Relevant bibliographies by topics / Talking about the read

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Talking about the read'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Talking about the read"

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Klaeson, Kicki, Kerstin Sandell, and Carina M. Berterö. "Talking About Sexuality." American Journal of Men's Health 7, no. 1 (2012): 42–53. http://dx.doi.org/10.1177/1557988312458143.

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Prostate cancer and its outcomes are a real threat for health and well-being for men living in the Western world. The number of men with a diagnosis of prostate cancer, before the age of 65 years, has increased in recent decades. The aim of this study was to explore how some of these Swedish men experienced and talked about their sexuality. Four focus group discussions were performed in the context of associations for prostate cancer. Using qualitative content analysis, it was identified how the diagnosis was a threat to their male identity; the men’s vulnerability as a group in society was made explicit. Their sexuality was diminished by their illness experiences. These experiences were difficult to share and talk about with others and therefore connected with silence and sorrow. As a result of this, the informants often played a passive role when or if they discussed issues related to sexuality with someone in the health care organizations. The possibility of voluntarily joining a cancer association was probably highly beneficial for these men. During the sessions, several men expressed the opinion that “it is always great to talk.”
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Refinetti, Roberto. "Real Women Talking About Sex." Sexuality & Culture 17, no. 4 (2013): 705–6. http://dx.doi.org/10.1007/s12119-013-9196-z.

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Terdiman, Richard. "Can We Read the Book of Love?" PMLA/Publications of the Modern Language Association of America 126, no. 2 (2011): 472–82. http://dx.doi.org/10.1632/pmla.2011.126.2.472.

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Love is strange.—Mickey and SylviaSome people say love is incomprehensible, that language cannot capture it. Some people never stop talking, thinking, writing, speculating, and theorizing about it. Maybe our unending discourse about love arises in the tension that stretches it between ineffability and expression.
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Desai, Dipti. "Read My Lips: Talking with Gran Fury about artistic activism and pedagogy." Art & the Public Sphere 3, no. 2 (2014): 177–86. http://dx.doi.org/10.1386/aps.3.2.177_1.

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Campana, Kathleen, J. Elizabeth Mills, Saroj Ghoting, and Judy Nelson. "Every Child Ready to Read: Supercharge Your Storytimes: Using Intentionality, Interactivity, and Community." Children and Libraries 14, no. 1 (2016): 36. http://dx.doi.org/10.5860/cal.14n1.36.

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Talking, reading, singing, playing, and writing—the five Every Child Ready to Read, 2nd Edition (ECRR2) practices—are important parts of a child’s early literacy development. All of you who provide storytimes are using at least a few of these practices in your storytimes, but do you ever think about HOW you use them?
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Dong ruanjinling, Xiang. "Talking about absorbing high school graduates to read nursing specialty of secondary school." Nursing Information 1, no. 1 (2019): 21–26. http://dx.doi.org/10.35534/ni.0101005c.

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ARIEŞAN, Ramona Nicoleta. "BETTER CONVERSATIONS- LET’S TALK ABOUT LIFE." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 4, no. 1 (2020): 164–67. http://dx.doi.org/10.26520/mcdsare.2020.4.164-167.

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The purpose of this paper is to show the importance of a real conversation – something that might be lacking these days. It is important to show that no matter what the context is, a conversation is what can either make us or break us. At the end of the day the most important conversation is the one we have with us, the inner part of us. But in order to reach that level we need to make sure that our own way of communication is placed on the right path, not for the others to follow but for us to be able to express what we really feel or think in a given situation. Talking about life is something that emerges from within because no matter how many books we read or how many people we meet, all with different life experiences, what is really important is how we come to understand everything, how we form our own vision, stick with it and then, only then, emerge into someone else’s perception about life, in general. No matter who you are, who you dream to be, who you were or who you are going to become, you need to make sure that you know the real you, that when you are facing your reflection in the mirror you are proud of you, even just for being you.
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Joyner, Jeane, and Barbara Reys. "Principles and Standards for School Mathematics: What's in It for You?" Teaching Children Mathematics 7, no. 1 (2000): 26–29. http://dx.doi.org/10.5951/tcm.7.1.0026.

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Have you seen it? Have you read it? Have you begun talking with colleagues about the ideas that it presents? Have you reflected on how it will influence your instruction? Have you examined your curriculum materials in light of the expectations that it outlines?
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weintraub, j. "Talking About Cooking: Alexandre Dumas's Causerie culinaire." Gastronomica 11, no. 2 (2011): 85–89. http://dx.doi.org/10.1525/gfc.2011.11.2.85.

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In this first complete English translation of one of Alexandre Dumas’s “causeries,” a kind of familiar essay likely originated by Dumas, the author provides one of the earliest examples of gastronomic journalism. Part memoir, part travelogue, part critique, it recounts the origins of Dumas’s love of good food, tells of his early experiences with cooking, narrates a culinary adventure in North Africa (where he learned the local technique for roasting a lamb in its skin, which he later applied to rabbit), and offers advice for ordering a meal at the Restaurant de France in Paris. The second part of the essay describes his quest for a recipe for the “real Neapolitan macaroni” among Italian celebrities then living in Paris (including a failed attempt to acquire one from the composer Rossini), and finishes with purchasing recommendations and a detailed recipe for the dish for a party of twelve.
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Brambila, Marcia Ivani, Claudia Garcia de Garcia, Dhiordan Cardoso, et al. "Talking With Transgender Women in Brazil About Real Vaginas." Journal of Sexual Medicine 14, no. 5 (2017): e346. http://dx.doi.org/10.1016/j.jsxm.2017.04.718.

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Dissertations / Theses on the topic "Talking about the read"

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Blok, Sherry. "Read-aloud editing : how talking about writing pushes second language learners to self-and peer-repair." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98911.

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Read-aloud editing aims to engage both the reader and the writer to negotiate meaning and negotiate form with the aim to self- and peer-repair. This study was divided into a three-fold focus: (1) examining feedback types, (2) examining categories of repair and (3) examining patterns of dyadic interaction (Storch, 2002). Two read-aloud editing sessions of 15 intermediate-level adult English as a second language learners (ESL) were audio-recorded and transcribed for quantitative and qualitative analysis. The results reveal that reformulations as a feedback type led to more learner repairs, whereas prompts led to more "metatalk" (Swain, 1998). Peer readers initiated and repaired more than writers and errors pertaining to incorrect grammar form tended to be repaired over other types of errors. Social relationships between the peers changed depending on how learners assumed their roles in the pairs. The findings suggest that read-aloud editing helps learners notice incongruities in their writing and find solutions by talking about writing (Nystrand, 1986).
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Hebblethwaite, Amy. "Talking about real life events : an investigation of the ability of people with intellectual disabilities to make links between their beliefs and emotions within dialogue." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1225/.

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Background This study explores whether people with intellectual disabilities make links between events, beliefs and emotions in dialogues about real life, emotive events. Methods A cognitive-emotive interview was used to assist nineteen adults with intellectual disabilities and nineteen adults without disabilities in generating an account of an emotive, interpersonal event. Participants also completed a cognitive mediation task and an assessment of intellectual and verbal ability. Results Participants with intellectual disabilities generated fewer beliefs within their dialogues than those without disabilities and were less likely to provide alternative perspectives on events. The ability to make links between events, beliefs and emotions within a dialogue was not associated with performance on a cognitive mediation task, or with general or verbal IQ. Conclusions Participants with intellectual disabilities had more difficulty than those without disabilities in making links between events, beliefs and emotions. Within a therapeutic context, they are likely to require assistance to reflect on events and consider alternative interpretations, which take into account individual and environmental factors.
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Gruvman, Maria, and Madelene Rejmalm. "Högläsning i förskolan - endast vid vilan ? : En intervju- och observationsstudie om förskollärares förhållningsätt till högläsning i relation till den nya läroplanen." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73373.

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Abstract The purpose of this study is to clarify how pedagogues work with the new curriculum goal regarding reading and talking about text content in order to promote children's language development in various ways. Eight observations have been conducted and four qualitative interviews at four different preschools. Based on the socio-cultural perspective. The results show that preschool teachers have understood that reading aloud and talking about the read is important for children's language development, but the working method between the different preschools has varied.
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Staha, Melissa B. Froese Paul. "Look who's talking about religion." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4822.

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Peterson, Kristoffer, and Niklas Bengtsson. "What are they talking about when they talk about entrepreneurship?" Thesis, Jönköping University, JIBS, Business Administration, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1153.

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Viimaranta, Johanna. "Talking about time in Russian and Finnish." Helsinki : University of Helsinki, Department of Slavonic and Baltic Languages and Literatures, 2006. http://ethesis.helsinki.fi/julkaisut/hum/slavi/vk/viimaranta/talkinga.pdf.

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Speer, Susan A. "Talking gender and sexuality : conversations about leisure." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/12976.

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This thesis is a discursive and conversation analytic study of how people talk about gender in the context of discussions about leisure. The data comprise a corpus of over 600 pages of transcribed talk-in-interaction from a variety of sources, including dinner discussions, focus groups, informal interviews, newspaper and magazine articles, television talk shows and documentaries. In contrast to most feminist leisure research, I take participants' talk as my starting point. I explore how gender is made relevant by participants and constituted in the course of their discussions, and what these constructions are used to do interactionally. The thesis works on two levels. First, it provides a distinctive contribution to leisure research, sport sociology and psychology. It explores what leisure theorists have themselves constructed as 'the problem' in leisure theory, and demonstrates how a discursive, conversation analytic approach can help transcend some of these theoretical and methodological 'problems' - including the way that the concept of leisure itself might be conceived and studied. It identifies three structuring concerns in feminist leisure theory, and provides a discursive and conversation analytic reworking of each of them: (i) Justifications for the Non-Participation of Women in 'Male-Identified' Activities; (ii) Hegemonic Masculinity; and (iii) Heterosexism. Second, it provides a distinctive contribution to discursive and conversation analytic approaches to gender, by problematizing and developing our understanding of the way femininity, sexism, masculinity and heterosexism 'get done' in talk. It concludes with a discussion of the implications of this approach for feminist leisure theory, discursive psychology and conversation analysis, and challenges researchers with an interest in 'ideology' and 'power' to take this approach seriously. It finishes with some questions for future analysis.
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Meléndez, López Liz Ivett. "Talking about forced pregnancy and sexual violence." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/118390.

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One of the worst manifestations of violence against women: sexual violation. The intent of this act is to humiliate, degrade and punish. This causes serious suffering inhumane treatment in women, affecting not only their physical but also mental health. Sexual violation can result not only an “unwanted” pregnancy but imposed through the exercise of power. The criminalization of abortion exposes survivors of violence to further suffering, ill-treatment and cruel situations by extension could be considered torture. This paper addresses these reflections, raising expand the legal dissertations on what is considered a “forced pregnancy” to include the pregnancy product of sexual violation in a context of prohibition of the right to decide, as such. For these reflections is part of the rights approach and gender, while also stating that reproductive rights of women not violence against women persist are guaranteed.<br>Una de las manifestaciones más terribles de la violencia contra las mujeres es la violación sexual. La intencionalidad de este acto es humillar, degradar y castigar. Este trato inhumano genera graves sufrimientos en las mujeres, al afectar no solo su salud física sino también mental. Una violación sexual puede tener como consecuencia un embarazo no solo “no deseado”, sino impuesto a través del ejercicio del poder. La penalización del aborto, expone a las sobrevivientes de violencia a mayores sufrimientos, malos tratos y situaciones crueles que por extensión podrían considerarse tortura. El presente documento aborda estas reflexiones, planteando ampliar las disertaciones legales sobre lo que se considera un “embarazo forzado”, para incluir el embarazo producto de una violación sexual en un contexto de prohibición del derecho a decidir, como tal. Para estas reflexiones se parte del enfoque de derechos y de género, planteando además que en tanto los derechos reproductivos de las mujeres no se encuentren garantizados la violencia contra las mujeres persistirá.
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Evans, Pauline E. R. "Talking about nursery education : perceptions in context." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/79918550-d787-45f8-89ca-31797d9f34ab.

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The study explores perceptions of nursery education held by staff, parents and children in three state nursery classes in a single local education authority. I have adopted a theoretical framework combining ecological systems theory (Bronfenbrenner, 1979,1992) and phenomenography (Marton, 1981,1988a and 1988b) which have not been combined in previous research in early years education. Such a paradigm synthesis allows me to interpret perceptions within the context of the nursery class, of the broader social milieu and of the research process itself. The research employs a variety of interviewing techniques, observation and documentary analysis. I have developed an interviewing technique specifically for the study in order to overcome some of the problems associated with obtaining young children's perceptions of their educational experience. I consider textual representation of voice, context and processes as problematic, a situation which has effected a change in my epistemological position and my move towards postmodernism. Therefore, I present the research within the context of my development over time. The research suggests that young children are able to voice their own perceptions of their nursery education, and that these perceptions, and children's ability to voice them, may be influenced by certain characteristics of the nursery class setting. Also illustrated is the complex and relative nature of adult perceptions, which must be considered within their situational and temporal context
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McLean, Christopher Duncan. "Thinking about patients and talking about persons in critical care nursing." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/349086/.

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Nursing scholarship and healthcare policy set an expectation that nurses should think about patients as persons. Nevertheless, the literature reveals that critical care nurses can struggle to perceive patients as persons, and thus suggests they may think about patients in different ways. This thesis presents the findings of an ethnographic study undertaken within one critical care unit in the United Kingdom which examined how critical care nurses do think about patients. A purposive sampling strategy recruited 7 participants representing both experienced and inexperienced critical care nurses. Data were collected over a period of 8 months during 2006 to 2007, and primarily comprised the field notes from 92 hours of participant observation supplemented by 13 tape recorded interviews. Data analysis was influenced by Foucault and Goffman and adopted the perspective of linguistic ethnography. Analysis revealed that all participants thought about patients in seven distinct ways: as ‘social beings’, as ‘valued individuals’, as ‘routine work’, as a ‘set of needs’, as a ‘body’, as ‘(un)stable’ or as a ‘medical case’. Accounts of participants’ practice revealed that they had a tacit understanding that these different ways of thinking related to aspects of one coherent whole, but no one way of thinking could be characterised as thinking about this ‘whole person’. Nurses could only think about one aspect of the patient at a time. Nurses’ practice was not guided or explained by their thinking about patients as persons, but rather expert practice was characterised by nurses’ fluid and appropriate movement between different ways of thinking about patients. When participants talked about their practice it was evident that these nurses could only legitimately talk about themselves as giving care to persons. Participants characterised some of the ways in which they had to think about patients as impersonal, and this actively hindered these nurses from describing or reflecting upon elements of their practice. There is therefore conflict and dissonance between nurses’ expectation that they should think about patients as persons, and the fact that delivering nursing care requires them to think about patients in different ways. The development of future critical care nurses will require practitioners and educators to recognise that nurses think about patients in different ways, and that expert practice is characterised by the clinical wisdom which enables nurses to think about patients in ways which are appropriate to the moment. Nurse scholars and educationalists should therefore avoid claims to a unique professional knowledge base which suggest to nurses that some ways of thinking are always inappropriate or inherently reductionist. Instead, there is a need for scholars and policy makers to articulate a vision of person centred care clearly, and in ways which avoid constructing dissonance between nurses’ ideals, and the ways in which they do and must think about patients.
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Books on the topic "Talking about the read"

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Pease, Allan. Why women can't read maps - and won't stop talking: Lessons men need to know about women. Pease Training International, 1999.

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Celia, Kitzinger, and Kitzinger Sheila, eds. Tough questions: Talking straight with your kids about the real world. Harvard Common Press, 1991.

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Benson, Judy. Talking about talking. National Association of Youth Clubs, 1986.

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The real truth about teens & sex: From hooking up to friends with benefits : what teens are thinking, doing, and talking about, and how to help them make smart choices. Perigee, 2005.

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Goldie, Alexander, ed. Talking about illnesses. Gareth Stevens Pub., 2010.

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Airs, John. Talking about gender. Chalkface Project, 1999.

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Edwards, Nicola. Talking about divorce. Belitha, 2003.

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Levete, Sarah. Talking about drugs. Franklin Watts, 2008.

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Talking about alcohol. Franklin Watts, 2007.

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Benn, Tony. Talking about socialism. Unity Books, 1996.

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Book chapters on the topic "Talking about the read"

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Majumdar, Sarangam, and Sisir Roy. "Talking About Talking Microbes." In Microbial Communication. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7417-7_2.

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Joubert-Laurencin, Hervé. "Figura lacrima." In The Scandal of Self-Contradiction. Turia + Kant, 2012. http://dx.doi.org/10.37050/ci-06_13.

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Talking about tears in Pasolini’s cinema evokes the brief moment in Mamma Roma, when a boy hums Una furtiva lagrima in a mocking tone as he sits on a staircase. The man’s tear doesn’t even try to pass for real; it is, in short, a pure ‘tear of the cinema’, made of glycerin, but it assumes, as such, in the story, a figurative reality integrated in the ‘real’ within the fiction and the character’s psychology.
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Coynash, Halya. "Talking about Yourself." In Russian. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-11239-5_2.

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Auty, Nadira, Rachael Harris, and Clive Holes. "Talking About Yourself." In Arabic. Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-11306-4_2.

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Truscott, Sandra, and José G. Escribano. "Talking About Yourself." In Spanish. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12855-6_2.

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Clarke, Janice. "Talking about spirituality." In Spiritual Care in Everyday Nursing Practice. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-31912-8_10.

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Abrams, Lynn. "Talking about feminism." In Beyond Women's Words. Routledge, 2018. http://dx.doi.org/10.4324/9781351123822-9.

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van Benthem, Johan. "Talking About Knowledge." In Outstanding Contributions to Logic. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47843-2_8.

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Rach, Ruth. "Talking about Yourself." In New Breakthrough German Activity Book. Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-24977-0_1.

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Kwiatkowska, Anna. "Talking about Violence." In Framing Sexual and Domestic Violence through Language. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137340092_5.

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Conference papers on the topic "Talking about the read"

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Gao, Lizhong. "Talking about the Influence of Financing Methods and Financing Tools on the Long-term Smooth Development of China's Real Estate Market." In 2018 International Conference on Social Science and Education Reform (ICSSER 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsser-18.2018.65.

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Bruyninckx, Marielle, Dimitri Cauchie, and Mathilde Collet. "TALKING ABOUT DEATH AT SCHOOL: ARE THE TEACHERS PROPERLY TRAINED AND READY TO ASSUME THEIR RESPONSIBILITIES REGARDING TO THIS ETHICAL ISSUE IN DIVERSITY CONTEXTS?" In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0232.

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Herbsleb, James. "Talking about concerns." In the tenth international conference. ACM Press, 2011. http://dx.doi.org/10.1145/1960275.1960309.

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Maddock, Jim, Aaron Shaw, and Darren Gergle. "Talking About Talk." In CHI '17: CHI Conference on Human Factors in Computing Systems. ACM, 2017. http://dx.doi.org/10.1145/3027063.3053077.

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Huang, Elaine M., and Crysta J. Metcalf. "Talking about "stuff"." In CHI '07 extended abstracts. ACM Press, 2007. http://dx.doi.org/10.1145/1240866.1241020.

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Kjeldsen, Malene Patsche, and Ben Matthews. "Talking about hearing." In the 5th Nordic conference. ACM Press, 2008. http://dx.doi.org/10.1145/1463160.1463237.

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Benson, Edward, Adam Marcus, Fabian Howahl, and David Karger. "Talking about data." In the 19th international conference. ACM Press, 2010. http://dx.doi.org/10.1145/1772690.1772802.

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Blackburn, Patrick, Claire Gardent, and Wilfried Meyer-Viol. "Talking about trees." In the sixth conference. Association for Computational Linguistics, 1993. http://dx.doi.org/10.3115/976744.976748.

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COTSAKIS, SPIROS. "TALKING ABOUT SINGULARITIES." In Proceedings of the MG11 Meeting on General Relativity. World Scientific Publishing Company, 2008. http://dx.doi.org/10.1142/9789812834300_0035.

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Bell, Beth T., Nicola Toth, Janet C. Read, et al. "Teenagers talking about technologies." In CHI '13 Extended Abstracts on Human Factors in Computing Systems. ACM Press, 2013. http://dx.doi.org/10.1145/2468356.2468622.

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Reports on the topic "Talking about the read"

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Alvestrand, H. Definitions for talking about directories. RFC Editor, 2002. http://dx.doi.org/10.17487/rfc3254.

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Droser, Veronica. Talking the Talk: An exploration of parent-child communication about cyberbullying. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1439.

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Nolan, Anne, and Emer Smyth. Talking about sex and sexual behaviour of young people in Ireland. ESRI, 2020. http://dx.doi.org/10.26504/rs112.

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Research from a joint ESRI/HSE Health and Wellbeing research programme analyses how young people receive information on sex and relationships. Using data from the Growing up in Ireland ’98 Cohort at 13 and 17 years of age, the research also examines the role of this information in shaping sexual behaviours among Irish adolescents. The research finds that four in ten 17 year-olds have not spoken to their parents about sex and relationships.
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Esantsi, Selina, Francis Onyango, Gloria Asare, et al. Are parents talking to adolescents about sexuality? Evidence from four slums in Ghana. Population Council, 2015. http://dx.doi.org/10.31899/rh4.1015.

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USDA Forest Service, Rocky Mountain Research Station. Fuels planning: science synthesis and integration; social issues fact sheet 04: Three critical topics to cover when talking about hazards. U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2004. http://dx.doi.org/10.2737/rmrs-rn-21-v4.

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Syvash, Kateryna. AUDIENCE FEEDBACK AS AN ELEMENT OF PARASOCIAL COMMUNICATION WITH SCREEN MEDIA-PERSONS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11062.

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Parasocial communication is defined as an illusory and one-sided interaction between the viewer and the media person, which is analogous to interpersonal communication. Among the classic media, television has the greatest potential for such interaction through a combination of audio and visual series and a wide range of television content – from newscasts to talent shows. Viewers’ reaction to this product can be seen as a defining element of parasociality and directly affect the popularity of a media person and the ratings of the TV channel. In this article we will consider feedback as part of parasocial communication and describe ways to express it in times of media transformations. The psychological interaction «media person – viewer» had been the focus of research by both psychologists and media experts for over 60 years. During the study, scientists described the predictors, functions, manifestations and possible consequences of paracommunication. One of the key elements of the formed parasocial connections is the real audience reaction. Our goal is to conceptualize the concept of feedback in the paradigm of parasocial communication and describe the main types of reactions to the media person in long-term parasocial relationships. The research focuses on the ways in which the viewer’s feedback on the television media person is expressed, bypassing the issue of classifying the audience’s feedback as «positive» and «negative». For this purpose, more than 20 interdisciplinary scientific works on the issue of parasocial interaction were analyzed and their generalization was carried out. Based on pre­vious research, the types and methods of feedback in the television context are separated. With successful parasocial interaction, the viewer can react in different ways to the media person. The type of feedback will directly depend on the strength of the already established communication with the media person. We distinguish seven types of feedback and divide them into those that occur during or after a television show; those that are spontaneous or planned; aimed directly at the media person or third parties. We offer the following types of feedback from TV viewers: «talking to the TV»; telling about the experience of parasocial communication to others; following on social networks; likes and comments; imitation of behavior and appearance; purchase of recommended brands; fanart.
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7

Walker, Alex, Brian MacKenna, Peter Inglesby, et al. Clinical coding of long COVID in English primary care: a federated analysis of 58 million patient records in situ using OpenSAFELY. OpenSAFELY, 2021. http://dx.doi.org/10.53764/rpt.3917ab5ac5.

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This OpenSAFELY report is a routine update of our peer-review paper published in the British Journal of General Practice on the Clinical coding of long COVID in English primary care: a federated analysis of 58 million patient records in situ using OpenSAFELY. It is a routine update of the analysis described in the paper. The data requires careful interpretation and there are a number of caveats. Please read the full detail about our methods and discussionis and the full analytical methods on this routine report are available on GitHub. OpenSAFELY is a new secure analytics platform for electronic patient records built on behalf of NHS England to deliver urgent academic and operational research during the pandemic. You can read more about OpenSAFELY on our website.
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8

Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.060.

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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
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Coelho Resende, Noelle, Renata Weber, Jardel Fischer Loeck, et al. Working Paper Series: Therapeutic Communities in Brazil. Edited by Taniele Rui and Fiore Mauricio. Drugs, Security and Democracy Program, Social Science Research Council, 2021. http://dx.doi.org/10.35650/ssrc.2081.d.2021.

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Spread across Brazil and attaining an unparalleled political force, therapeutic communities are as inescapable in the debate on drug policy as they are complex to define. Although they are not a Brazilian creation, they have been operating in that country for decades, and their dissemination intensified in the 1990s. In 2011, they were officially incorporated into Brazil's Psychosocial Care Network (Rede de Atenção Psicossocial, or RAPS). Since then, therapeutic communities have been at the center of public debates about their regulation; about how they should—or even if they should—be a part of the healthcare system; about the level of supervision to which they should be submitted; about their sources of funding, particularly whether or not they should have access to public funding; and, most importantly, about the quality of the services they offer and the many reports of rights violation that have been made public. However, a well-informed public debate can only flourish if the available information is based on sound evidence. The SSRC’s Drugs, Security and Democracy Program is concerned with the policy relevance of the research projects it supports, and the debate around therapeutic communities in Brazil points to a clear need for impartial research that addresses different cross-cutting aspects of this topic in its various dimensions: legal, regulatory, health, and observance of human rights, among others. It is in this context that we publish this working paper series on therapeutic communities in Brazil. The eight articles that compose this series offer a multidisciplinary view of the topic, expanding and deepening the existing literature and offering powerful contributions to a substantive analysis of therapeutic communities as instruments of public policy. Although they can be read separately, it is as a whole that the strength of the eight articles that make up this series becomes more evident. Even though they offer different perspectives, they are complementary works in—and already essential for—delineating and understanding the phenomenon of therapeutic communities in Brazil.
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Dalay, Satinder, Kathleen Ferguson, Sally El-Ghazali, et al. Trainee Handbook 2021. Association of Anaesthetists, 2021. http://dx.doi.org/10.21466/g.th2.2021.

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I am delighted to welcome you to the 13th edition of the Association of Anaesthetists’ Trainee Handbook. The main objective of the handbook is to offer trainees a comprehensive resource as you navigate your way through your career. A vast array of high-quality authors have been commissioned to write about their specialist field or area of knowledge. Whatever path you choose to take, I believe you will find useful sections within this handbook. Training within anaesthesia is constantly evolving. As I write this foreword, a new training curriculum is being implemented. To reflect the changes ahead, this handbook is not only fully interactive but also a live document. Thus, it will be updated at regular intervals to ensure information remains accurate and relevant. Although this handbook is designed for you to dip in and out of, I strongly encourage you to read the chapters about taking care of yourself. Training is a challenging time, but here at the Association of Anaesthetists we are dedicated to supporting our trainee members. I would like to personally thank all the authors who contributed to this handbook. A special mention of thanks to my fellow Trainee Committee members, Sally El-Ghazali and Rhys Clyburn, as well as the countless Association staff who have made this publication possible. I welcome any feedback you may have, therefore please feel free to contact the Trainee Committee via email trainees@anaesthetists.org or Twitter @Anaes_Trainees Finally, good luck in your career – I hope this handbook helps you along the way! Satinder Dalay Elected Member, Association of Anaesthetists Trainee Co
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