Search

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]

This paper discusses the expansion and proliferation of programming languages that have been developed for data science. The paper gives background information on the technological development that led to the growth and expansion of data science languages. It then explains the common features among these languages that distinguish them from general-purpose programming languages. The paper is intended for professionals experienced in working with general-purpose programming languages and may want to enhance their working knowledge of Data Science Programming Languages. The paper further explains the main features that Data Science programming language offers, which may not be readily available in earlier programming languages. [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]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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.)

In this paper we present our Lua programming language libraries that enable modeling and solving mixed integer linear and nonlinear mathematical optimization problems. On one side, these libraries provide a framework for developing algorithms written in Lua that use certain well known solvers within more complex procedures. On the other side, they facilitate the transformation of both input and output data of a mathematical programming problem, in order to compute the standardized coefficients that have to be transmitted to the solvers or prepare solution of solved problems for further data processing. Both of these use cases, together with Lua programming language simplicity, versatility and performance, make Lua a suitable programming language for use in scientific and engineering researches. [ABSTRACT FROM AUTHOR]

Copyright of Novitas-ROYAL is the property of Novitas Royal 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.)

THE NOMINAL GROUP HAS BEEN IN THE ATTENTION OF LANGUAGE SCIENCE FOR A LONG TIME, BUT IN THE LINGUISTICS ROMANIANE EDITED IN 2005 IT IS APPROACHED FROM THE POSITIONS OF MODERN LINGUISTICS, WHICH HIGHLIGHTS THE COMPONENTS OF THE NOMINAL GROUP AND THE CHARACTERISTICS OF THE RELATIONSHIPS BETWEEN THESE COMPONENTS. THE NOMINAL GROUP IS PART OF THE STATEMENT, BEING A COMPLEX STRUCTURE CHARACTERIZED BY THE FACT THAT IT IS AN EXPANSION OF THE NAME, THAT IS, A COMPLEX STRUCTURE THAT HAS AN IDENTICAL DISTRIBUTION TO THE DISTRIBUTION OF THE NAME. THUS, THE NOMINAL GROUP IS ORGANIZED AROUND A NOMINAL CENTER (NOUN, PRONOUN, NUMERAL) AND INCLUDES BOTH THE NAME AND ITS DETERMINATIONS. THE NOMINAL GROUP, AS WE SPECIFIED PREVIOUSLY, IS THE COMPONENT PART OF THE STATEMENT SYNTACTICALLY ORGANIZED AROUND A NOMINAL TERM (NOUN, PRONOUN OR SUBSTITUTE NUMERAL OF THE NOUN) AND MADE UP OF THE NOMINAL WITH THE CENTRAL ROLE AND THE ELEMENTS DIRECTLY SYNTACTICALLY DEPENDENT ON THEM. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias 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 Estudios Filosóficos is the property of Estudios Filosoficos 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.)

The issue of word classes has a long-standing tradition in the European history of the language sciences. Amongst scholars of Otopamean languages there is a rather clear agreement that little positive evidence for the existence of a proper class of adjectives is to be found in this very language family. Such analyses are not at all rare for Mesoamerican languages. The paper will focus on the representation of this discussion in old colonial and postcolonial grammars, dictionaries and texts about the Pamean subgroup – works which mostly stem from the context of missionary writers in the first place. Specifically, it will try to illustrate the indecisiveness and sometimes seemingly hesitant treatment of how to deal with the European concept of 'adjectives' in those languages – even in postcolonial times. We will argue that the critical points brought up in the recent theoretical and descriptive discussion reflect problems that authors in the history up to the 20th century had with this very category (like overlaps with certain verb types or with nouns, according to adjective classes). With varying breadth and depth, the sources taken into account concern Pamean, namely Northern, Southern and Central Pame. [ABSTRACT FROM AUTHOR]

Copyright of Zona Próxima is the property of Fundacion Universidad del Norte 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.)

Mandarin Chinese has recently become one of the more popular languages for additional language learners in Australia and elsewhere. Given this rise in interest, increasing efforts have been made to discover optimal teaching methodologies that may deliver the desired educational outcomes in Chinese. One key innovation has been investing additional time on task to learning Chinese as an additional language. CLIL (Content and Language Integrated Leamin g) is ren owned as a moder n teachi ng methodology that aims to provide subject content knowledge through the target Ianguage so that students have sufficient time to acquire the language whilst learning the content across one or more additional learning areas. The purpose of this article is to describe an opportunity to teach a Science unit in an Australian school, using the CLIL model with Chinese as the medium of instruction. It endeavours to explain how a CLIL Chinese unit plan can be developed explicitly from scratch. Every aspect of the unit plan design, from identifying the teaching content, recognising *students prior knowledge, developing teaching sequences and learning activities, to choosing assessment tools will be discussed along with the literature on CLIL. [ABSTRACT FROM AUTHOR]

This paper describes a study conducted in Bachelor of Pre-primary education degree classroom during a Teaching of the Natural Sciences class. It shows how poster may be used as a teaching and learning tool for natural science. The main motivation that guided the research was the fact that half the teacher trainee students had been removed from the natural sciences in their academic training for more than five years. It sets to approach the scientific concepts, but foremost it aims to go further in both scientific language adaptation or didactic transposition, as well as research and later exposition and presentation. It goes beyond the construction of scientific posters. The relevant elaboration of concepts related to the natural sciences is sought and to be able to explain them to their future children's education students. This experience has allowed collecting information by means of quantitative questionnaires; pre-test and post-test ad-hoc questionnaires were used, and complemented with a qualitative in-class observation diary. This one measured the students' participation. The qualitative part is analysed with the SPSS-22 software, while the qualitative data uses the dendrogram as an analysis tool. Through, this experience an increase in interest and motivation was achieved you need to state your conclusions more precisely, especially for the natural science subject, as well as introducing the use of the academic poster for its professional future. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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 Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias 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 has shown the benefits of peer interaction to scaffold learning of disciplinary literacies. We extend knowledge in this area to examine peer interaction and the affordances it creates when emergent bilinguals engage with multimodal texts in disciplines to make meaning. Using discourse analysis of the interactions of a small group of third graders carrying out a project in science class, we explored how four emergent bilinguals collaborated to design, produce, and distribute traditional and alternative texts. We found that translanguaging and transmodal collaborative structures support learning processes and comprehension to make sense of and contextualize disciplinary knowledge. A dynamic and recursive translanguaging pattern emerges in which the introduction and contextualization of knowledge happens in Spanish, the interaction occurs mainly in English, and the creation is in both English and Spanish. We discuss the affordances of these collaborative structures for supporting students in science and promoting Spanish and student bilingualism. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Academic words occur with high frequency in texts from a wide range of scientific fields, and their frequency in academic texts is much higher than in general texts. Academic wordlists can facilitate the learning and teaching of scientific language. In this research, we have developed a frequency list of Persian academic words. The word list includes 307 word lemmas with a high frequency in academic texts. Creating a balanced corpus of Persian academic texts was the prerequisite for developing such a list. For this purpose, we collected scientific texts published in Persian scientific journals and built a balanced corpus containing more than 51 million words. The corpus includes texts of academic papers in four general categories, i.e., basic sciences and engineering; humanities, arts, and architecture; medicine and veterinary medicine; and agriculture and natural resources. We used four different criteria for lemmas to be included in our wordlist. 1- frequency: The lemmas should have a relative frequency of at least 30 per million words. 2- ratio: The relative frequency of the lemmas in the academic corpus should be two times greater than their frequency in a 10 million word general corpus. 3- dispersion: Juilland’s D value of the lemmas in the four sections should be at least 0.5. 4- range: the observed frequency of the lemma should not be less than a third of its expected frequency in any of the four sections of the corpus. We evaluated the wordlist by measuring its coverage in our corpus’s train and test sections. The wordlist covers 16.69 percent of the train subset and 16.13 percent of the test subset. [ABSTRACT FROM AUTHOR]

Copyright of Tudomanyos es Muszaki Tajekoztatas is the property of BME OMIKK 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 Letras (0459-1283) is the property of Universidad Pedagogica Experimental Libertador 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 Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias 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 Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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.)

The paper discusses and evaluates the extent of i-umlaut levelling in classical (ca. 1300-1400) and post-classical (ca.1400-1550) Old Frisian nouns. In terms of the methodology, the main goal of the analysis is to identify the quantitative relation between the incidence of i-umlauted and umlautless root vowels in the nominal declension paradigms. In order to understand and assess the process of levelling of i-umlaut in Old Frisian, three aspects that may have had an impact on the presence or absence of i-mutated vowels are taken into account, namely: the presence of the i-mutation trigger *-ī and *-j and *-i, the establishment of whether i-mutation is noticeable in the entire paradigm or it is just an intraparadigmatic alternation, and finally, the differentiation between intraparadigmatic levelling of i-umlaut and borrowing from another language. A quantitative analysis is performed on the texts culled from two corpora of Old Frisian: The Corpus Oudfries and The Integrated Scientific Frisian Language Database. The analysis reveals the tendency of the language to regularize its nominal declension patterns, which results in a later levelling of i-umlauted vowels. This reveals the differentiation between the classical and post-classical period of the language's development. Statistical tests evaluate proportion differences on the operation of i-umlaut and indicate that the discrepancies with reference to the presence of i-umlauted vowels in nouns from the classical and post-classical forms are significant. The analysis and its results can supplement the study of the process and its influence on declension patterns not only in Old Frisian, but in all West Germanic languages. [ABSTRACT FROM AUTHOR]

Local Ecological Knowledge held by commercial fishers is a valuable but underutilized resource for advancing scientific understanding in fisheries and marine management. To better incorporate this knowledge into management agencies and research departments, a thorough understanding of knowledge exchange between fishers and research scientists is essential. While previous studies have reported successful knowledge exchange, often based on consensus statements or gauged by tangible management outcomes, few have critically explored fishers' engagement experiences, preferences, and the factors influencing these. To address this gap, we employed an inductive research methodology and conducted semi-structured interviews with twenty-one commercial fishers from two contrasting Western Australian commercial fisheries targeting different species with different gear types. Six key engagement themes were identified, revealing diverse attitudes held by fishers toward knowledge exchange with fisheries research scientists. We found that a minority of fishers from each fishery were highly engaged, acting as knowledge brokers, whereas the remaining fishers were disinterested or had minimal opportunities to engage researchers. We also found higher levels of engagement and a wider variety of interactions in the more valuable (and well-resourced) fishery. Key barriers to knowledge exchange included the use of technical scientific language and approaches alienating some fishers, limited research budgets, and fishers' reservations about sharing their expertize. We discuss strategies to overcome these barriers, including tailored engagement models, training research scientists in communicating with individuals from non-academic backgrounds, increasing funding to support industry partnerships in low-value fisheries, and broadening the focus of fisher engagement beyond the realms of fisheries science. • This study revealed diverse commercial fisher perceptions and attitudes towards knowledge exchange with researchers, from active engagement to disinterest or limited opportunities. • Knowledge exchange barriers included technical language barriers, limited research budgets, and fishers' reluctance to share expertize. • Strategies to improve knowledge exchange include tailored engagement models, researcher training, and increasing funding to support engagement. [ABSTRACT FROM AUTHOR]

Copyright of Nova Economia is the property of Nova Economia 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.)

The current study aims to identify students' level of involvement in the Arabic language textbook content provided in cycle one within the United Arab Emirates by addressing two questions: (i) What is the student's level of involvement in the scientific materials contained in Arabic language textbooks for cycle one within the United Arab Emirates? (ii) What is the student's level of involvement in the language activities contained in Arabic language textbooks for cycle one within the United Arab Emirates? A descriptive-analytical approach was employed with Romey's formula as an instrument and framework to ascertain students' involvement level in textbooks containing scientific materials and language activities post-instrument validity and reliability. The study sample encompassed 16 scientific lessons and 52 language activities from the first cycle of Arabic language textbooks. Frequencies and percentages were employed in the statistical treatment. The study concluded that the involvement coefficient of language activities did not fall within the proposed range for grades one, two, and three but fell within the acceptable range for grade four. [ABSTRACT FROM AUTHOR]

De la même façon, l'étude lexicale du mot "neige" en langues eskimo (chapitre 7), langue qui a beaucoup gagné en popularité dans les études linguistiques au début du 20 SP e sp siècle, doit nous interroger sur les rapports entre les approches culturelles, sociales et cognitives et les tentatives de classification lexicale. Sa conclusion en forme de discussion nous invite enfin à interroger les modèles méthodologiques et interprétatifs utilisés dans les études portant sur ces langues difficiles, l'auteur ayant démontré au fil des pages combien tous ces efforts de compréhension et de classification ont été conditionnés par l'évolution théorique, idéologique et historique du contexte général de la recherche scientifique, et en particulier des études linguistiques. On ne peut donc que souscrire à l'injonction conclusive de poursuivre l'étude des langues indigènes d'Amérique du Nord en étant beaucoup plus attentifs aux questions de diffusion et de complexité structurale, en étant également plus ouverts à d'autres traditions savantes (comme celle du Danemark) qui pourraient contribuer à mieux conceptualiser la compréhension qu'on peut avoir de ces langues. [Extracted from the article]

Composing Neo-Greek poetry was yet another scholarly pursuit, which required excellent knowledge of Greek dialects, and manuals for writing poetry offered guidance for using the dialects. The ancient Greeks did not welcome the diversity of languages, which created linguistic barriers between the nations, but quite opposite was the case with the Greek dialects: these geographical varieties occupied an exalted position as poetic languages. A short description of the history of the Greek language is given in the Introduction, and Chapter 2 offers an overview of the ancient ideas of the Greek dialects. [Extracted from the article]

Copyright of Journal of Dil Araştırmaları is the property of Journal of Dil Arastirmalari 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 Linguarum Arena: Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto is the property of Universidade do Porto, Faculdade de Letras 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 Revista Brasileira de Pesquisa em Turismo is the property of Associacao Nacional de Pesquisa e Pos-Graduacao em Turismo 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.)

The study aims to trace the emerging Canadian online discourse resisting COVID-19 official and public health measures and its relationship to far-right ideologies on the alternative platform of BitChute through the analysis of the top watched videos from eight Canadian channels. Employing articulation theory as an analytical prism, it aims to identify:1) Which organizational/individual identities are associated with the collected accounts and what is their relationship to the far-right? 2) What are the major themes in the videos? 3) What ideologies are associated with these themes? The analysis reveals six key articulations: pseudo-legal actions and language, political conspiracies, medical and scientific language and expertise, war analogies, activist rhetoric and tactics, and family values. These discursive articulations disclose linkages between concepts that are usually contradictory but are bonded together in the conjecture moment of the pandemic. This convergence points to the sophistication and innovativeness of far-right discourse in responding to COVID-19 and to their continuing invocation of older tropes and metaphors that have characterized their ideologies. [ABSTRACT FROM AUTHOR]

Copyright of REVER: Revista de Estudos da Religião is the property of REVER: Revista de Estudos da Religiao 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 Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education 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 article provides a complete critical connectional analysis and overview of Syed Masood Ijaz Bukhari’s work and poetry. The themes, message and ideas of poetry are used in the analysis of current study. It will help to understand the main ideas of the poetry. Moreover, this article enables to know the transfer of meaning from poetry of Syed Masood Ijaz Bukhari. The purpose of this article is to show the acknowledgment of his interest in the development and protection of the national language and sincere cooperation in making Urdu the national language and sincere scientific and literary services. [ABSTRACT FROM AUTHOR]

Copyright of Logos: A Journal, of Religion, Philosophy Comparative Cultural Studies & Art (08687692) is the property of Logos 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 Observatorio (OBS*) is the property of OberCom 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.)

• English-only searches for African climate change science introduce language-bias. • Non-English literature is poorly represented on Web of Science and Scopus. • Google Scholar incorporates a non-English voice, important for global assessments. • Supporting non-English authors may improve the global uptake of their work. • English-language research translated into local languages may encourage local use. Disregarding research not published in English may pose a risk to finding solutions for urgent global concerns, such as biodiversity loss, or climate change. To assess the extent of this 'missing voice', we compared the representation of 22 languages in scientific publications on climate change in Africa, indexed by widely used databases. Between 87 % and 95 % of publications were in English, with a small, but noteworthy, number in languages of the former European colonisers of Africa. We then assessed undergraduate monographs, master's dissertations, doctoral theses, and peer-reviewed papers derived from the doctoral theses, that are about Lusophone Africa and written in Portuguese, and found this research largely not accessible in English on online databases. If the goal of researchers, practitioners and policy makers is to obtain climate change information on, or present solutions for, individual developing countries, cultures, or localised issues, then searching in English may exclude local, context specific knowledge. This may prevent global assessments from being truly global, or locally down-scalable, by biasing science towards a single world view that marginalises key local stakeholders. [ABSTRACT FROM AUTHOR]

As designers increasingly become involved in larger and more complex multidisciplinary collaborations, they find themselves in unprecedented contexts of practice. New tools and methods are needed to support these challenging ways of working. This paper presents an ethnographic study focusing specifically on the role of materials samples in supporting knowledge sharing and mutual understanding in collaborative materials development. Observations are drawn from a case study of a 3.5 years EU H2020-funded multidisciplinary project which aimed to develop circular materials using a novel Design-Driven Materials Innovation (DDMI) methodology. Materials samples are known to be useful boundary objects for supporting the translation of codified scientific language into experiential language, which is essential for designers to understand materials potential. However, this study suggests that within the context of a complex collaboration, materials samples make knowledge available to all participants, and in particular, they appear to mobilise other forms of knowledge such as 'know-who', helping participants to understand the roles and capabilities of their fellow collaborators, enabling them to work together more effectively. This paper proposes a general framework identifying four types of materials samples used in the case study project, and their relationship to four forms of knowledge. [ABSTRACT FROM AUTHOR]

At the end of the three centuries of Spanish presence in the archipelago, Spanish missionaries had written at least 120 grammars of the native languages spoken in the Philippines. With the wide linguistic diversity they found and the need to transmit the faith in all its purity, the missionary grammarians began analyzing the languages and wrote pedagogical grammars for their confreres to learn them. Initially, only the major languages were studied and learned, using Spanish and Latin models, but eventually minor languages were also added. This study examines eleven representative grammars to determine their general characteristics and, in the process, bring to light some of their authors' contributions to the history of grammar writing and linguistics in the Philippines. A significant finding is that the linguistic pursuits undertaken in describing the languages and preparing their grammars throughout the entire Spanish colonial period, while being in synch and continuous with the development of modern linguistics in the 17th to the 19th centuries, advanced the scientific study of languages in the country as well as grammar writing involving the native languages. [ABSTRACT FROM AUTHOR]

Like any other science, theology has a specific language, which should express and clarify its essentials. Because most of the subjects of theological research are immeasurable, scientific language has to operate using images and theoretical terms. Of course, there are many methodologies of theological discourse. Among them one can find the methodology developed by Church Fathers especially those belonging to both West and East Syriac Traditions. Since their mentality was close to the Semitic roots, they started to use in the theological treatises a very specific kind of explanation which could be well understood by the people of Middle East. It was a language of analogy. Thanks to the use of tangible images the Fathers invented a direct language which enabled them to explain truths that could not be clarified using ordinary language. In this paper we try to explain the importance of analogy in theological debate. The explanation will be supported by some examples taken from the writings of the prominent Syriac Fathers regarding the baptismal analogies and the typology "Mary - Eve", seen as an example of the theological explanation of the divine truth. In the final part of this study, we attempt to outline the accommodation of analogical language to contemporary theological discussion and liturgical practice. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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 Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

One of the most striking features of colonialism in the education system of South Africa (SA) is the sustained use of English as a language of teaching. If university tuition is offered to students in a non-native language such as English, these institutions inadvertently shoulder the responsibility of meeting the language needs of the students. As a response to the hegemony of English in Higher Education (HE), attempts made to meet the language needs of students in tertiary institutions are manifest in different approaches employed by universities, such as Integrating Content and Language (ICL) to support non-native speakers of English, in English media universities. It is thus vitally significant that courses offered in a number of countries be perennially evaluated to determine whether they are fit for purpose. The salience of evaluating input collected from a cohort of students who attend these courses cannot be overemphasised, hence a discussion of a student user-oriented evaluation of an integrated science content and language course taught collaboratively in one of the South African universities. [ABSTRACT FROM AUTHOR]

Copyright of Calidoscópio is the property of Universidade do Vale do Rio dos Sinos 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 Revista de Estudos da Linguagem is the property of Revista de Estudos da Linguagem 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 study aims to determine the effect of discovery learning using ICT in bamboo conservation topics on students' language and scientific literacy. The matching only pretest and posttest control group design was used in this research. The participants were fourth-grade students in the academic year 2017-2018 with a total of 36 students. The research instrument for language literacy is essay questions, and scientific literacy is multiple-choice questions. Data were analyzed using the T-test. The analysis results show that there are differences in language and scientific literacy skills in students who were taught using discovery learning with ICT media and students who were taught using a conventional approach with visual media. The findings exhibited that: (1) there is an influence of the use of discovery learning with ICT media on students' language and scientific literacy, and (2) there is an influence of the interaction of discovery model with ICT language and scientific literacy in fourth-grade students. It is recommended for elementary school teachers and further researchers that the discovery learning model be adopted with ICT media, because: (1) scientific literacy can be developed through the understanding ability or part of language literacy, and (2) ICT media as the bamboo identification application as learning media can attract students' attention by creating an active and pleasant learning atmosphere. [ABSTRACT FROM AUTHOR]