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Speakers
Kinds of Speakers Selected AbstractsGuest Speakers, Proffered Papers and Poster Author IndexCYTOPATHOLOGY, Issue 2008Article first published online: 19 AUG 200 No abstract is available for this article. [source] A Comparison of the Attitudes of Learners, Instructors, and Native French Speakers About the Pronunciation of French: An Exploratory StudyFOREIGN LANGUAGE ANNALS, Issue 3 2007Isabelle Drewelow The stereotype has it that native French Speakers are annoyed by foreign Speakers' errors in pronunciation. The purpose of this pilot study was to assess beliefs about the importance of accurate pronunciation in French held by three afferent groups: (1) 73 second- and third-semester students of French at a large midwestern research university in the United States, (2) 16 nonnative-speaker instructors of French at the same institution, and (3) 24 native Speakers of French living in France. In a fall Semester, each of the three groups received near mirror-image versions of a questionnaire, ranging from 33 items (for the learners) to 29 items (for the instructors) to 26 items (for the native French Speakers) in true/false format. Acknowledging that attitudes toward foreign accents might be language- and nationality-specific, all questions pertained to Americans speaking French. Percentages were calculated, and corresponding questions on all three questionnaires were grouped according to theme, then compared and cross-referenced with participants' backgrounds. Generally, this study revealed a gap between the attitudes of hypothetical native Speakers, promoted in teaching on the one hand, and the attitudes professed by real native Speakers on the other hand. The results of this study discredit the myth that native French Speakers have a low tolerance for an American accent in French. Instructors, and nonnative Speaker instructors specifically, need to project more realistic goals and refrain from misinforming their students that a perfect native-like pronunciation is vital to successful communication with native Speakers. [source] Speakers at the NIH Consensus Development Conference.,HEPATOLOGY, Issue S5 2009Article first published online: 27 APR 200 No abstract is available for this article. [source] Invited Speakers and Workshops AbstractsINTERNATIONAL JOURNAL OF STROKE, Issue 2010Article first published online: 31 AUG 2010 No abstract is available for this article. [source] Enregistering Modernity, Bluffing Criminality: How Nouchi Speech Reinvented (and Fractured) the NationJOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 2 2009Sasha Newell This paper traces processes of the enregisterment of modernity in French and Nouchi (an urban patois) in Côte d'Ivoire, arguing that the struggles to define the indexical values of Nouchi and the performative bluff of urban street life associated with it have played a central role in the production of Ivoirian national identity. Speakers of Nouchi integrate references to American pop culture with local Ivoirian lexical content, which allows Nouchi use ambivalently to index both modernity and autochthony. In so doing they overturn the hierarchical schema of evaluation defined by proximity to the French standard. Nouchi indexes a new pan-ethnic Ivoirian identity based on the alternative modernity of cosmopolitan urban youth. Urban youth reject the Francocentric elitism of the postcolonial state but themselves exclude Northern migrants, whom they qualify as less than modern, from Ivoirian citizenship.,[modernity, enregisterment, French, Nouchi, indexicality, Côte d'Ivoire] [source] Producing and Editing Diagrams Using Co-Speech Gesture: Spatializing Nonspatial Relations in Explanations of Kinship in LaosJOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 1 2003N.J. Enfield This article presents a description of two sequences of talk by urban speakers of Lao (a southwestern Tai language spoken in Laos) in which co-speech gesture plays a central role in explanations of kinship relations and terminology. The speakers spontaneously use hand gestures and gaze to spatially diagram relationships that have no inherent spatial structure. The descriptive sections of the article are prefaced by a discussion of the semiotic complexity of illustrative gestures and gesture diagrams. Gestured signals feature iconic, indexical, and symbolic components, usually in combination, as well as using motion and three-dimensional space to convey meaning. Such diagrams show temporal persistence and structural integrity despite having been projected in midair by evanescent signals (i.e., handmovements anddirected gaze). Speakers sometimes need or want to revise these spatial representations without destroying their structural integrity. The need to "edit" gesture diagrams involves such techniques as hold-and-drag, hold-and-work-with-free-hand, reassignment-of-old-chunk-tonew-chunk, and move-body-into-new-space. [source] Science achievement of english language learners in urban elementary schools: Results of a first-year professional development interventionJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2008Okhee Lee Abstract This study is part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high-stakes testing and accountability. Specifically, the study examined science achievement at the end of the first-year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third-grade students at seven treatment schools and 966 third-grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high-stakes testing. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31,52, 2008 [source] Improving science inquiry with elementary students of diverse backgroundsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2005Peggy Cuevas This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337,357, 2005 [source] Holy Intoxication to Drunken Dissipation: Alcohol among Quichua Speakers in Otavalo, EcuadorAMERICAN ANTHROPOLOGIST, Issue 4 2006MAXIMILIAN VIATORI Holy Intoxication to Drunken Dissipation: Alcohol among Quichua Speakers in Otavalo, Ecuador. Barbara Y. Butler. Albuquerque: University of New Mexico press, 2006. 452 pp. [source] Speakers at War in the Late 14th and 15th CenturiesPARLIAMENTARY HISTORY, Issue 1 2010ANNE CURRY The significance of war in the development of the medieval English parliament is well known. The origins of the speakership are located in the context of the Hundred Years War, which began in 1337 and in which the English were still embroiled at the time of the Good Parliament of 1376. It was at this parliament that the Commons first chose a spokesperson, Sir Peter de la Mare, knight of the shire for Herefordshire. This article considers the military careers of de la Mare and his successors to the end of the Hundred Years War in 1453. Did the war have an impact on the choice of Speaker? Was a military man chosen for parliaments where military matters were to be discussed? We know the identity of the Speaker in 53 of the 64 parliaments between 1376 and 1453. Several served more than once, so that we are left with a group of 33 individuals to analyse. An overall trend is discernable. Up to 1407 all known Speakers were belted knights, and most had extensive military experience before they took up office. Only five of the 19 parliaments between 1422 and 1453 had Speakers of knightly rank: otherwise, Speakers with legal and administrative, rather than military, experience were chosen. In the years from 1407 to 1422 the speakership was occupied by a mixture of soldiers and administrators many of whom were closely connected to the royal duchy of Lancaster and to revival of English aggression towards France from 1415 onwards. [source] Social Capital Data on Japan for Non-Japanese SpeakersASIAN POLITICS AND POLICY, Issue 3 2010Erik Cleven No abstract is available for this article. [source] Meteorites, meteors and cometsASTRONOMY & GEOPHYSICS, Issue 5 2003Jonathan Shanklin There are many areas in which professional and amateur co-operation brings benefits to both. Speakers at the RAS-BAA Pro-am discussion meeting on 10 May explored observational work on some of the debris in the solar system. The meeting concluded with a lecture given in memory of the noted amateur astronomer George Alcock. Jonathan Shanklin reports. [source] Nucleosynthesis and early chemical evolution in galaxiesASTRONOMY & GEOPHYSICS, Issue 2 2003Stelios A Tsangarides Nucleosynthesis and galactic chemical evolution are inter-linked topics that merge various fields in astronomy and physics. Speakers at the RAS discussion meeting of January 2003 combined theory and observation in understanding these fields. Stelios A Tsangarides, Enrico Arnone and Sean G Ryan report. [source] 2 Incorporation of Audience Participation Technology into Resident Curriculum ReviewACADEMIC EMERGENCY MEDICINE, Issue 2008Brian Sayger We have incorporated audience participation technology (Turning Point) into our weekly curriculum review sessions. This audience response system consists of individual remote response keypads, a USB port-compatible receiver, and software which integrates into PowerPoint. Board-style questions are written into PowerPoint slides and presented by the speaker. Rather than selecting one resident to answer a question, all audience members select an answer using their keypad. The receiver registers the answers and immediately displays a graph of the audience's responses. Questions with more incorrect answers are discussed in detail while less time is spent on questions answered correctly by most of the audience. This encourages active participation for each question and eliminates the stress of a single resident giving an incorrect answer in front of a large number of peers. Audience members are engaged throughout the hour rather than concentrating only on questions assigned to them. Residents and students discover that challenging questions are answered incorrectly by a significant number of audience members. In a short time using this system, we've seen audience discussion increase dramatically. We plan to expand our use of this technology to other lectures. Speakers will administer end-of-lecture quizzes, immediately assessing how effectively their presentation achieved its learning objectives. All residents have an assigned keypad, and their percentage of correct answers is recorded during every session. This allows the program to monitor a resident's progress and to identify areas in which the resident may need more instruction. This system has potential applications for competency assessment. [source] Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential NarrativesCURRICULUM INQUIRY, Issue 1 2008CAROLA CONLE ABSTRACT Concern about the impact of narrative worlds and their heroes offered by the media prompted research on encounters with moral models in experiential, narrative curricula. Researchers tracked the extension of a mandated Language Arts curriculum on "heroes" through the experiential narratives of four local heroes chosen collaboratively by teacher, students and researcher. They also elicited and analyzed responses from students to these narrative presentations in order to explore how students understood the narrative worlds presented to them. Instead of focusing on the personalities of the speakers, the researchers considered the experiential stories, and the moments of narrative encounter they offered, as the sources of immediate moral impact. However, this impact, it is suggested, did not adhere to a particular narrative in an undifferentiated manner. Instead, effects varied according to what a particular student brought to the encounter and how he or she was able to experience it. Material from two students' responses illustrates how they brought their own personal and socio-cultural contexts to the encounter, activating existing dispositions and reinforcing inclinations to behave in certain ways. There was some evidence that the students reconstructed the meaning of events in their lives, were able to interpret their environment in new ways, and constructed visions of possible futures based on this curricular experience. [source] Bilingual experience and executive functioning in young childrenDEVELOPMENTAL SCIENCE, Issue 2 2008Stephanie M. Carlson Advanced inhibitory control skills have been found in bilingual speakers as compared to monolingual controls (Bialystok, 1999). We examined whether this effect is generalized to an unstudied language group (Spanish-English bilingual) and multiple measures of executive function by administering a battery of tasks to 50 kindergarten children drawn from three language groups: native bilinguals, monolinguals (English), and English speakers enrolled in second-language immersion kindergarten. Despite having significantly lower verbal scores and parent education/income level, Spanish-English bilingual children's raw scores did not differ from their peers. After statistically controlling for these factors and age, native bilingual children performed significantly better on the executive function battery than both other groups. Importantly, the relative advantage was significant for tasks that appear to call for managing conflicting attentional demands (Conflict tasks); there was no advantage on impulse-control (Delay tasks). These results advance our understanding of both the generalizability and specificity of the compensatory effects of bilingual experience for children's cognitive development. [source] Indirect Perceptual Realism and Multiple ReferenceDIALECTICA, Issue 3 2008Derek Brown Indirect realists maintain that our perceptions of the external world are mediated by our ,perceptions' of subjective intermediaries such as sensations. Multiple reference occurs when a word or an instance of it has more than one reference. I argue that, because indirect realists hold that speakers typically and unknowingly directly perceive something subjective and indirectly perceive something objective, the phenomenon of multiple reference is an important resource for their view. In particular, a challenge that A. D. Smith has recently put forward for indirect realists can be overcome by appreciating how multiple reference is likely to arise when a projectivist variety of indirect realism is interpreted by speakers adhering to a naïve direct realism. [source] Error patterns in word reading among primary school children: A cross-orthographic studyDYSLEXIA, Issue 1 2004Louise Miller Guron Abstract A comparative investigation of word reading efficiency indicates that different strategies may be used by English and Swedish early readers. In a first study, 328 native English speakers from UK Years 3 and 6 completed a pen-and-paper word recognition task (the Wordchains test). Results were analysed for frequency and type of errors committed. A sample of 123 chronological-age-matched Swedish children carried out the same task on a matched Swedish test. For a sub-sample of 68 English/Swedish pairs matched on word recognition score and sex, significant differences were observed in a comparison of average and low scorers from the two language groups. The English children attempted more task items and committed more errors, while the Swedish group corrected their errors more, suggesting a difference in approach to the task. A second study of a larger Swedish sample (241 participants) found the same pattern of errors as Study 1. The implications of these findings are discussed in relation to the effects of orthographic depth and morphemic complexity. Copyright © 2004 John Wiley & Sons, Ltd. [source] The Use of Generalizability (G) Theory in the Testing of Linguistic MinoritiesEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 1 2006Flores, Guillermo Solano We contend that generalizability (G) theory allows the design of psychometric approaches to testing English-language learners (ELLs) that are consistent with current thinking in linguistics. We used G theory to estimate the amount of measurement error due to code (language or dialect). Fourth- and fifth-grade ELLs, native speakers of Haitian-Creole from two speech communities, were given the same set of mathematics items in the standard English and standard Haitian-Creole dialects (Sample 1) or in the standard and local dialects of Haitian-Creole (Samples 2 and 3). The largest measurement error observed was produced by the interaction of student, item, and code. Our results indicate that the reliability and dependability of ELL achievement measures is affected by two facts that operate in combination: Each test item poses a unique set of linguistic challenges and each student has a unique set of linguistic strengths and weaknesses. This sensitivity to language appears to take place at the level of dialect. Also, students from different speech communities within the same broad linguistic group may differ considerably in the number of items needed to obtain dependable measures of their academic achievement. Whether students are tested in English or in their first language, dialect variation needs to be considered if language as a source of measurement error is to be effectively addressed. [source] SAT Validity for Linguistic Minorities at the University of California, Santa BarbaraEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 1 2004Rebecca Zwick The validity of the SAT as an admissions criterion for Latinos and Asian Americans who are not native English speakers was examined. The analyses, based on 1997 and 1998 UCSB freshmen, focused on the effectiveness of SAT scores and high school grade-point average (HSGPA) in predicting college freshman grade-point average (FGPA). When regression equations were estimated based on all students combined, some systematic prediction errors occurred. For language minorities, using only high school grades as a predictor led to predicted FGPAs that tended to exceed actual FGPAs, particularly for Latinos. Including SAT scores in the equation notably reduced prediction bias. Further analyses showed that, while HSGPA had the highest correlation with FGPA for most groups, SAT verbal score was the strongest predictor of FGPA for language minorities in 1998. An overriding conclusion is that combining data across language groups can obscure important test validity information. [source] Impact of Accommodation Strategies on English Language Learners' Test PerformanceEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 3 2000Jamal Abedi How can we make effective accommodations for nonnative English speakers taking mathematics measures? What kinds of accommodations are useful and what kinds are not? Where does this research need to go in the future? [source] Cultural Models and Metaphors for Marriage: An Analysis of Discourse at Japanese Wedding ReceptionsETHOS, Issue 3 2004CYNTHIA DICKEL DUNN This article uses metaphor analysis to delineate the cultural model of marriage expressed in speeches at Japanese wedding receptions. Wedding speakers used three main metaphors for talking about marriage: marriage as a joint creation, marriage as a physical union, and marriage as a journey. These metaphors were used to express a number of themes including the concepts that marriage is a new beginning, requires joint effort and cooperation, is ideally a lasting union, and involves love, trust, and emotional unity. A comparison with earlier studies of U.S. discourse reveals that people in Japan and the United States share many of the same metaphors and ideas about marriage, but differ in their understanding of the "work" required in marriage. Whereas people in the United States talk of the need to "work on" the relationship, particularly through open communication of needs and emotions, speakers at Japanese weddings emphasized the couple "working together" and emotional unity was presented as a part of that cooperation rather than an end in itself. [source] The Combined Effects of Immersion and Instruction on Second Language PronunciationFOREIGN LANGUAGE ANNALS, Issue 3 2010Gillian Lord Abstract: This preliminary study investigates the acquisition of second language phonology with respect to two variables: immersion in a target language community, and explicit instruction in the form of a phonetics/pronunciation class. Specifically, the research examines the second language acquisition (SLA) of specific properties of the Spanish phonology system as achieved by native speakers of English participating in a summer program in Mexico, some of whom had previously taken a Spanish phonetics course. Results suggest that it is not one factor or another in isolation that is most beneficial, but rather the combination of the two. The findings are analyzed not only in terms of how the SLA of sound systems develops, but also with respect to pedagogical, curricular, and administrative implications. [source] Short-Term Study Abroad: Predicting Changes in Oral SkillsFOREIGN LANGUAGE ANNALS, Issue 3 2010Rob A. Martinsen Abstract: Increasing numbers of students are opting for study abroad programs of 2 months or less while research on study abroad generally focuses on semester- or year-long programs. This study quantitatively examines changes in students' spoken Spanish after 6 weeks in Argentina using native speaker ratings of student speech. The researcher then uses self-report measures to determine which of the following variables predict improvements in speaking, pre-program motivation and intercultural sensitivity, relationship with the host family, and interaction with native speakers. Results suggest that short-term programs can benefit language skills, as the majority of students in this program demonstrated small yet highly significant improvements in spoken Spanish even though a percentage of students showed a decrease in their skills. Surprisingly, only pre-program levels of cultural sensitivity predicted students' improvements in language skills, providing further evidence of the importance of culture in language learning. [source] Advanced Heritage Learners of Spanish: A Sociolinguistic Profile for Pedagogical PurposesFOREIGN LANGUAGE ANNALS, Issue 2 2010Irma Alarcón Abstract: This article reports on an extensive survey administered to advanced heritage language (HL) learners to examine their language behaviors, attitudes, and backgrounds. To date, there have been no detailed categorizations of advanced HL learners to guide classroom instruction and curriculum design. Thus the present study is a first attempt to fill this gap by providing a sociolinguistic profile of these speakers, including their identifying characteristics, linguistic needs, and similarities and differences with lower-proficiency speakers. Survey responses indicate that advanced HL learners possess both productive and receptive skills in the HL, always use Spanish at home, are fluent speakers of a standard variety, already have basic academic skills in Spanish, and are therefore primarily interested in perfecting their academic writing skills. [source] Making a Request for a Service in Spanish: Pragmatic Development in the Study Abroad SettingFOREIGN LANGUAGE ANNALS, Issue 1 2010Rebeca Bataller Abstract: This study addresses the development of the request strategies used in two service encounter scenarios by 31 nonnative speakers of Spanish spending 4 months living and studying in Valencia, Spain. The main method of data collection was an open role-play in which participants interacted with a Spanish native speaker. Results show that while there were some aspects of the learners' request production that changed after the study abroad experience, there were other aspects that remained unaffected. Knowing which aspects from the nonnative speakers' request production are acquired and which ones are not after a student has been immersed in the target culture for 4 months is relevant to informing second language acquisition, specifically the field of interlanguage pragmatics in the study abroad setting. [source] Self-Assessment of Speaking Skills and Participation in a Foreign Language ClassFOREIGN LANGUAGE ANNALS, Issue 1 2009Diane De Saint Léger French; relevant to all languages Abstract: This article investigates the ways in which learners' perception of themselves as second language (L2) speakers evolved over a 12-week period. Thirty-two students of the advanced French stream in a tertiary institution participated in this semester-long study. Students self-assessed their speaking skills and their level of participation in French oral tasks in weeks 4, 6, and 12, and set learning goals accordingly. Self-perception evolved in a positive fashion over time, particularly in relation to fluency, vocabulary, and overall confidence in speaking in the L2. In addition, individual goal-setting encouraged learners to take increased responsibility toward their own learning, although increased awareness did not necessarily lead to concrete actions to modify learning behavior. To conclude, this study highlights the potential pedagogical benefits of self-assessment at both the cognitive and affective levels. [source] The Role of Structural Position in L2 Phonological Acquisition: Evidence from English Learners of Spanish as L2FOREIGN LANGUAGE ANNALS, Issue 2 2008Gabriela Vokic Abstract: In this pilot study, the speech of 12 adult native speakers of English with intermediate to intermediate-high proficiency in Spanish as a second language (L2) was analyzed to determine whether L2 learners rely on distributional information in the process of L2 speech learning and if so, if similar or dissimilar distributional patterns of sounds are more easily acquired. The parameter for (dis)similarity was set around the notion of structural position in combination with native language (L1) and L2 phonemic inventories. The results show that the subjects were consistently more successful in producing the phonemes with overlapping distributional patterns in L1 and L2 than phonemes whose distribution differed in L1 and L2 as well as novel L2 contrasts. [source] On the Background and Motivation of Students in a Beginning Spanish ProgramFOREIGN LANGUAGE ANNALS, Issue 5 2002Article first published online: 9 SEP 2010, Paul B. Mandell ABSTRACT: A number of recent articles have examined the motivation, purpose of study, and demographics of first- and second-year language learners of French or Spanish (see, e.g., Ossipov, 2000; Rava, 2000; Voght, 2000; Wen, 1997) This study surveyed the make-up of a sample of first-and second-year university-level Spanish learners at a major postsecondary institution in a city with a substantial, growing population of monolingual and bilingual Spanish speakers. The results of the survey were used to address questions about learner preparation prior to entering a four-year university course of study, preferred and desired activities in the current curriculum, and motivations for the study of Spanish. Generalizations about the nature of the typical learner in this context and the implications of the appreciation of and desire for grammar-related and communicative activities , as expressed by the respondents , in the contemporary liberal arts curriculum are discussed. [source] Small-scale fluid motion mediates growth and nutrient uptake of Selenastrum capricornutumFRESHWATER BIOLOGY, Issue 6 2006T. A. WARNAARS Summary 1. A fluid-flow reactor using submersible speakers was constructed to generate small-scale fluid motion similar to conditions measured in open water environments; flow was quantified by particle image velocimetry. Additionally a Couette-type rotating cylinder was used to generate shear flows; flow was quantified using an optical hotwire probe and torque measurements. Growth rates of the green alga Selenastrum capricornutum were determined from changes in cell counts and viability was tested using the fluorogenic probe fluoresceine diacetate. 2. Evidence that fluid motion directly affects growth rates was obtained as a significant difference between growth in a moving versus non-moving fluid. A near 2-fold increase in growth rate was achieved for an energy dissipation rate of , = 10,7 m2 s,3; a rate common in lakes and oceans. The onset of the viability equilibrium, identified as the day of the test period when the number of active cells equalled non-active cells, was delayed by 2 days for moving fluid conditions as compared with a non-moving fluid. 3. Nutrient uptake was determined by a decrease in the bulk fluid concentration and cellular phosphorus concentration was also estimated. The thickness of the diffusive sublayer surrounding a cell, a zone dominated by molecular diffusion, was estimated. Increasing fluid motion was found to decrease the thickness of this layer. The Sherwood number (ratio of total mass flux to molecular mass flux) showed that advective flux surrounding cells dominated molecular diffusion flux with regard to Péclet numbers (ratio of advective transport to molecular diffusion transport). Fluid motion facilitated uptake rates and resulted in increased growth rates, compared with no-flow conditions. The rate-of-rotation and the rate-of-strain in a moving fluid equally mediated the diffusive sublayer thickness surrounding the cells. Our study demonstrates that small-scale fluid motion mediates algal growth kinetics and therefore should be included in predictive models for algal blooms. [source] | ||||||||||||||||||||||||||||||||||||||||||||||