The aim of this study was to investigate the effect of discoursal approach on Iranian intermediate EFL learners’ reading comprehension ability. Quick Placement Test (QPT) was used to select 60 intermediate EFL learners as the participants of this study. Then, they were randomly divided into experimental and control groups. Each consisted of 30 learners. Prior to the treatment, the participants of both groups were given a pretest to ensure their reading comprehension. The experimental group was exposed to the Hymes’ model. In the control group the researcher used placebo for teaching reading skill. Then a posttest was administered to both groups. An Independent samples t-test between posttests of the study and a paired-samples t-test between the pretest and posttest of the groups of the study were run. The results of the study revealed and emphasized that the Hymes’ model improved the learners’ reading comprehension.

Introduction: Travel-based continuing medical education (CME) has become a popular format for physicians looking to combine education with travel. Emergency Medicine Update Europe is a biennial accredited CME program combining high quality Emergency Medicine education with structured group activities including cycling, hiking and social activities. This unique design incorporates innovative educational practices but as a whole has not yet been evaluated. Methods: This was a participant observation-based, ethnographic-style case study of the Emergency Medicine Update Europe conference in Provence, France in 2015. Participant interviews and embedded observation methods were used to collect data. Data was then analyzed using thematic content analysis techniques. Results: We describe three phenomena from the data that we feel are highly influential in the success of the program and impact on learning. These include “social engagement and a sense of community”; “the value of a stimulating escape” and “the ‘flat’ faculty-learner relationships”. Discussion: These unique features, prioritized by participants, seem to be key to the apparent success of this model over more traditional CME approaches. To our knowledge this is the first empirical research in this area and improves our understanding of how to leverage these more sociologic components for more effective continuing medical education.

Objective: The objective of this review was to establish a modified meta-ethnography framework by integrating the traditional phases with methods from social constructivist grounded theory. The modified version was required to identify methods which can ensure analytic generalisability and honour critical inquiry. Method: A narrative synthesis review was undertaken using 4 electronic databases. Articles were located that described the methods and methodologies of meta-ethnography and social constructivist grounded theory. A synthesis was undertaken which integrated the methods of social constructivist grounded theory. Results: The meta-ethnography was undertaken in 5 phases: (1) The positionality of the researcher and the area of interest identified. (2) Identifying what is relevant. (3) Reading the study and determining how studies are related. (4) The iterative process of idea generation required for theory generation. And (5) Expression of the theory, model, or process. Conclusion: The current study provides a useful tool to support the development of a substantive theory (a theory in one area) which can be used then to consider its application in other areas. This approach will help create new lines of research and aid the explanation of problems in other areas.

In an era characterized by the ever-shifting landscapes of the digital realm, this paper intricately examines the interplay between digital culture, cultural dynamics, and beliefs in academia. Utilizing insights from cutting-edge language models, the study uncovers nuanced cultural expressions among Arts and Sciences students navigating the digital domain. Employing qualitative methods including interviews, observations, in-depth literature reviews, and thematic analysis, findings highlight digital interactions' transformative impact on cultural narratives and the potential of digital ethnography as a lens for understanding intricate cultural phenomena. This research enriches digital ethnography and cultural dynamics, offering fresh perspectives on the symbiotic relationship between digital culture and traditional beliefs, underscored by data from a maximum purposeful sampling of thirty (30) participants. Overall, this exploration emphasizes digital culture's dynamic role in shaping and reflecting cultural convictions, contributing to the understanding of cultural dynamics and evolving digital ethnography in the academic landscape.

The reconstruction of land use practices in hyper arid Saharan Africa is often hampered by the accuracy of the available tools and by unconscious biases that see these areas as marginal and inhospitable. Considered for a long time the living space of pastoral mobile communities, new research is showing of agriculture might have been more important in these areas than previously thought. In this paper, after a review of present-day land use strategies in Saharan Africa, we show how ethnographic and ethnoarchaeological data can offer us a different point of view and help in better defining land use and food production strategies in this area. Ultimately, these insights can be integrated into the ongoing effort of reconstructing past land use globally.

Children’s beneficial relationships with animals are well known. Companion animals, particularly dogs have become an integral part of family life and children’s material culture. Aside the proven physiological benefits there is little research about what children say about their relationships with animals and how they describe them. In this paper we bring together both horse-human and dog-human interactions, finding common ground for understanding the complexity of human development, well-being and flourishing. Dogs in schools are fast becoming a trend in helping support and enhance children’s learning as well as their social and emotional well-being. Studies have shown that the very presence of a dog can increase children’s concentration, executive function and behavior. Also, equine therapy is gaining momentum and empirical studies are showing noteworthy benefits to children and young people. However, the lack of children’s voices means that the mechanisms for these benefits are somewhat unknown and unclear. In seeking to explore this, the authors utilize a visual, sensory and diffractive ethnographic approach to illuminate and illustrate, experiment and re-enact, how the children relate, share spaces and multiple subjectivities with their classroom canine, “Ted” and companion horse “Henry”. ”Henry” is part of a programme in which youngsters care for and engage in activities with horses.