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The article discusses the first Early Researchers' Seminar for Science and Speculative Fiction, which took place at the University of Salamanca in Spain. The seminar featured a series of panels and discussions on various topics related to speculative fiction, including gendered geographies, posthumanism, and contemporary speculative literature. The speakers aimed to deliver accessible talks that catered to a diverse audience, from established researchers to undergraduate students. The seminar provided a welcoming and non-commodified space for the exchange of ideas and fostered discussions on topics such as feminist speculation, posthuman bodies, and the critical potentials of speculative fiction. [Extracted from the article]

There is an increasing need for innovative educational methods that can motivate and engage students in subjects that are often perceived as difficult or boring. One such approach is the UPCT-Bloopbusters educational project, developed by a group of professors at the Universidad Politécnica de Cartagena (UPCT), Spain, wherein concepts from the fields of physics and technology are presented and exemplified in the classroom through scenes from different movies in conjunction with experiments. The project was conducted on three subjects, one from each of the three bachelor of electrical engineering degree programs offered at the UPCT, namely Physics I, Applied Physics, and Optical Communications. This paper describes the methodology of the educational project and then presents and discusses the academic results of the students involved in terms of success and performance rates both before and after the application of the new methodology. Moreover, the results of a survey carried out on the students are presented. Finally, some of the exercises used in this methodology for the teaching and learning of science based on different movie scenes are provided as examples. The results of the project show that the students were receptive of the methodology and further indicated that it may lead to increased academic performance due to their enhanced understanding of physics and technology concepts. [ABSTRACT FROM AUTHOR]

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The following paper is based on the translative research of the original version, written in English, of the novels The Handmaid’s Tale (Margaret Atwood) and Never Let Me go (Kazuo Ishiguro), in addition to the short-story Story of Your Life (Ted Chiang), and of the available target texts published in Spain (El cuento de la criada, trans. by Elsa Mateo Blanco; Nunca me abandones, trans. by Jesús Zulaika, and La historia de tu vida, trans. by Luis G. Prado), for which we will examine the fictional lexico-semantic content composed by the authors to build their universes and its reflection in the Spanish language (peninsular variety), with the aim of developing translation strategies for the neologisms of a fictional universe based mainly on lexicality, as it is the one of Ribofunk, by Paul di Filippo. [ABSTRACT FROM AUTHOR]