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Humans rarely speak without producing co-speech gestures of the hands, head, and other parts of the body. Co-speech gestures are also highly restricted in how they are timed with speech, typically synchronizing with prosodically-prominent syllables. What functional principles underlie this relationship? Here, we examine how the production of co-speech manual gestures influences spatiotemporal patterns of the oral articulators during speech production. We provide novel evidence that words uttered with accompanying co-speech gestures are produced with more extreme tongue and jaw displacement, and that presence of a co-speech gesture contributes to greater temporal stability of oral articulatory movements. This effect–which we term coupling enhancement–differs from stress-based hyperarticulation in that differences in articulatory magnitude are not vowel-specific in their patterning. Speech and gesture synergies therefore constitute an independent variable to consider when modeling the effects of prosodic prominence on articulatory patterns. Our results are consistent with work in language acquisition and speech-motor control suggesting that synchronizing speech to gesture can entrain acoustic prominence. [ABSTRACT FROM AUTHOR]

When educators started incorporating the letter A into the STEM acronym to form STEAM some science educators had reservations. Seen from a western, rationalistic way of knowing (Colucci-Gray et al. 2017, 23) the STEM community had detractors regarding the idea of integrating art into science. Hence, scientific language is often thought of as being limited to structured, mathematical forms, while the arts' languages are intuitive and characterized by esthetic quality (Garoian and Mathews 1996, 194). This article describes a science educator's changing beliefs regarding the need for art in STEM and how it led to the creation of an art activity that helps bridge the gap between math, science, and engineering. Specifically, students are involved in creating dioramas to NGSS- MS-LS2-2- Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Ratios/proportions and using a spreadsheet for accuracy and speed of calculations are additional concepts discussed within the article. [ABSTRACT FROM AUTHOR]

In recent decades, members of the general public have become increasingly reliant on findings of scientific studies for decision-making. However, scientific writing usually features a heavy use of technical language, which may pose challenges for people outside of the scientific community. To alleviate this issue, plain language summaries were introduced to provide a brief summary of scientific papers in clear and accessible language. Despite increasing attention paid to the research of plain language summaries, little is known about whether these summaries are readable for the intended audiences. Based on a large corpus sampled from six biomedical and life sciences journals, the present study examined the readability and jargon use of plain language summaries and scientific abstracts on a technical level. It was found that (1) plain language summaries were more readable than scientific abstracts, (2) the reading grade levels of plain language summaries were moderately correlated with that of scientific abstracts, (3) researchers used less jargon in plain language summaries than in scientific abstracts, and (4) the readability of and the jargon use in both plain language summaries and scientific abstracts exceeded the recommended threshold for the general public. The findings were discussed with possible explanations. Implications for academic writing and scientific communication were offered. [ABSTRACT FROM AUTHOR]

Background: Health-related quality of life (HRQL) is an important endpoint when evaluating the effectiveness of interventions in people living with hip and knee osteoarthritis (OA). The aim of this study was to generate domains for a new OA-specific preference-based index of HRQL in people living with hip or knee OA. Methods: The proposed HRQL index was based on a formative measurement model. The study included people aged 50 years and older, who reported being diagnosed with hip or knee OA. Participants reported the most important areas of their lives affected by OA. BERTopic method was used for topic modeling as part of Natural Language Processing. Hierarchical topic modeling was applied to merge similar topics together. Results: A total of 102 people participated from across Canada. The participants had a mean age of 64.3 ± 7.6 years, and they reported having either knee (48.0%) or hip (16.7%) OA, or both (35.3%). Six major topics that affect the quality of life of people with OA emerged from the BERTopic analysis. Pain, going up and down stairs, walking, standing at home or work, sleep, and playing with grandchildren were the major concerns reported by people living with OA. Conclusion: This study used natural language processing to generate domains for a new OA-specific HRQL index that is based on the views of people living with hip or knee OA. Six domains important to people living with OA formed the construct of HRQL. The next steps will be to create items based on the topics generated from this analysis and elicit people's preferences for the different items. [ABSTRACT FROM AUTHOR]

Copyright of Antropoloji is the property of Ankara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This autoethnographic paper is part of a special issue trying to answer the question "How to design or choose languages for programming novices?" I will describe howmy programming language Hedy was created, how the initial design goals were formed, how my perspectives on learning and teaching changed along the way, and how Hedy changed with it. The paper also discusses how the Hedy community came to be. Hedy was initially made for my own classroom and teaching, but quickly attracted a community, which I learned a lot from. This special issue has given me a unique opportunity, after 5 years of working on Hedy, to reflect on the process and to learn from it myself, and will hopefully also allow other programming language designers to learn from. [ABSTRACT FROM AUTHOR]

In his Treatise on the Astrolabe Chaucer engaged simultaneously in two kinds of translation—translating from one language to another and translating highly specialized knowledge into a form that could be more easily understood by nonspecialists. These two simultaneous translations are linked to one another using the reader persona of Chaucer's ten-year-old son. Chaucer uses a child as the ideal audience (or reader) to communicate both aspects of his translation. This article demonstrates how Chaucer's vocabularies, including words adopted from Arabic, allowed him to use English as a language for scientific knowledge and for articulating and creating new communities of scientific readers and practitioners. To do so, Chaucer introduced the concept of experience as a necessary component of acquiring natural knowledge: using the astrolabe is as important as reading about it. I demonstrate that while he maintained the centrality of experiential knowledge to understanding nature, Chaucer also established English as a scientific language, arguing that the concept of experience and the role of the English language in scientific inquiry are linked. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet Ilahiyat Dergisi / Cumhuriyet Theology Journal is the property of Cumhuriyet Universitesi, Ilahiyat Fakultesi / Cumhuriyet University, Faculty of Theology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Camera-equipped smartphones and other devices allow people to capture and share images directly with others in ways that are spontaneous, instant and relatively inexpensive. Such sharing is a common part of modern sexual intimacies, despite media and educational discourses warning of potential risks. Methods: This paper reports on a qualitative study in which we interviewed 23 Australian adults about the ways in which they used with digital sexual imagery in their sex lives. The study aimed to explore participants' experiences of digital sexual self-image creation and sharing and the ways discourses of risk and safety shape these experiences. Results: Findings showed that participants tended to view the creation and exchange of sexual images as a form of sexual play that built intimacy, sexual tension and eroticism into their relationships and expanded their sexual and relationship experiences in positive ways. Participants were aware that sending sexual or nude images left them vulnerable to potential harm or unwanted sexual exposure and were concerned that some people would view such practices as foolish or irresponsible given these risks held such high profile. These concerns meant participants were often secretive about their experiences although the sense of risk and vulnerability in these exchanges enhanced intimacy or eroticism for some participants. Conclusions: Educational approaches to managing digital risk should recognise that people often have positive digital sexual experiences that can lead them to disengage from fear-based messaging. Policy implications: As digital technologies evolve, their integration with human sexual intimacy will continue to change and develop in unforeseen ways. Educational and regulatory responses will require ongoing scrutiny and innovation to acknowledge users' positive experiences and desires while responding to risks and challenges. [ABSTRACT FROM AUTHOR]

Decisions in agriculture are increasingly data-driven. However, valuable agricultural knowledge is often locked away in free-text reports, manuals and journal articles. Specialised search systems are needed that can mine agricultural information to provide relevant answers to users' questions. This paper presents AgAsk—an agent able to answer natural language agriculture questions by mining scientific documents. We carefully survey and analyse farmers' information needs. On the basis of these needs, we release an information retrieval test collection comprising real questions, a large collection of scientific documents split in passages, and ground truth relevance assessments indicating which passages are relevant to each question. We implement and evaluate a number of information retrieval models to answer farmers questions, including two state-of-the-art neural ranking models. We show that neural rankers are highly effective at matching passages to questions in this context. Finally, we propose a deployment architecture for AgAsk that includes a client based on the Telegram messaging platform and retrieval model deployed on commodity hardware. The test collection we provide is intended to stimulate more research in methods to match natural language to answers in scientific documents. While the retrieval models were evaluated in the agriculture domain, they are generalisable and of interest to others working on similar problems. The test collection is available at: https://github.com/ielab/agvaluate. [ABSTRACT FROM AUTHOR]

At key moments in history, political understanding and action are irrevocably transformed. What makes such moments of transformation possible? This article examines the emergence of African nationalism in South Africa, following the multivocal appeal to African nationhood made by proto-nationalist leaders and intellectuals. In doing so I examine how new political imagination can reconfigure the structure of political relations and create powerful new possibilities for political organizing and action. African proto-nationalist leaders were 'intermediary intellectuals' who used African nationhood to speak to three different political logics of their key audiences: a 'progressive nationhood' to their white colonial audience, a 'unifying nationhood' to their missionary-educated African audience, and a 'traditional nationhood' to their rural African audience. African nationhood thus had a multivocal appeal which allowed proto-nationalist leaders to bring otherwise divided audiences to support a common political project. By bridging these divided communities, proto-nationalist leaders were able to combine resources and strategies from once separated domains into novel forms of political power. Transformation in political understanding was thus a critical enabler of innovation in organization and action because it built a political project where new connections between African and colonial worlds were made politically 'thinkable'. Speaking to the scholarship on political repertoires and the sociology of anti-colonial intellectuals, this study has broader implications for the role political ideas play in political transformation. [ABSTRACT FROM AUTHOR]

Copyright of Linguistic Guide / Poradnik Jezykowy is the property of Towarzystwo Kultury Jezyka-Dom Wydawniczy ELIPSA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Conducted as a qualitative interpretative case study, this research explored the influence of the developed isiNdebele scientific language register for Natural Sciences on meaningful learning among learners. Data collection involved interviews and observations of stakeholders. The findings revealed a positive correlation between the use of indigenous languages and meaningful learning. Notably, when Natural Sciences was taught using the isiNdebele register, classrooms exhibited heightened interaction, contrasting with lessons conducted in English, where learners were predominantly passive. These outcomes underscore the importance of creating scientific registers in indigenous languages, advocating for their integration into teaching practices. The study recommends the incorporation of scientific language registers in indigenous languages to enhance meaningful learning and academic performance. By examining the impact on meaningful learning experiences, the article contributes valuable insights to the broader discourse on inclusive and culturally responsive pedagogical practices in science education. The findings underscore the potential of applying indigenous languages in science instruction to bridge linguistic gaps and promote a more accessible and enriching educational environment. [ABSTRACT FROM AUTHOR]

Learning science requires students to conceptualize complex scientific concepts, discover scientific facts, and share ideas with others. In this process, scientific vocabulary and language of science help students develop their understanding of science. Given the interlink between language and conceptual development, the current study aimed to improve seventh-grade students' scientific vocabulary and communicative interactions using teaching materials designed for the "cell and divisions" subject. Through an embedded mixed research design, the study was conducted with 31 (21 girls, 10 boys) students (aged 13–14 years) drawn from a middle school in the city of Trabzon, Türkiye. A scientific vocabulary test, observation form, and video recordings were used to collect data. The findings showed significant improvements in students' scientific vocabulary and communicative interactions. Future studies should examine the effect of students' scientific vocabulary on communicative development. [ABSTRACT FROM AUTHOR]

Background and challenges: Writing and publishing research is important in the fields of orthopaedic surgery, and medicine in general. In recent years, the number of orthopaedic publications has significantly increased, highlighting the value of possessing the ability to write and publish a paper. However, publishing research is not an easy task, especially if English is not a native language. Non-native English speakers have been reported to experience barriers to writing and publishing research in English, the dominant language of scientific publication. This affects not only individual researchers, but also the scientific community in general. To improve reporting in scientific manuscripts, many peer-reviewed guidelines have been published for a variety of study designs and study types. These guidelines are made available through the EQUATOR (Enhancing the QUAlity and Transparency Of health Research) Network and have associated checklists that guide authors in the synthesis of their research manuscript. Purpose: Whether you are a non-native English speaker or a novice research writer, these checklists can ameliorate the process of building your manuscript. The purpose of this paper is to empower orthopaedic researchers, and researchers in general, through an easy-to-follow framework for writing a research manuscript using available checklists and general research knowledge. [ABSTRACT FROM AUTHOR]

The term 'sixth mass extinction' has become synonymous with the current biodiversity crisis. However, despite a general agreement that current biodiversity declines are severe, no consensus has been reached on whether this constitutes a 'mass extinction event', and thus, whether our current situation is comparable to the catastrophic extinction events of deep time. Here, we suggest that our inability to gauge whether the current biodiversity crisis is a mass extinction event may lie less in quantifiable evidence and more in the language used to define such events. We highlight areas of linguistic contention, vagueness and epistemic dispute, and discuss the role of post hoc decision‐making and language in shaping our understanding and communication of biodiversity loss. Our discussion raises larger questions about how we communicate science to the public, funders and other scientists, and how we use language to both shape awareness and leverage action. The term 'sixth mass extinction' used for the current biodiversity crisis lacks consensus on its accuracy. The epistemic dispute stemming from this ambiguity underscores the importance of clear communication in shaping public awareness and spurring action regarding biodiversity loss. [ABSTRACT FROM AUTHOR]

Physiological examinations of trans individuals reveal that their bodies over time align to correspond with their gender identity and shift away from the parameters associated with gender assigned at birth. Considering this, the present study looks at language production of transgender scientists to determine if their language changes along with their physiology. The investigation centers on one aspect of scientific trans discourse—that is the frequency of female language. It was expected that those scientists who transitioned from male to female would use female language more frequently after the transition, and those who transitioned from female to male would exhibit fewer instances of female language. However, the opposite appears to be true. According to the evidence collected from 10 professional scientific articles, the frequency of female language goes up for those scientists transitioning from female to male and goes down for those who transition from male to female. [ABSTRACT FROM AUTHOR]

William Dwight Whitney (1827–1894) began The Life and Growth of Language: An Outline of Linguistic Science (1875) with an initial chapter fully devoted to language acquisition. He began his study of linguistic science with language acquisition because for him it was the logical starting point for a study of language, and it introduced his scientific method and his theory of language and mind. Throughout the chapter, Whitney exemplified the centring of his scientific method on direct observation. By beginning his study of language with language acquisition, he rejected the prevailing divine origin theory of his time, which contended that language was divinely created, given to humans, and in decline ever since. Rather, Whitney argued that language began with language acquisition, and that it was continually evolving to meet the ever-changing social and personal needs of its speakers. He also used language acquisition to introduce his reader to his theory of language and mind: a theory that would run consistently throughout his book. Whitney's scientific method and his theory of language and mind positioned linguistics prominently among the emerging sciences of the late nineteenth century and would significantly influence a new course for linguistics in the twentieth century. [ABSTRACT FROM AUTHOR]

Science identity impacts undergraduates' persistence in their science courses and careers. Here, we investigated science identity in learning assistants, undergraduate peer educators who provide academic and social support in science courses. Understanding learning assistants' science identities has particular value because of their dual role as science students and peer educators. While previous research has investigated disciplinary identity among physics learning assistants, we extend that work by investigating science identity among students who served as learning assistants in six different science courses, seeking to understand the ways in which they characterize their science identity and the experiences they describe as important in its development. Analysis of twelve interviews revealed three distinct groups of learning assistants: those with lower, intermediate, and high science identities. Recognition by important others, research experiences, and constrictive definitions of science were salient for science identity across all groups, while other experiences had varied salience. Notably, learning assistants with lower science identity described learning to use scientific language as critical for identity development, while learning assistants with the highest science identity found helping others to be an important contributor. Surprisingly, learning assistants with intermediate science identity cited uncertainty about their ability to develop research projects as important for determining their science identity. To communicate the variation in and factors relevant to science identity among learning assistants, we have developed three personas that can serve as tools to help programs and instructors develop robust support for learning assistants' science identity. [ABSTRACT FROM AUTHOR]

Copyright of Zer: Journal of Communication Studies / Revista de Estudios de Comunicacion / Komunikazio Ikasketen Aldizkaria is the property of Universidad del Pais Vasco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners' (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and language inputs are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs' science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning. [ABSTRACT FROM AUTHOR]

Calls to bring more equity into science education research (McWayne and Melzi, 2023) are most notable for early childhood. We know very little about the teaching of science to infants and toddlers, yet this is where science education begins. To address the dearth in research, we undertook an in‐depth intervention study in an Australian early childhood center with six educators working with 11 infants and toddlers learning science (1.1–2.0 years; mean 1.6) to identify how educators support science education for infants and toddlers in a play‐based setting over 10 sessions. Specifically, our research question was how do educators create the conditions and interact with infants and toddlers in play‐based setting to support the learning of science. We found a form of co‐operation between educators and infants that centered on educator sensitivity to infants and toddlers noticing the science, educators generating rather than following infant interest, focused thinking spaces, use of scientific language by the educators, planned conceptual progression, and the use of props as placeholders for scientific meaning that acted as pivots and prompts for infants in imaginary situations. We argue that under the conditions of an intervention study where educators planned and taught science to infants, that greater insights into how to teach science to such young children was possible, thereby making available evidence‐informed practice in an under researched area to guide educators working with infants and toddlers. [ABSTRACT FROM AUTHOR]

Copyright of Arab Future is the property of Centre for Arab Unity Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Common reductionist contractions in thinking or writing about personality and individual differences are to conflate personality, dispositional traits, the Big Five, and self-reports. To avoid conceptual confusions and communicate more effectively, we should bear in mind: (a) Personality is much more than dispositional traits or basic tendencies, (b) basic tendencies are more than just Big Five traits, and (c) self-reports of traits—which capture explicit self-concepts—are just one out of many approaches to trait measurement. These distinctions should be reflected in our thinking, writing, and communication. Attending to them can help clarify what has been studied and (re-)contextualize our knowledge bases. Personality psychology is a science, and scientific language must be accurate, precise, and nuanced. Plain language summary: Personality, dispositional traits, the Big Five, and self-reports are often mixed up. To avoid confusions and communicate more effectively, we should bear in mind: (a) Personality is much more than traits, (b) traits are more than just the Big Five, and (c) self-reports of traits—which capture self-concepts—are just one out of many approaches to measuring traits. These distinctions should be reflected in thinking, writing, and communication. Attending to them can help clarify what has been studied and what we know. Personality psychology is a science, and scientific language must be accurate, precise, and nuanced. [ABSTRACT FROM AUTHOR]

Coverage of reading and reading instruction in initial teacher education is highly contested, with the "reading wars" representing decades of debate concerning approaches that should be promoted to teachers-in-training. Empirical evidence strongly endorses explicit and systematic teaching of code-based skills as a starting point, together with strong coverage of vocabulary, syntax, fluency, comprehension, and background knowledge. However, most faculties of education in Australia and other English-speaking industrialised nations have persisted in promoting "balanced literacy" and postmodern constructs, such as "multiple literacies". We describe the development, delivery, and evaluation of three online short-course programmes for primary and secondary teachers on the science of language and reading and report on feedback from a sample of 945 participants. Quantitative and qualitative data show that participants (the largest subgroup being teachers) attach a high value to this knowledge and its practical applications. Implications for initial teacher education, education policy-makers, and school leaders are considered. [ABSTRACT FROM AUTHOR]

Copyright of Al-Andalus journal for Humanities & Social Sciences is the property of Alandalus University for Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research suggests that by allowing English Learner (EL) students to use their home languages in science class, they can better express their thinking and build content knowledge through underlying crosslinguistic awareness between languages. However, EL students' educational backgrounds and home languages are incredibly varied. In this case study, we employ grounded theory to explore students' perceptions of their experiences in the context of a Physical Science and Language Development class [10]. We use a phenomenological approach to describe how the students experience their home language within this model of a science and language development class. Observation data, online video assignments, and small group, semi-structured interviews were used to find themes related to experiences of using home language in science class. The findings indicate varied student perspectives on the use of their home languages in science class. Some students preferred to use class time to practice using English, while others found value in using their home languages to help better understand science concepts. Student ideologies regarding English-only or multilingual practices for EL students varied. The findings also indicated that providing an opportunity for EL students to use their home languages in an asynchronous online communication platform outside of class was an effective strategy to allow time for students to practice English during science class, yet provide an opportunity to translate between home languages and English. [ABSTRACT FROM AUTHOR]

This theme issue brings together researchers from diverse fields to assess the current status and future prospects of embodied cognition in the age of generative artificial intelligence. In this introduction, we first clarify our view of embodiment as a potentially unifying concept in the study of cognition, characterizing this as a perspective that questions mind–body dualism and recognizes a profound continuity between sensorimotor action in the world and more abstract forms of cognition. We then consider how this unifying concept is developed and elaborated by the other contributions to this issue, identifying the following two key themes: (i) the role of language in cognition and its entanglement with the body and (ii) bodily mechanisms of interpersonal perception and alignment across the domains of social affiliation, teaching and learning. On balance, we consider that embodied approaches to the study of cognition, culture and evolution remain promising, but will require greater integration across disciplines to fully realize their potential. We conclude by suggesting that researchers will need to be ready and able to meet the various methodological, theoretical and practical challenges this will entail and remain open to encountering markedly different viewpoints about how and why embodiment matters. This article is the part of this theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'. [ABSTRACT FROM AUTHOR]

The article discusses experimental proof of coherent spatial interference within a Stern-Gerlach interferometer, showcasing the viability of the interferometer without the need for a Bose-Einstein condensate (BEC). The author, Ron Folman, responds to criticisms by Michael Devereux, highlighting misunderstandings of the physics behind the experiments conducted by Folman's group. Folman emphasizes the successful achievement of coherent spatial splitting through Stern-Gerlach interferometry, showcasing the potential applications and significance of this technique in scientific research. [Extracted from the article]

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Coastal change and evolution are the product of physical drivers (e.g., waves) tightly coupled with human behavior. As climate change impacts intensify, demand is increasing for information on where, when, and how coastal areas may change in the future. Although considerable research investments have been made in understanding the physical drivers and processes that modify and shape coastal environments, many do not account for human behavior, compromising the accuracy of comprehensive future change predictions. We outline four social science approaches—historic case studies, simulations, longitudinal studies, and longitudinal studies supported by experimental data—that can be coupled with physical change information to support transdisciplinary understanding of future change. A fundamental need for each approach is more and better empirical data to better gauge human behavior. In addition, foundational investments in transdisciplinary collaboration help research teams support the integration of these approaches. Plain Language Summary: Coastal areas are constantly being reshaped by waves, tides, storms, and sea‐level rise. Humans also change the coast, often to protect themselves and places of value from ongoing natural changes. Therefore, understanding how the coast may change in the future requires science teams that can incorporate both the natural changes that may occur with human actions that may modify the coast in response to or in anticipation of these changes. We outline the need for evidence‐based information on human behavior and four ways science teams might integrate this information with our understanding of how the coast may change naturally to improve predictions of future coastal change. Key Points: There are limited empirical data documenting how humans respond, and do not respond, to physical changes along the coastLongitudinal studies can leverage co‐production to yield insights on future human‐coastal dynamicsBuilding trust and a shared language in transdisciplinary science teams provides a foundation to support integrative coastal work [ABSTRACT FROM AUTHOR]

Appropriate use of medical terminology is one of the core conditions for successful communication in monolingual and multilingual healthcare communities. The modern scientific language is based on the descriptive terminology. However, it is often the case that the advantages of descriptive terminology are at odds with the ability to express complex concepts in just a few words. To solve this practicality problem it is customary to coin abbreviations and acronyms preferred to traditional eponyms. Today eponyms are considered ambiguous and non-descriptive, linked to the terminology of the past. The overview of this study demonstrates that the current habit of using acronyms can increase the scientific descriptive capacity compared to eponyms. On the other hand, acronyms remain ambiguous and more ephemeral than eponyms. Furthermore, eponyms are not as descriptive as acronyms, but they still carry important information for a medical student. If you truly believe in the importance of Medical Humanities in the medical curriculum, two aspects cannot be overlooked. First, eponyms bring students closer in an almost subliminal way to the history of medicine and the non-strictly technical-scientific field of medicine. Second, medicine is a complex science applied to humans and must strive to keep the patient at the center of its interests. Patients and their families preferably ask us to use eponyms. Which terminology to choose for medical students? The teachers have the last word. [ABSTRACT FROM AUTHOR]

Originally formulated as a theory of perception, ecological psychology has shown in recent decades an increasing interest in language. However, a comprehensive approach to language by ecological psychology has not yet been developed, as there is neither a naturalist philosophy of language nor one that takes ecological psychology as its scientific background. Our goal here is to argue that a subject naturalist and non-factualist framework can open the possibility of an expressivist analysis of perceptual judgments that is compatible with the ecological understanding of perception, showing that such utterances do not work as descriptions of facts or states-of-affairs, but rather say something about the practical requirements necessary to display a perceptual vocabulary. We will also argue that this approach allows an understanding of perceptual content as clusters of socially-mediated affordances. If our proposal is sound, it would constitute a first and fruitful approximation toward establishing a naturalist link between embodied cognitive science and philosophy of language. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Recent years have witnessed a rather controversial debate on what antioxidants are and how beneficial they may be in the context of human health. Despite a considerable increase in scientific evidence, the matter remains highly divisive as different pieces of new data seem to support both the pro- and the anti-antioxidant perspective. Here, we argue that the matter at the heart of this debate is not necessarily empirical but of semantics. Thus, the controversy cannot be resolved with the traditional tools of natural sciences and by the mere accumulation of new data. In fact, the term "antioxidants" has been part of the scientific language game for a few decades and is nowadays used differently in the context of different scientific disciplines active at different levels of scientific complexity. It, therefore, represents not a single expression but an entire family of words with distinctively different connotations and associations. The transcendent use of this expression from a basic to a more complex discipline, such as going from chemistry to physiology, is problematic as it assigns the term with connotations that are not corroborated empirically. This may lead to false claims and aspirations not warranted by empirical data. Initially, health claims may not even be indented, yet, on occasion, they are welcome for reasons other than scientific ones. To resolve this debate, one may need to refrain from using the term "antioxidants" in disciplines and contexts where its meaning is unclear, limit its use to disciplines where it is essential and beneficial, and, in any case, become more specific in such contexts where its use is warranted, for instance, in the case of "dietary antioxidants". [ABSTRACT FROM AUTHOR]

After World War II, Berlin was divided into the West, controlled by The United States, the UK, and France, and the East, controlled by the Soviet Union, resulting in a Cold War for decades. This bibliometric study analyzes the influence of the Cold War on pharmacological research in Berlin by evaluating publication patterns in Naunyn-Schmiedeberg's Archives of Pharmacology from 1947 to 1974 (n = 383). The publications highlight the political disparities in scientific output, exacerbated by the founding of the Free University of Berlin (FUB) as a countermeasure to Soviet repression, promoting academic freedom in West-Berlin. Researchers in West-Berlin published many more papers in Naunyn-Schmiedeberg's Archives of Pharmacology than researchers in East-Berlin and received much more citations. West-Berlin adopted English as a scientific language much more rapidly than East-Berlin. West-Berlin and East-Berlin focused on totally different research topics. This paper demonstrates how political freedom, financial support, and internationalization boosted research productivity in West-Berlin. In contrast, political suppression, financial scarcity, and restricted international ties hindered scientific development in East-Berlin. [ABSTRACT FROM AUTHOR]

Helping university students develop productive views of what characterizes good scientific research and scientific knowledge is an important objective of science education. However, many studies show that students' views of the nature of science (NOS) do not become more informed or even become less informed after learning activities that engage students in scientific practice. This could mean that the way we teach students to conduct scientific research might unintentionally strengthen or bring about uninformed views of NOS. In this article, we argue that scientific discourse (how language is used in science) might play a role in this relation between learning scientific inquiry and uninformed views of NOS. We argue that there could be implicit notions relating to NOS underlying scientific discourse that uninformed readers might translate to uninformed views of NOS. We call these implicit notions underlying scientific language use "epistemological notions." In this article, we further define this construct of epistemological notions, contrast it with explicit views of NOS and other related constructs, explain how we think epistemological notions might affect explicit views of NOS, and present a framework we developed to characterize them in scientific language use. It is a descriptive and interpretative analysis framework which combines, optimizes, and extends several text analysis methods, discourse analysis, and reflexive thematic analysis. We provide a guide to use the framework and point out quality criteria. We finish by advocating the framework for educational researchers interested in developing instructional interventions during which learning about science is combined with explicit reflection on NOS. Identifying epistemological notions in scientific language use could provide starting points for these activities by making explicit the translation from NOS understanding to scientific practice and vice versa. [ABSTRACT FROM AUTHOR]

This study examines the impact of linguistic accommodations on the science performance of multilingual pupils. In a randomized controlled trial conducted in Flanders (Belgium), pupils aged 9-12 were assigned to one of three conditions: a control group taking a science test in the language of schooling (n = 64), a group receiving a written bilingual test in both the pupils' L1 and language of schooling (n = 64), and a group with a written bilingual test accompanied by read-aloud accommodations in both languages (n = 69). The hypothesis posited that pupils in accommodated conditions would outperform those in non-accommodated conditions. However, univariate analysis of variance did not reveal significant differences between conditions, suggesting that accommodations did not lead to higher test scores. Subsequent multiple linear regression within the condition involving the bilingual test with read-alouds examined how within-group variance impacted accommodation effectiveness, considering both main effects and interaction effects. Results indicate that proficiency in the L1 and frequency of read-aloud use in the L1 significantly predict science performance. Notably, for pupils who frequently used read-alouds, the significant interaction effect with L1 proficiency suggests an amplified beneficial effect on the test scores when pupils are more proficient in their L1. [ABSTRACT FROM AUTHOR]

Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis concerning the role of language, this paper explores how foundational ideas from LLSE studies can inform the use of GenAI in science education. A bibliometric analysis of 412 journal articles from Web of Science provided the initial step to identify major themes and relationships in the LLSE literature. The analysis revealed four clusters of research in LLSE: reading and writing scientific text, science discourse and interaction, multilingual science classroom, and multimodality and representations. Each cluster was further analyzed through close reading of selected articles to identify and connect key constructs to the potential use of GenAI. These constructs include the interactive‐constructive reading model, text genre, reading‐writing integration, dialogic interaction, critical questioning, argumentation, translanguaging, hybridity, thematic pattern, modal affordance, and transduction. From these ideas and connections, the paper recommends several pedagogical principles for science educators to guide the use of GenAI. It concludes that LLSE research offers valuable insights for researchers and teachers to investigate and design the use of GenAI in science education. In turn, the impending use of GenAI also calls for a rethinking of literacy that will shape future research in LLSE. [ABSTRACT FROM AUTHOR]

In this paper we revisit the inspiration of J. Kořenský's work on the problem of metaphor in scientific reflection on language. For us, the notion of noetic instrumentalisation of metaphor is the main concept by which the author captures that metaphor is an essential tool for interpreting, representing and modelling the processes of linguistic activity. We find Kořenský's analysis of the noetic instrumentalisation of game inspiring, pointing out that the same metaphorical concept allows, on the one hand, for unifying interpretations of language, but also for interpretations that are in an ambivalent or even polemical relationship. In our study, we analyse the noetic ambivalence of the metaphor of fabric, which functions as a means of interpreting language/speech in two conflicting methodological lines: on the one hand, in a structural linguistic methodological framework, where it harmonises with the instrumentalist approach to language; on the other hand, in a social interactionist framework, where the conceptualisation of speech activity as fabric is used to explain the socially practical linguistic reality of language. The aim of the analysis is to answer the question of what lies behind the noetic ambivalence of this metaphor. To explain this, we draw on J. Dolník's (2014) reflections on the role of autonomisation in interpreting, and distinguish between the resultative and emergent nature of the metaphorical base in scientific interpretation using metaphor. [ABSTRACT FROM AUTHOR]

Students bring with them rich cultural and linguistic ways of knowing and communicating when engaged in figuring out explanations of phenomena. However, it is a challenge for teachers to support bi/multilingual learners in language-intensive science and engineering practices when they don't share a common language. When we position students' bi/multilingualism as an asset rather than an obstacle, we can support bi/multilingual students' equitable sensemaking. To support bi/multilingual learners' equitable sensemaking, we offer two tools: language surveys and the multiple ways of communicating strategies sheet. We describe how a teacher (second author) used these resources to adapt an investigation about air resistance and contact forces for his bi/multilingual students. The tools and examples provided can help educators better understand their students and make principled changes to science instruction, to expand how we use language in science. We hope the tools aid teachers in this challenging work but also reframe how educators see what students are saying and doing as assets for developing their ideas and learning. [ABSTRACT FROM AUTHOR]

Despite their vast potential, African languages are often marginalised in the knowledge production ecosystem. This article explores the multifaceted roles African languages could play not just in shaping and preserving indigenous knowledge systems and fostering cultural identities but also in being languages of science and communication of science. By examining the complex dynamics of the hierarchisation of languages within the knowledge production system, this article underscores the importance of decolonising knowledge production processes to amplify the vast untapped potential of African languages as languages of science and of knowledge production. Furthermore, the article discusses the potential of African languages as vehicles for innovation and inclusive development, advocating for concerted efforts to promote linguistic diversity and equity in scholarly discourse. The article contends that the underrepresentation of African languages has inadvertently necessitated more resources to be channelled towards increased publication in these languages. [ABSTRACT FROM AUTHOR]

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners' varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners' language-related resources and practices in our work. Hoping to achieve a more inclusive and expansive future where science is for and by all—re-imagining what is possible in science education—we propose science education research move toward a language for science perspective. When taking up this perspective, researchers center the diverse ways that learners adopt and draw upon wide-ranging language resources and practices to explore phenomena, engage in scientific sensemaking and express evolving understandings about our natural world. In this commentary, we describe how we conceptualize a language for science perspective and why we believe such a perspective is critical for carrying out transformative equity-oriented research. We also illustrate one way that this perspective might be taken up, specifically in the context of science education research that integrates translanguaging theory and pedagogy to explore multilingual learners' scientific sensemaking experiences. Though our commentary is framed within the context of realizing reform-oriented science teaching and learning in the USA, the argument we make is central to the discipline of science and thus is relevant for science education research conducted across the globe. [ABSTRACT FROM AUTHOR]

Plain language summaries (PLS) of scientific publications can help to make scientific literature more understandable. In healthcare, PLS can contribute to informed decision-making by healthcare professionals, patients, and their caregivers. In late 2022 and early 2023, the multi-sponsor collaboration Open Pharma developed a 16-question survey to collect the perspectives of journal editors and publishers on PLS and whether they align with the Open Pharma PLS recommendations. A total of 29 surveys were completed, representing 26 individual journals and seven publisher portfolios. Of these, 19 journals and two portfolios did not offer PLS as an option to authors, and one portfolio respondent was unsure. The survey showed variability in format, location, and peer review practices for PLS, and inconsistent tagging of PLS for PubMed indexing. The results highlight the need for more journals to accept PLS and follow best practice recommendations to ensure PLS are peer reviewed and [ABSTRACT FROM AUTHOR]

This text addresses the connection between the work of Charles Goodwin in interactional linguistics and contemporary semiotics, notably that of the structuralist Paris School, known today as Greimasian and post-Greimasian semiotics. The latter constitutes scholarship having further developed some great distinctions formulated by Ferdinand de Saussure, such as the one between langue and parole , in the study of multimodality (relations between natural and nonverbal languages). However, Goodwin's texts consider not only Saussure's structuralist semiology but also another semiotics, that is, the American cognitive Peircean tradition, specifically regarding the topic of diagrammatic reasoning in multimodal discourse. This article seeks to discuss these two semiotic approaches that I consider as a semiotic foundation of Goodwin's work, helping him to study the creativity at play in multimodal languages and in scientific diagrammatic devices. I will first return to Goodwin's contributions in order to reformulate the question of the relations between verbal, visual, and gestural languages in his notational system (transcription of exchanges). Second, I will examine the case of the dynamics of inscriptions in science, raising the issue of the diagram. Third, I will explore the points of encounter between Goodwin's conception of the substrate of interactions and Jacques Fontanille's enunciative praxis, in order to consider the dynamic relationship between sedimentation and transformation in social and scientific practices. [ABSTRACT FROM AUTHOR]

Naunyn–Schmiedeberg's Archives of Pharmacology is the oldest pharmacological journal, founded in 1873. This bibliometric analysis examines the pivotal transformations within Naunyn–Schmiedeberg's Archives of Pharmacology from 1947 to 1974, identifying significant shifts from a national focus to a period of extensive internationalization and English-language adoption. Employing Python and Beautiful Soup for data extraction from SpringerLink, the study maps the journal's trajectory through post-World War II development, highlighting the decline in publication rates due to its initial emphasis on German-language articles predominantly from Germany. The transition towards English publications in the late 1960s is marked as a turning point, catalyzing an increase in global citations, publications, and recognition. This period witnesses the journal broadening its scientific horizon, with a notable emphasis on the cholinergic, adrenergic, and dopaminergic systems, reflecting their central role in the journal's scientific discourse and citation prominence. The analysis demonstrates how shifting to English for academic publishing played a crucial role in revitalizing the journal's impact and visibility on the international stage. [ABSTRACT FROM AUTHOR]

Literacy is in decline in many parts of the world, accompanied by drops in associated cognitive skills (including IQ) and an increasing susceptibility to fake news. It is possible that the recent explosive growth and widespread deployment of Large Language Models (LLMs) might exacerbate this trend, but there is also a chance that LLMs can help turn things around. We argue that cognitive science is ideally suited to help steer future literacy development in the right direction by challenging and informing current educational practices and policy. Cognitive scientists have the right interdisciplinary skills to study, analyze, evaluate, and change LLMs to facilitate their critical use, to encourage turn‐taking that promotes rather than hinders literacy, to support literacy acquisition in diverse and equitable ways, and to scaffold potential future changes in what it means to be literate. We urge cognitive scientists to take up this mantle—the future impact of LLMs on human literacy skills is too important to be left to the large, predominately U.S.‐based tech companies. [ABSTRACT FROM AUTHOR]