Advanced emphysema with bronchitis is associated with significant weight loss and malnutrition, the true cause of which has not been clearly identified. The purpose of this exploratory study was to compare plasma amino acids and related compounds and catecholamines in a group of patients with advanced end-stage emphysema with a control group of similar age and sex in an effort to further understand this malnourished state. Fasting blood samples were obtained by venipuncture after a rest period. Plasma amino acid levels were determined by ion exchange high pressure liquid chromatography with fluorometric detection. Plasma catecholamines were determined by radioenzymatic analysis. Anthropometric measurements, the usually accepted biochemical markers of nutrition, dietary analysis, pulmonary function tests, and a historical analysis of the state of health including drug use and smoking history in each subject were analyzed. Ages and heights were comparable, whereas weights were significantly decreased in the patients with emphysema. Total serum protein and serum albumin values were significantly lower in the patient group. Significant respiratory muscle weakness was indicated by reduced negative inspiratory force in these end-stage patients, contrasting with well-preserved muscle strength usually found in obstructive lung disease. The dietary caloric intake of the patients was comparable to that of the control subjects. We conclude that the fine balance of the amino acid pool in patients with bronchitis and emphysema is well preserved, except for significant elevations of aspartic acid, glutamine, and cystine, and a decreased level of leucine. In addition, norepinephrine levels were significantly increased. Weight loss in patients with emphysema and bronchitis is likely due to increased energy demands related to hypermetabolism.

Intercultural professional communication (IPC) has gone through quick growth since the 1990s. Early studies borrowed extensively from cultural heuristics and cultural dimension theories from intercultural communication and employed individual nation states as the unit of analysis (Callahan, 2005;Ferraro, 1990;Marcus, 2005;Spyridakis & Fukuoka, 2002;Würtz, 2005). Such studies not only brought scholarly attention to the intercultural aspects of professional communication but also experimented with different theoretical frameworks, methods, and approaches that can be used in future research. However, increasing attention has been shifting from sole dependence on, and oftentimes over-simplistic application of, cultural heuristics for individual nation states, which Beck (2003) called ''methodological nationalism'' (p. 7) to alternative and non-nation-centric ways to conceive and analyze cultures (Ding

Modes of collaboration are gendered in the sense that they define power relationships among members of a group. In this study, the authors define three collaborative modes: dialogic, asymmetrical, and hierarchical. Dialogic and asymmetrical modes are emancipating and characterized by flexibility, open-ended inquiry, and concern for the growth and development of the individuals involved. Hierarchical modes are oppressive and are characterized by rigidity and suppression of the voices of others in the group. Two collaborative writing groups in a chemical engineering design course exemplify these modes. The first, composed of two women and two men, was primarily dialogic, and the second, composed of two women and three men, exhibited characteristics of all three modes.

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This article reports a study of internship requirements in technical communication programs compared with three established professions and one emerging profession that have certification or licensing requirements for practitioners. The study addresses three questions about technical communication internship programs: 1) Are internships offered as a way to fulfill program academic credit requirements? 2) If internships are offered, are they required or elective? 3) What are the minimum/maximum academic credits allowed for internships toward fulfillment of program requirements and the number of workplace hours of internship required? To answer these questions we focused on three elements of internship program management: academic credits, workplace hours per academic credit, and total workplace hours required. Our findings indicate that there is considerable disparity for these factors among programs in our field and that we lack criteria similar to those used in established professions for internships.