have otherwise normal language. This study identified three tasks that appear to be sensitive to the word-finding difficulties experienced by some adults.
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Bailey, Dallin J., Christina Nessler, Kiera N. Berggren, and Julie L. Wambaugh. "An Aphasia Treatment for Verbs With Low Concreteness: A Pilot Study." American Journal of Speech-Language Pathology 29, no. 1 (February 7, 2020): 299–318. http://dx.doi.org/10.1044/2019_ajslp-18-0257.
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Purpose Verbs with low concreteness are frequent in discourse samples but rarely targeted in aphasia treatments for verbs. These verbs are an important part of functional communication, and recent studies have called for more research regarding aphasia and treatment stimuli with low concreteness. The aim of this study was to pilot the use of verbs with low concreteness in a novel sentence production intervention with persons with aphasia. Method The study took the form of a single-case experimental design with multiple baselines across behaviors and across participants. Three persons with chronic nonfluent aphasia and apraxia of speech participated in the study. Each participant received treatment designed to increase the semantic networks of verbs with high frequency and low concreteness. Sentence production was closely examined over the course of treatment for treated and untreated verbs of varying concreteness levels. Additional measures of language and cognitive functioning were also taken before and after treatment. Results Results indicated improved sentence production with target verbs attributable to the treatment in the 1st phase of 2 phases for 2 of the 3 participants. The increases corresponded with the application of treatment, despite the difference in number of baseline sessions for the participants. Where there were treatment effects, there was also considerable generalization to untreated sets of items during the 1st treatment phase. Word retrieval also improved for 2 participants. Conclusions The results suggest that the novel treatment may improve sentence production and word retrieval in persons with aphasia, even when using target verbs with low concreteness ratings. Future research is warranted into the use of low concreteness verbs. Supplemental Material https://doi.org/10.23641/asha.10870958
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Bunker, Lisa D., Christina Nessler, and Julie L. Wambaugh. "Effect Size Benchmarks for Response Elaboration Training: A Meta-Analysis." American Journal of Speech-Language Pathology 28, no. 1S (March 11, 2019): 247–58. http://dx.doi.org/10.1044/2018_ajslp-17-0152.
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Purpose With a number of single-case experimental design studies reporting the effects of treatment for response (and modified response) elaboration training (RET/M-RET), it is important to consolidate data over multiple participants to allow comparison within/between individuals and across similar treatments. The purpose of this study was to conduct a meta-analysis of single-case experimental design studies of RET/M-RET and to determine effect size (ES) benchmarks to allow comparison to “group” data. Method Database and bibliographical searches identified 20 investigations of RET/M-RET. Nine studies had sufficient experimental quality, compliance with the essential components of the RET protocol, and consistency in the dependent variable (i.e., accurate content production in response to picture stimuli) to be retained for the meta-analysis. Probe data for a total of 26 persons with aphasia (PWA) were extracted from published graphs (if raw data were not available) to calculate weighted ESs at the end of treatment and at follow-up for both treated and untreated stimuli. The first, second, and third quartiles of the distributions were used to serve at benchmarks for small, medium, and large effects. Results Nearly all participants demonstrated positive effects as a result of RET/M-RET, indicating an association with positive changes in content production for PWA. Small, medium, and large benchmarks are reported for treated items after treatment and at follow-up, as well as for untreated items after treatment and at follow-up. Conclusions With a larger sample of 26 participants, this analysis indicates that RET/M-RET are associated with positive changes in content production for PWA. ES benchmarks allow clinicians/researchers to compare an individual's performance across multiple applications of treatment to performance of other PWA and to other treatments with similar outcomes.
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Janečka, Martin. "Exploring Communicative Gestures in Czech Persons with Diagnosed Aphasia." Research in Language 19, no. 1 (March 30, 2021): 15–32. http://dx.doi.org/10.18778/1731-7533.19.1.02.
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In my investigation, I worked with 6 persons with diagnosed aphasia. I introduce some possible perspectives on the exploration of the extent of speech damage in persons with aphasia and the various ways in which they substitute for language deficiency with the aid of gestures.
From the viewpoint of data processing methods, on the one hand, I explore the parameters of spoken language, such as the quantity of words, and, on the other hand, the parameters of gestures, such as the quantity of gestures, diversity of gestures, etc. In aphasic persons speaking Czech, I verify the following assumption established by Jakob et al. (2011): the more speech-limited an aphasic person is, the more gestures he/she produces during the interpretation of a story.
It was found that the number of words produced by aphasic persons varies, partially dependent on the specific type of aphasia. This is particularly true on both ends of the scale – people with large speech distortion use the highest quantity of gestures, people with low speech distortion use gestures to a lesser extent. Within the classification of semantic gestures, I focus particularly on iconic and deictic gestures. In addition, I presume that symbolic gestures (i.e. emblems) do not occur in aphasic persons’ speech, because aphasic persons prefer gestures that display the plot in the most concrete way.
My data correlate with other studies dealing with this topic – aphasic persons do use gestures intentionally to substitute for their verbal deficiency. At the same time, they mostly use very concrete (iconic) gestures, which enable them to transmit a large volume of information.
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LAUTERBACH, MARTIN, ISABEL PAVÃO MARTINS, PAULA GARCIA, JOANA CABEÇA, ANA CRISTINA FERREIRA, and KLAUS WILLMES. "Cross linguistic aphasia testing: The Portuguese version of the Aachen Aphasia Test (AAT)." Journal of the International Neuropsychological Society 14, no. 6 (October 27, 2008): 1046–56. http://dx.doi.org/10.1017/s1355617708081253.
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AbstractWe report the adaptation of the Aachen Aphasia Test (AAT) to the Portuguese language (PAAT) and the results of its standardization in 125 persons with aphasia and 153 healthy controls. Patients with aphasia had a previous syndromic diagnosis, obtained through a Portuguese aphasia battery, which served as a reference. The control group was stratified by age and educational level. Hierarchical cluster analyses showed good construct validity. The increasing degree of difficulty and complexity throughout the item sets comprising subtests was confirmed. The discriminatory power of the PAAT for the selection of aphasic from non-aphasic persons proved to be as high as for the AAT versions in other languages. Classification of standard aphasic syndromes by means of discriminant analyses was good. Internal consistency, measured by means of Cronbach's alpha coefficient, was high to very high for the different PAAT subtests. Performance differences caused by age or educational level among the healthy control persons emphasized the need for correction factors. In conclusion, the PAAT showed robust psychometrical properties, comparable to the original German and to adaptations to other languages. It constitutes a useful tool for cross-linguistic and multicenter studies. (JINS, 2008, 14, 1046–1056.)
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Van Lancker Sidtis, Diana. "Formulaic Language and Language Disorders." Annual Review of Applied Linguistics 32 (March 2012): 62–80. http://dx.doi.org/10.1017/s0267190512000104.
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The importance of formulaic language is recognized by many branches of the language sciences. Second language learners acquire a language using a maturationally advanced neurological substrate, leading to a profile of formulaic language use and knowledge that differs from that of the prepuberty learner. Unlike the considerable interest in formulaic language seen in second language learning, attention paid to this theme in clinical communicative disorders has been limited. Historically, verbal expressions preserved in severe nonfluent aphasia, including counting, interjections, and memorized phrases, have been referred to asautomatic speech. Closer examination of all forms of aphasic speech reveals a high proportion of formulaic expressions, while speech samples from persons with right hemisphere and subcortical damage show a significant impoverishment. These findings are supported by studies of persons with Alzheimer's disease, who have intact subcortical nuclei and abnormally high proportions of formulaic expressions, and Parkinson's disease, which is characterized by dysfunctional subcortical systems and impoverished formulaic language. Preliminary studies of schizophrenic speech also reveal a paucity of formulaic language. A dissociation between knowledge and use of the expressions is found in some of these populations. Observations in clinical adult subjects lead to a profile of cerebral function underlying production of novel and formulaic language, known as the dual processing model. Whereas the left hemisphere modulates newly created language, production of formulaic language is dependent on a right hemisphere/subcortical circuit. Implications of the dual process model for evaluation and treatment of language disorders are discussed.
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E, Schultz, Churchill R, and Malina A. "A-174 Language Impairments Following Subcortical Infarct: An Aphasia Case Study." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 968. http://dx.doi.org/10.1093/arclin/acaa068.174.
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Abstract Objective Subcortical aphasia associated with internal capsule and adjacent structure lesions often involve impaired naming, grammatical but slow dysarthric speech, impaired syntactic comprehension, repetition impairments, and apraxia. Furthermore, neuropsychiatric disturbances, such as diminished motivation and emotional dysregulation are additionally expected given connections to frontal lobe circuits. Overall, the type and severity of aphasia varies following subcortical stroke and the pattern of symptoms associated with subcortical aphasia have not been fully explored. Method The present case is a 34-year-old right-handed African-American female who sustained an acute infarct involving the left splenium, thalamus, and internal capsule, who was evaluated at bedside. Results Upon initial exam, the patient was aphasic, exhibiting difficulties with expression, fluctuating comprehension and frequent paraphasic errors. Repetition and single-step command following were impaired and apraxia was evident. She demonstrated poor insight and awareness into her current deficits. She additionally demonstrated low motivation and mild emotional dysregulation with heightened anxiety and depression. During recovery she demonstrated improved comprehension, verbal output, and reduced emotionality. Conclusions Consistent with previous studies, this case demonstrates the extreme variability of subcortical lesions in their aphasic manifestations and may suggest that subcortical aphasias are generally milder than that of cortical aphasias with generally faster symptom recovery.
Dissertations / Theses on the topic "Aphasic persons – Language – Case studies"
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Williams, Kara Lenore. "The impact of popular culture fandom on perceptions of Japanese language and culture learning: the case of student anime fans." Thesis, 2006. http://hdl.handle.net/2152/2657.
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Njurai, Evelyn Wanjiru. "Language practices of trilingual undergraduate students engaging with mathematics in Kenya." Thesis, 2015. http://hdl.handle.net/10500/20134.
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This study explored language practices of trilingual undergraduate students of mathematics as they made sense of an algebraic task. Specifically, the study set out to explore whether, how and why trilingual undergraduate students used language(s) to make sense of mathematics. In this study a trilingual speaker is viewed as an individual proficient in three languages and whose proficiency in the languages is not necessarily equal. The speaker uses the three languages either separately or by switching between any two in ways that are determined by his/her communication needs.
Exploring language practices helped me to understand how students position themselves as they engage with a mathematics task using mathematical Discourses (capital D) in relation to their trilingual language facility. This facility involves the use of either the language of learning and teaching (LoLT) (English) or the switching between two or three of the languages they know. These languages were home languages, including Kiswahili of the students. In tertiary institutions, English is the LoLT while the home languages are neither taught nor used in the classroom.
The study used a qualitative inquiry process, specifically a case study approach. It was conducted at a public university in Kenya with a focus on first-year engineering students with mathematics in their programme. Data were collected using a students‟ questionnaire, and clinical and reflective interviews. A structured questionnaire was used to gather the baseline data, which was used for the selection of 15 interview participants. The clinical interviews provided information on language use as the students engaged with the task, explaining each step of the process, while the aim of the reflective interviews was to identify, ascertain and confirm various actions and different languages and language practices that were not apparent during the clinical interview. The interviews were transcribed and 11 paired transcripts were selected for analysis.
The data were analysed using the methods of Discourse analysis (Gee, 2005). This analysis explored how students used language in tandem with non-language “stuff” in a single language or when switching between any two languages and how and why each was used. The focus was on the activities and identities they enacted through their interpretation of the given task and in part of the solution process.
The findings revealed that when students engaged with mathematics, they drew on the LoLT only, or switched between the LoLT and their home languages or between the LoLT, home languages and Kiswahili. Those who switched did so when they were faced with interpretation challenges, when there was need to emphasise a point and due to habitual practices of switching. They commonly switched silently and communicated verbally in the LoLT. The purpose for code switching was to gain understanding of the task. On the other hand, a trilingual student is likely to remain in the LoLT because content has been taught and tasks presented in the LoLT.
The key contribution of this study is its focus on the trilingual language context of undergraduate students of mathematics, an area that has not been researched up to now. Furthermore, this study has added to scholarly work in this discipline by establishing that code switching is not the preserve of students who are learning the LoLT; rather, it is a reality for trilingual students who are competent in the LoLT when they engage with mathematics.Mathematics Education
D. Ed. (Mathematics Education)
Books on the topic "Aphasic persons – Language – Case studies"
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1938-, Marshall Robert C., ed. Case studies in aphasia rehabilitation: For clinicians by clinicians. Austin, Tex: PRO-ED, 1986.
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The man who lost his language: A case of aphasia. London: Jessica Kingsley Publishers, 2007.
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Preston, Miranda. Four times harder: Six case studies of students with dyslexia in higher education. Birmingham: Questions, 1996.
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Marks, Lauren. Stitch of Time: The Year a Brain Injury Changed My Language and Life. Simon & Schuster, 2017.
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A stitch of time: The year a brain injury changed my language and life. Simon & Schuster, 2017.
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Marks, Lauren. A Stitch of Time: The Year a Brain Injury Changed My Language and Life. Simon & Schuster, 2018.
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1952-, Martin Nadine, Thompson Cynthia K, and Worrall Linda, eds. Aphasia rehabilitation: The impairment and its consequences. San Diego: Plural Pub., 2008.
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(Editor), Nadine Martin, Cynthia K., Ph.D. Thompson (Editor), and Linda, Ph.D. Worrall (Editor), eds. Aphasia Rehabilitation: The Impairment and Its Consequences. Plural Publishing Inc, 2007.
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Hale, Sheila. The Man Who Lost His Language: A Case of Aphasia. Jessica Kingsley Publishers, 2007.
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Hale, Sheila. Man Who Lost His Language: A Case of Aphasia Revised Edition. Kingsley Publishers, Jessica, 2007.
Find full textBook chapters on the topic "Aphasic persons – Language – Case studies"
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Lindberg, Hanna. "National Belonging Through Signed and Spoken Languages: The Case of Finland-Swedish Deaf People in the Late Nineteenth and Early Twentieth Centuries." In Palgrave Studies in the History of Experience, 217–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_9.
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AbstractIn the chapter, Lindberg analyzes the role of nationalism and language among the Finland-Swedish deaf people in the late nineteenth and early twentieth centuries in Finland. Although the deaf community in many cases defined itself as standing on the sidelines of national conflicts, Lindberg shows, by examining published letters by deaf persons belonging to the Swedish minority in Finland, how nationalism was incorporated into everyday experiences. Focusing on periods of language conflicts in Finnish society, Lindberg shows, furthermore, how the Swedish and Finnish languages were used to divide and spark conflict, while sign language united deaf people belonging to different linguistic groups in Finland.
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Corsten, Sabine, and Friedericke Hardering. "Retelling one’s life story—how narratives improve quality of life in chronic language impairment." In Illness Narratives in Practice: Potentials and Challenges of Using Narratives in Health-related Contexts, edited by Sabine Corsten and Friedericke Hardering, 89–103. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198806660.003.0008.
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Recent research in the field of narrative-based medicine has investigated the effectiveness of using illness narratives to stimulate coping processes. This chapter examines the utilization of the narrative approach in treating persons with aphasia—a neurological language disorder—many of whom experience reduced social participation and a change in identity. Although life-story work can support processes of sense-making, only a few studies use a biographic–narrative approach in aphasic patients due to their impaired language abilities. The chapter describes an adapted biographic-narrative intervention developed to assist with identity renegotiation and social participation. In order to show the benefits associated with the intervention and how the participants’ sense of self changed through the approach, the chapter examines a study with 27 aphasic people. It covers how the findings provide foundations for future work using biographic–narrative interventions to influence quality of life and identity renegotiation in people with chronic diseases.
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Deane-Drummond, Celia E. "Persons in Multispecies Communities." In Theological Ethics through a Multispecies Lens, 220–47. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198843344.003.0010.
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This chapter considers arguments for and objections to extending the notion of personhood beyond the human community. While extension of personhood is rather more appealing compared with rights, it is still premised on moral worth parsed out in anthropocentric terms. Such discussion hinges on philosophical debates about whether animals have moral worth, intrinsic value, subjectivity, and moral agency, and on the definition of personhood. It also touches on questions of the place of animals in religious traditions discussed in critical animal studies, as in authors such as Aaron Gross. It suggests that if personhood is extended it should not be confused with divine image bearing and in this respect argues against authors such as Charles Camosy and David Clough that tie both together in advocating an extended notion of personhood. While some theologians have become nervous about using any language about divine image bearing even in the case of humans, on the basis it could lead to an unhelpful sense of human superiority, the author considers that such nervousness can be avoided by suitable qualifications of what human image bearing means. Divine image bearing is, like wisdom, a complex term that has its own chequered history of interpretation. But image bearing is also a reminder that human persons bear a special responsibility in a multispecies community in a way that personhood alone does not. Enlarging a notion of personhood may broaden the moral sphere, and the author believes that it is justified in the case of many animal kinds, but it does not tell us how to act in situations of conflicting interests.
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do Carmo Novaes-Pinto, Rosana, and Arnaldo Rodrigues de Lima. "Contributions of Linguistics to the Study of Aphasias: Focus on Discursive Approaches." In Aphasia Compendium [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.101058.
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The chapter aims to present and discuss the contributions of Linguistics to the study of aphasias, especially regarding the power of discursive theories to subsidize language assessment and therapeutic follow-up with aphasic individuals. Jakobson, in 1956, based on Saussure’s approach and on Luria’s neuropsychological theory, was the first scholar to call for the participation of linguists in this field, once “aphasia is a problem of language”. Nonetheless, aphasia does not disturb only linguistic formal levels – phonetical-phonological, syntactic, lexical-semantic –, but also pragmatic and discursive aspects of language that are constitutive of meaning processes involved in the social use of language. Unfortunately, more traditional approaches to language assessment and to the follow-up work are exclusively based on metalinguistic tasks, which do not take into consideration the subjective and contextual aspects of language functioning. The experience we have acquired over more than thirty years within the field of Neurolinguistics has shown that qualitative longitudinal researches – mainly case studies – are a privileged locus to seek for evidences of how the linguistic levels are impacted in the several forms of aphasia. Such understanding, in turn, favor the therapeutic work towards more contextualized activities, in order to help the individuals to reorganize their linguistic-cognitive processes.
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Bonvillian, John D., Nicole Kissane Lee, Tracy T. Dooley, and Filip T. Loncke. "8. Development of the Simplified Sign System." In Simplified Signs, 281–310. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0205.08.
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Chapter 8 provides background information on the development of the Simplified Sign System. These steps are included so that investigators may replicate research findings and/or develop additional signs for their own sign-intervention programs. The authors first discuss efforts to find highly iconic or representative gestures in the dictionaries of various sign languages and sign systems from around the world. If necessary, signs were then modified to make them easier to produce based on the results of prior studies of signing errors made by students with autism, the sign-learning children of Deaf parents, and undergraduate students unfamiliar with any sign language. These potential signs were then tested with different undergraduate students to determine whether the signs were sufficiently memorable and accurately formed. Signs that did not meet criterion were either dropped from the system or subsequently modified and re-tested. Initial results from comparison studies between Simplified Signs and ASL signs and between Simplified Signs and Amer-Ind signs are presented as well. Finally, feedback from users influenced the course of the project. Memory aids were developed, especially for those persons who have less familiarity with sign languages, to help explain the ties between each sign and its referent in case that relationship is not readily or immediately apparent to a potential learner.
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Nordby, Halvor. "Verdier og kommunikasjon i konfliktsituasjoner." In Verdier i barnevern, 67–87. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.103.ch4.
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Good communication between child protection workers and families is crucial for cooperation and agreement about decisions regarding child care. This chapter focuses on challenges in this communication related to value conflicts – conflicts in which fundamental disagreement is grounded in opposing values. The chapter uses concepts from philosophy of mind and language to understand value conflicts in child protection services. The key theoretical idea is that beliefs and thoughts are different from value preferences. While beliefs and thoughts are mental representations that are true or false depending on how the world is, persons’ values are preferences directly related to activities or objects that are of fundamental importance to them. This means that telling others, explicitly or implicitly, that their values are false involves a categorical mistake and will typically be experienced as a form of value imperialism that undermines cooperation and aims of shared understanding in child protection work. Value preferences related to child care can nevertheless be explored and challenged in various ways, for instance by focusing on tensions between values, or on beliefs that values are grounded in. The chapter uses case studies to clarify these implications in professional child protection.
Conference papers on the topic "Aphasic persons – Language – Case studies"
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Kostić, Nenad. "HOW TO COMPOSE A RESEARCH ARTICLE THAT EDITOR WILL ACCEPT AND READERS WILL CITE." In 1st INTERNATIONAL Conference on Chemo and BioInformatics. Institute for Information Technologies, University of Kragujevac,, 2021. http://dx.doi.org/10.46793/iccbi21.044k.
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Good scientific study must at the same time be original, correct, and significant. Such studies enhance the reputation of their coauthors and deserve to be published in good journals. Any two of the three requirements are easily achieved, but such studies would be unworthy of publication and would harm the reputation of its coauthors. After you and coworkers completed and skeptically verified a substantial study corresponding to a full article in a selective journal, continue expanding the study through additional research until you have enough material for two full articles. If the results and discussion of the two phases of the project agree with each other, then you should decide whether to submit them for publication separately or together, as one bigger article. Domestic academic customs notwithstanding, publishing fuller articles benefits science, the authors, and the readers alike. Inexperienced researchers struggle when writing manuscripts for publication because they deal with substance and form simultaneously. In this conference presentation I will explain an effective, much- tested method of separating the two aspects of writing. In short: completely outline the scientific content of the manuscript – procedures, results, discussion – before you begin composing sentences and grouping them into paragraphs. Figuratively speaking about making an imaginary animal, complete the skeleton and attach all muscles to it before you begin stretching the skin, which you will later decorate with fur and cover patches. Gradually develop the scientific content in outlines consisting of keywords and phrases, not sentences. Keep arranging and rearranging phrases and minimal summaries of results and their interpretations. Use signs such as ?? and !? for brevity. Acknowledge any gaps in evidence and weakness in your arguments, but emphasize findings that support your conclusion. Keep thinking of science, not of language. Connect assumptions and facts in cause-and-effect arguments leading to conclusions. At each stage of developing and expanding the outline double or triple the number of words or of lines. When the final, large outline is complete, take your mind away from the science and keep it on the language. Make paragraph the unit of presentation and reasoning; develop one theme or idea per paragraph. Make transitions between sentences within a paragraph and between paragraphs. Write clearly and concisely, omitting needless words. Put the drafts aside for a while between successive rounds of revising and editing so that you can see the text with fresh eyes each time. Follow the instructions of the journal to which you will submit the manuscript. If you write in a foreign language that you have not mastered, let a colleague who has mastered it review and edit your manuscript. Include as coauthors all those who have made major contributions to the study: ideas, important results, interpretation of important results, discussion, conclusions. Every coauthor must be able to defend the study or a substantial portion of the study or in a discussion with experts. Exclude from coauthors any and all persons who fail the above description. Excluding a true coauthor and including a gratuitous coauthor are both unethical acts, which distort the record and professional biographies. Consider anonymous reviewers of your manuscript as helpful allies, not adversaries. If they are mixed or negative, put them aside until your initial reaction subsides. Accept the reviewers’ evaluations and editor’s decision. If necessary, perform additional work, reconsider your reasoning and discussion, and improve your manuscript. Refrain from arguing with reviewer unless the review is clearly wrong. In this case, explain the error to the anonymous colleague and the editor. In the conference presentation I will illustrate some of this advice with examples from my 38-year experience at American universities and as author, coauthor, reviewer, and editorial adviser.