Deaths in workplace incidents – of both workers and members of the public – normally spark a number of official responses, including coronial inquests. In many instances, however, these investigations have examined the incident in isolation from the wider context of hazards in that industry and are rarely informed by the extensive research literature on health and safety, and death and disaster, at work. In this examination of a tragic theme park disaster in 2016, we demonstrate that applying a wider lens and drawing on the ‘ten pathways model’ not only provides a more compelling explanation of how and why safety measures failed but may also inform more fatality and injury prevention measures. Drawing on James Reasonʼs concept of latent failures, the ten pathways model identifies latent failures that are repeatedly associated with death and disaster in workplaces across different industries. Using the Dreamworld coronial inquest findings and other related source material, this paper finds that at least nine and possibly all ten pattern failures were present in the Thunder River Rapids ride disaster at the Dreamworld theme park and contributed to the deaths of four visitors. In particular, it highlights the corroding effects of poor maintenance, inadequate management systems, and regulatory failure. The paper also raises questions about why theme parks as high-hazard workplaces marked by injuries, deaths, and ‘near misses’ were not subject to more rigorous oversight prior to the event and how regulatory failures might best be addressed.

This study offers a comprehensive bibliometric analysis of artificial intelligence (AI) applications in the field of second language (L2) teaching and applied linguistics, spanning from the early developments in 1995 to 2022. It aims to uncover current trends, prominent themes, and influential authors, documents, and sources. A total of 185 relevant articles published in Social Sciences Citation Index (SSCI) indexed journals were analyzed using the VOSviewer bibliometric software tool. Our investigation reveals a highly multidisciplinary and interconnected field, with four main clusters identified: AI, natural language processing (NLP), robot-assisted language learning, and chatbots. Notable themes include the increasing use of intelligent tutoring systems, the importance of syntactic complexity and vocabulary in L2 learning, and the exploration of robots and gamification in language education. The study also highlights the potential of NLP and AI technologies to enhance personalized feedback and instruction for language learners. The findings emphasize the growing interest in AI applications in L2 teaching and applied linguistics, as well as the need for continued research to advance the field and improve language instruction and assessment. By providing a quantitative and rigorous overview of the literature, this study contributes valuable insights into the current state of research in AI-assisted L2 teaching and applied linguistics and identifies key areas for future exploration and development.

This article analyses the structure and changes of large companies based on a new database of the 200 largest non-financial firms operating from 1913 to 1971 in Argentina. The main contribution of the research consists of the elaboration of the rankings of the 200 largest companies according to their paid-up capital between 1913 and 1971 and the construction of a database of large companies based on homogeneous sources and criteria. The study identifies the long-lasting presence of family-based diversified business groups and foreign multinationals from the first global period to the end of Import Substitution Industrialisation. It also shows that the presence of foreign companies among the 200 largest firms is higher than that identified in other countries. The study constitutes the first comprehensive research into big business in Argentina until the 1970s and a first attempt to identify the life cycles of the largest companies in Argentina.

For bilinguals, lexical access in one language may affect, or be affected by, activation of words in another language. Research to date suggests seemingly contradictory effects of such cross-linguistic influence (CLI): in some cases CLI facilitates lexical access while in others it is a hindrance. Here we provide a comprehensive review of CLI effects drawn from multiple disciplines and paradigms. We describe the contexts within which CLI gives rise to facilitation and interference and suggest that these two general effects arise from separate mechanisms that are not mutually exclusive. Moreover, we argue that facilitation is ubiquitous, occurring in virtually all instances of CLI, while interference is not always present and depends on levels of cross-language lexical competition. We discuss three critical factors – language context, direction, and modality of CLI – which appear to modulate facilitation and interference. Overall, we hope to provide a general framework for investigating CLI in future research.

Previous research has shown that bilingual speakers may be more tolerant to ambiguity, they might perceive situations of ambiguity more interesting, challenging and desirable (e.g., Dewaele & Li, 2013). To our knowledge, no data are available addressing the question whether the language in use can have an effect on the personality trait of tolerance of ambiguity (ToA). This study investigated whether and how reading statements in a second language (L2), as opposed to the native language (L1), affects ToA. 387 Italian–English bilingual adults completed a questionnaire measuring levels of ToA either in English or Italian. Results revealed that processing information in L2 promoted higher scores of ToA overall and in sentences that were related to challenging perspectives and change. Age, gender and L2 proficiency were significant predictors of higher ToA scores. This study offers new evidence that processing information in a L2 can affect tolerance of ambiguous situations.

In the aftermath of the COVID-19 pandemic and amid the present reconfiguring of corporate purpose, there is an opportunity to realign actions focused on prolonging working lives. We put forward a transformative agenda concerned with workforce ageing that aligns with contemporary expectations regarding sustainability, inequality, and emerging conceptualisations of management. In this article, the new concept of Common Good human resource management (HRM) is utilised as a potential means of encouraging business responses focused on grand challenges such as population ageing. We suggest how these principles might be applied to the issue of managing age in workplaces, to recast debate about issues of age and work, to be used as an advocacy tool encouraging employer engagement, while providing a framework that might direct organisational leadership.

This article maps the major changes taking place in academic work within the broader context of the neoliberalisation of universities. Recognising the great variability in the form and pace of neoliberalisation across institutions and national contexts, the article identifies a set of features and indicators to aid in the comparative assessment of the extent and effect of neoliberal processes at different institutions. The authors use conceptual tools from labour process theory to highlight the ways that neoliberalisation has resulted in academic work that is fragmented, deskilled, intensified, and made subject to greater levels of surveillance, hierarchy, and precarity. In doing so, the authors also demonstrate the importance of combining political economy and Foucauldian approaches to neoliberalism, to highlight the way that external structural conditions and subjective processes combine to create new labour processes to which participants find themselves consenting and actively reproducing.

Second language learners’ reading is less efficient and more effortful than native reading. However, the source of their difficulty is unclear; L2 readers might struggle with reading in a different orthography, or they might have difficulty with later stages of linguistic interpretation of the input, or both. The present study explored the source of L2 reading difficulty by analyzing the distribution of fixation durations in reading. In three studies, we observed that L2 readers experience an increase in Mu, which we interpret as indicating early orthographic processing difficulty, when the L2 has a significantly different writing system than the L1 (e.g., Chinese and English) but not when the writing systems were similar (e.g., Portuguese and English). L2 readers also experienced an increase in Tau, indicating later-arising processing difficulty which likely reflects later-stage linguistic processes, when they read for comprehension. L2 readers of Chinese also experienced an additional increase in Tau.

Financial institutions in developing economies fail to provide entrepreneurs with access to finance to grow their businesses. This severely hampers economic development in these countries. We seek to explain why and develop an argument and model based on Knight's theory, which we augment in two ways. First, by describing problems embedded in financial institutions of developing economies, for which we use the Schumpeterian view that creative destruction requires new credit to fund entrepreneurial disruption and de Soto's finding that undocumented assets possessed by entrepreneurs in developing economies cannot be leveraged as collateral to access finance. Second, we use Williamson's hierarchical institutional model to distinguish vertical interactions. The model is illustrated using the case of Uganda, a developing country in Eastern Africa. Our analysis finds that Uganda suffers from intertwined and misaligned formal and informal institutions, limited extent of codified property, and sparse access to finance. The findings prompt policymakers in developing economies to consider problems with and within financial institutions.

Lexical tones are widely believed to be a formidable learning challenge for adult speakers of nontonal languages. While difficulties—as well as rapid improvements—are well documented for beginning second language (L2) learners, research with more advanced learners is needed to understand how tone perception difficulties impact word recognition once learners have a substantial vocabulary. The present study narrows in on difficulties suggested in previous work, which found a dissociation in advanced L2 learners between highly accurate tone identification and largely inaccurate lexical decision for tone words. We investigate a “best-case scenario” for advanced L2 tone word processing by testing performance in nearly ideal listening conditions—with words spoken clearly and in isolation. Under such conditions, do learners still have difficulty in lexical decision for tone words? If so, is it driven by the quality of lexical representations or by L2 processing routines? Advanced L2 and native Chinese listeners made lexical decisions while an electroencephalogram was recorded. Nonwords had a first syllable with either a vowel or tone that differed from that of a common disyllabic word. As a group, L2 learners performed less accurately when tones were manipulated than when vowels were manipulated. Subsequent analyses showed that this was the case even in the subset of items for which learners showed correct and confident tone identification in an offline written vocabulary test. Event-related potential results indicated N400 effects for both nonword conditions in L1, but only vowel N400 effects in L2, with tone responses intermediate between those of real words and vowel nonwords. These results are evidence of the persistent difficulty most L2 learners have in using tones for online word recognition, and indicate it is driven by a confluence of factors related to both L2 lexical representations and processing routines. We suggest that this tone nonword difficulty has real-world implications for learners: It may result in many toneless word representations in their mental lexicons, and is likely to affect the efficiency with which they can learn new tone words.

Managing large-scale, geographically distributed, and long-term risks arising from diverse underlying causes – ranging from poverty to underinvestment in protecting against natural hazards or failures of sociotechnical, economic, and financial systems – poses formidable challenges for any theory of effective social decision-making. Participants may have different and rapidly evolving local information and goals, perceive different opportunities and urgencies for actions, and be differently aware of how their actions affect each other through side effects and externalities. Six decades ago, political economist Charles Lindblom viewed “rational-comprehensive decision-making” as utterly impracticable for such realistically complex situations. Instead, he advocated incremental learning and improvement, or “muddling through,” as both a positive and a normative theory of bureaucratic decision-making when costs and benefits are highly uncertain. But sparse, delayed, uncertain, and incomplete feedback undermines the effectiveness of collective learning while muddling through, even if all participant incentives are aligned; it is no panacea. We consider how recent insights from machine learning – especially, deep multiagent reinforcement learning – formalize aspects of muddling through and suggest principles for improving human organizational decision-making. Deep learning principles adapted for human use can not only help participants in different levels of government or control hierarchies manage some large-scale distributed risks, but also show how rational-comprehensive decision analysis and incremental learning and improvement can be reconciled and synthesized.

The present study explores the early stages of incidental acquisition of grammatical gender during reading in German as a second language (L2) using a self-paced reading paradigm. The results show that advanced L2 learners are sensitive to gender agreement violations after as few as three to four exposures to a novel noun within a short text. The results also indicate that the acquisition of grammatical gender from syntactic context is gender dependent: Whereas gender violation effects were observed for feminine and neuter nouns, no such effects were observed for masculine nouns.

Using the visual world paradigm, we compared first, L1 and L2 speakers’ anticipation of upcoming information in a discourse and second, L1 and L2 speakers’ ability to infer the meaning of unknown words in a discourse based on the semantic cues provided in spoken language context. It was found that native speakers were able to use the given contextual cues, throughout the discourse, to anticipate upcoming linguistic input and fixate targets consistent with the input thus far, while L2 speakers showed weaker effects of discourse context on target fixations. However, both native speakers and L2 learners alike were able to use contextual information to infer the meaning of unknown words embedded in the discourse and fixate images associated with the inferred meanings of these words, especially given adequate contextual information. We suggest that these results reflect similarly successful integration of the preceding semantic information and the construction of integrated mental representations of the described scenarios in L1 and L2.

Using event related brain potentials (ERPs), we examined the neurocognitive basis of phonological discrimination of phoneme /h/ in native English speakers and Francophone late second language (L2) learners, as a function of L2 proficiency and stimulus/task demands. In Experiment 1, native and non-native (L2 only) phonological contrasts were presented as syllables during a task that directed attention to phonological form. Phonological categorization was assessed with MMN, N2b and P3b effects. In Experiment 2, the same contrasts were presented as words/ pseudowords during a task that directed attention to semantics. Phonological discrimination was assessed with N400 pseudoword effects. High proficiency L2 learners displayed similar ERPs as native speakers in both experiments; low proficiency L2 learners showed discrimination of non-native contrasts in Experiment 1 (directed attention task) only. Thus, L2 phonological discrimination by late learners may depend on stimulus/task factors and occurs in a wider range of contexts as L2 proficiency improves.