Search

This paper reports on the creation of specialized word lists in traditional Chinese medicine (TCM), which is a discipline using vocabulary across languages (i.e., Chinese and English) and involves learners with different L1 backgrounds. First, a TCM Word List of 2,778 specialized words was established from corpora of TCM textbooks and journal articles. Selection criteria included specialized meaning, keyness in a corpus of general written English compared to the TCM Corpora, and frequency. The resulting TCM list covered 36.65% of the TCM Corpora but had low coverage over corpora of general written English and medical English. The TCM Word List was then divided into three sub-lists based on frequency, and graded into three levels. Level 1 contains high-frequency lexical items in English (e.g., "organ," "coating"); Level 2 contains items that are mid-, low-frequency, or beyond any frequency levels (e.g., "pericarpium," "metabolism"); and Level 3 contains Chinese loan words (e.g., "qi," "yang"). Last, there is an overlap of 309 word families between this list and an earlier TCM list by Hsu (2018), which excludes words from the 1st-3rd 1,000 word families in English. Suggestions for teachers and future research are provided.

In this paper, an analysis is carried out to review the comparison of the mean EEG power between groups of ASD students in terms of duration <3 years, 3 to 9 years and =9 years, so that a significant difference can be seen. In this study, 33 ASD students were observed using EEG, which had a sampling frequency of 500 Hz with eight electrodes at points F3, F4, C3, C4, P3, P4, O1, O2. The results show that the longer the child gets EIBI, the absolute power of the delta and slow theta waves will decrease. Relative power results also show that the longer the duration of the student obtaining EIBI, the higher the percentage of the emergence of alpha waves. So, the comparison of power EEGs based on group division for the duration of the intervention program, shows that EIBI has the potential to improve student quality.

A crucial bottleneck in medical artificial intelligence (AI) is high-quality labeled medical datasets. In this paper, we test a large variety of wisdom of the crowd algorithms to label medical images that were initially classified by individuals recruited through an app-based platform. Individuals classified skin lesions from the International Skin Lesion Challenge 2018 into 7 different categories. There was a large dispersion in the geographical location, experience, training, and performance of the recruited individuals. We tested several wisdom of the crowd algorithms of varying complexity from a simple unweighted average to more complex Bayesian models that account for individual patterns of errors. Using a switchboard analysis, we observe that the best-performing algorithms rely on selecting top performers, weighting decisions by training accuracy, and take into account the task environment. These algorithms far exceed expert performance. We conclude by discussing the implications of these approaches for the development of medical AI.

The metaverse is known as the hypothetical iteration of the Internet as a single, connected, universal and immersive virtual world that can be accessed via immersive technology devices. One approach to this concept can be achieved through the use of multi-user immersive virtual reality applications. Immersive virtual reality (IVR), which uses gadgets that allow the user to visualize and interact in an enveloping way, is a very attractive technology for teaching purposes. There are many references in the scientific literature about its use for this purpose, including encouraging results in the field of medicine. However, there have not been enough studies assessing how much this type of technology really contributes to learning medicine. This work investigates the feasibility of using the metaverse as an educational tool in medicine. We propose a multi-user immersive virtual reality application for implementing a scene of the metaverse in which medical students are taught. Our work considers that in order to ensure this type of technology is useful in the education of medical students, the technology itself (multi-user IVR) must be designed and implemented for a medical student profile. They usually spend too much time for adapting themselves to use and manage this kind of technology when they are exposed to it for learning. The technology should not be a barrier to acquiring, or disseminating the academic contents themselves. It should act as a catalyst that enhances the speed and capacity for learning medical educational topics. Thus, we present design and user experience specifications that we implemented in an anatomical dissection room in the metaverse, and with which we conducted experiments with 114 sixth-grade medical students. Our results indicate that, based on the design and user experience characteristics that we propose in this paper, the metaverse can indeed serve as a useful and effective educational resource whose technological complexity is no barrier to medical teaching.

Animals are frequently utilized as a teaching-learning tool in multiple educational settings. It is, therefore, important to understand what students think about this topic, in particular medical and veterinary students as "life caregivers" and competent people for a dynamic and responsible social intervention. In this context, this research aims to characterize and disseminate a set of issues related to animal welfare/wellbeing in higher education in the North of Portugal, particularly as regards the teaching of students of the Integrated Master in Medicine (MIM) and Veterinary Medicine (MIMV). After ethical approval, a survey was delivered on paper to 180 undergraduate MIM (n = 100) and MIMV (n = 80) students. After collecting 139 questionnaires partially or fully completed, with varying response rates for each question, it was concluded that most of the students consider that animal experimentation is ethically acceptable when the benefits balance the harms and assuming that refinement of animal procedures is warranted; they also agree to the establishment, maintenance and performance of animal procedures solely for educational purposes as a way of ensuring optimal acquisition of theoretical knowledge, attitudes and behaviors and technical skills. Nevertheless, it is the responsibility of teachers to explore and implement pedagogical methodologies thar are equally effective but more humane and compassionate towards sentient living beings.

Over the past 35 years, the dance domain has adopted sports medicine as a key driver of professional practice. However, similar to limitations identified within sport, research is yet to achieve its full translational potential within applied settings. This "Viewpoints" paper begins to identify and unpick key philosophical and methodological aspects, with the view to stimulate discussion in this rapidly growing and developing domain. First, we outline a pragmatic philosophy that underpins expert professional practice as a basis to evaluate research. Second, we critically appraise study design characteristics to exemplify a gap between accepted scientific research protocols and professional needs within applied settings. Third, we comment on recommendations/insights made within the literature against the requirements and practices of professionals. Finally, based on this appraisal we suggest an exemplar new line of research that draws upon a pragmatic philosophy; namely, motor skill refinement. In enacting these 'new moves', we look forward to increased collaboration between practitioners and academics to fully realise a strong applied evidence-base. This task will not be easy, as with any interdisciplinary research, and should draw upon interdisciplinary expertise to do so. Hopefully our brief comments will provide a stimulus for further discussion, planning and future action.

The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term "qualitative" in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North America- and Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North America- and Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.

Over the past 20 years, root cause analysis (RCA) has become one of the most widely used retrospective methods for detecting safety hazards in medicine and healthcare. Despite its wide use in management practice and growing popularity in academic research, there is currently a dearth of coverage of RCA in popular healthcare management textbooks and pedagogical publications. This paper addresses this gap by presenting innovative instructional materials and recommendations for teaching RCA in healthcare management. Using an episode of "Grey's Anatomy" TV show, this experiential learning exercise takes students through the steps of RCA and makes use of a range of RCA tools, including high-level flowchart, fishbone diagram, "five whys", corrective action plan, and others. The exercise, which was classroom tested and received positive student feedback, can be adapted to a range of healthcare management classes. Because RCA can have widespread, lifesaving consequences, healthcare management courses can significantly benefit from integrating this exercise into classroom pedagogies.

A bibliometric analysis was carried out on the production and publication of research papers related to the study of the management variable in the quality of education in Latin America. The purpose of the analysis proposed in this document is to know the main characteristics of the volume of publications registered in Scopus database during the period 2016-2021 in Latin American countries, achieving the identification of 1183 publications in total. The information provided by said platform was organized by means of tables and figures categorizing the information by year of publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that Brazil, with 589 publications, is the Latin American country with the highest production. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of management in the quality of education was Medicine with 538 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 71% of the total scientific production.

This paper investigates the frequency and contextual uses of the metadiscoursal devices of evidentials, code glosses, hedges and boosters in four academic disciplines, namely, linguistics, literature, chemistry and medicine. Hyland and Hinkel's taxonomies of metadiscourse provided the search items. The data analyzed consisted of a corpus of forty research articles, divided into four subcorpora equally drawn from the four disciplines. The corpus was randomly selected from leading international journals and processed by the corpus analysis toolkit, AntConc. The AntConc concordancer was employed so that each metadiscourse item could be counted and examined in its context. The findings show that hedges were the most frequent metadiscoursal device, which may be seen as an indication of the academic authors' tendency to use language of caution and uncertainty. The second rank in frequency was occupied by evidentials, which reflects the need for academic writing to establish credibility. Code glosses and boosters have the least frequency, which may measure for the value of conciseness in academic discourse. The analysis also shows that linguistics and literature exceed the two scientific disciplines, chemistry and medicine, in the frequency of the four metadiscoursal devices. Linguistics manifests the highest distribution of hedges and code glosses, medicine the highest number of boosters, literature the highest frequency of evidentials. Chemistry has the lowest frequency of all metadiscoursal devices. This study aims to help students of academic writing to learn about the use of the selected metadiscoursal devices in many disciplines. Future studies need to investigate more metadiscoursal devices in other academic disciplines.

Internships are high impact practices that offer work experiences and provide advantages for participating undergraduate students and for the talent acquisition efforts of firms. While research consistently documents the benefits of internships as a transformative experience, access and outcomes may vary for students and for underserved populations. Limitations of internships can include lack of access to enough positions as well as inadequate interactions between undergraduate students, firms, and faculty members in business programs. The purpose of this article is to describe an approach to enhancing access to internships on a larger scale with greater variety. Protocols found in clinical rotations in medicine and best practices for business internships guide development of the concept proposed in this paper. Steps associated with antecedents, process, and outcomes are summarized in a schematic and guide the development of the clinical internship framework. If high impact practices such as internships are to provide transformative experiences for all students, then the ideas developed to enhance academic efforts become critical components of future research and of continuous improvement efforts in business education over time.

The concepts of traditional knowledge, indigenous people and indigenous knowledge have gained broad use in international discussions on sustainable improvement. Nevertheless, their use is usually subjected to confusion. There have been numerous attempts to clarify the notions of traditional knowledge, indigenous knowledge and people. Although there are no globally approved definitions, this paper is devoted to analysing the approaches of international organisations to the protection of traditional knowledge. The study discusses the work of the international organisations: World Intellectual Property Organization (WIPO), United Nations Educational, Scientific and Cultural Organization (UNESCO), World Health Organization (WHO), World Trade Organization (WTO) and Food and Agriculture Organization of the United Nations (FAO), as well as international conferences: Conference of the Parties of Convention on Biological Diversity and United Nations Conference on Trade and Development (UNCTAD). The examples of traditional knowledge illustrate the paper: use of turmeric for wound healing in India, use the Hoodia plant to suppress hunger during hunting in South Africa and others. It is noted that today, at the international level, there are no instruments that ensure comprehensive protection of traditional knowledge. The author concludes that WIPO and UNESCO currently carry out the main work aimed at providing the protection of traditional knowledge. However, other international organisations and conferences, such as WHO, WTO, FAO, UNCTAD and Conference of the Parties of CBD in their work are also addressed some aspects associated with the preservation of traditional knowledge.

With the rapid application of blended learning around the world, a large amount of literature has been accumulated. The analysis of the main research topics and development trends based on a large amount of literature is of great significance. To address this issue, this paper collected abstracts from 3772 eligible papers published between 2003 and 2021 from the Web of Science core collection. Through LDA topic modeling, abstract text content was analyzed, then 7 well-defined research topics were obtained. According to the topic development trends analysis results, the emphasis of topic research shifted from the initial courses about health, medicine, nursing, chemistry and mathematics to learning key elements such as learning outcomes, teacher factors, and presences. Among 7 research topics, the popularity of presences increased significantly, while formative assessment was a rare topic requiring careful intervention. The other five topics had no significant increase or decrease trends, but still accounted for a considerable proportion. Through word cloud analysis technology, the keyword characteristics of each stage and research focus changes of research were obtained. This study provides useful insights and implications for blended learning related research.

The overwhelming majority of professionals who serve the autistic community using applied behavior analysis (ABA) do so from a place of caring and compassion to improve the quality of life for the individuals they serve. As researchers and practitioners, the authors feel it is essential to acknowledge concerns that have arisen from neurodiversity activists and their families surrounding the effects of ABA on the autism population and claims that the goals and strategies in ABA are ableistic. This paper will highlight major issues neurodiversity advocates have reported regarding ABA, examine areas considered to be ableistic, and discuss ways ABA has positively impacted society while emphasizing the importance of listening and responding to expressed concerns of stakeholders.

Heath advocacy (HA) remains a difficult competency to train and assess, in part because practicing physicians and learners carry uncertainty about what HA means and we are missing patients' perspectives about the role HA plays in their care. Visual methods are useful tools for exploring nebulous topics in health professions education; using these participatory approaches with physicians and patients might counteract the identified training challenges around HA and more importantly, remedy the exclusion of patient perspectives. In this paper we share the verbal and visual reflections of patients and physicians regarding their conceptualizations of, and engagement in 'everyday' advocacy. In doing so, we reveal some of HA's hidden dimensions and what their images uncovered about the role of advocacy in patient care. Constructivist grounded theory guided data collection and analysis. Data was collected through semi-structured interviews and photo-elicitation, a visual research method that uses participant generated photographs to elicit participants knowledge and experiences around a particular topic. We invited patients living with chronic health conditions (n = 10) and physicians from diverse medical and surgical specialties (n = 14) to self-select photographs representing their experiences navigating HA in their personal and professional lives. Both groups found taking photographs useful for revealing the nuanced and circumstantial factors that either enabled or challenged their engagement in HA. While patients' photos highlighted their embodiment of HA, physicians' photos depicted HA as something quite elusive or as a complicated and daunting task. Photo-elicitation was a powerful tool in eliciting a diversity of perspectives that exist around the HA role and the work advocates perform; training programs might consider using visuals to augment teaching for this challenging competency.

This research envisioned as its main objective the comprehension of the process of knowledge production concerning the Afro-Brazilian boldo ("Plectranthus barbatus Andrews"), with the contributions from both scientists and the Afro-Brazilian people. As specific objectives, we attempted to reconstruct the research pathways traveled by medicinal plant scientists and by the Afro-Brazilian people and to evaluate the conduct of scientists along this process. The method exploited in this investigation consisted of a systematic literature review followed by content analysis from a bardanian perspective. Within the framework of this investigation (decoloniality of knowledge), the theories of epistemicide, epistemic pillage, and ethics of Ubuntu comprise the main theoretical constructs employed. During content analysis, we formulated a category discussing how the ancestral wisdom was presented in the papers investigated herein. The process of knowledge production always occurs in collaboration with other scientists, which, according to the theory of Ubuntu, can be considered ethical. We analyzed how the ancestral knowledge is presented in the research papers related to boldo in order to understand both its influence on the body of research examined and the possible processes of epistemic injustice. It is possible that, in the process of knowledge production depicted herein, Afro-Brazilian people might have had their epistemes pillaged, which appears to be unethical under the perspective of Ubuntu theory, and this motivated, in this work, the proposal of an ethically oriented process of knowledge production. This research first establishes the approaches between ethical and epistemological aspects with respect to processes of knowledge production, from a decolonial perspective, and reveals the nuances of those processes, the epistemic injustices that have occurred, and the ethical problems due to these injustices.

Cognition could be seen as a cascade of top-down and bottom-up processes across behavioural and psychophysiological layers in a cognitive architecture. Typical behavioural measurements used in education do not give information about lower cognitive layers. Event-Related Potentials (ERPs) derived from electroencephalography allow researchers to look at and assess these lower cognitive layers in tasks pertinent for education, such as reading. This methodology can also record ERPs, which are neural responses linked with particular sensory, cognitive or motor events. Despite some limitations, ERPs are useful in educational settings because they allow to measure processes that are very fast, which is the case in many simple cognitive tasks. They are also very helpful when behavioural measurements cannot be used. However, a challenge in leveraging the potential of neuroscience in education is the requirement for interdisciplinary work. Besides, the technical aspects of the electroencephalogram (EEG) and ERP research represent a huge challenge for the typical educational researcher. The goal of this article is to present a brief contextualized view about the use of ERPs in educational research based on the book written by Luck (2014). This article presents the common challenges in designing ERPs experiments accompanied by a range of possible solutions. The approach is augmented with examples from a review of a field of educational research, which has drawn heavily on neuroscience experiments, namely, reading. This paper extends to current and cutting-edge research by concluding with emerging methods in education such as fixation-related potentials. The EEG can also be very useful to answer particular research questions in education because it provides continuous information in the timescale of milliseconds to assess cognition and affectivity.

In the study of Islamic education, the scientific and medical contributions of Muslims globally are incongruously positioned. In most cases, Islamic education is completely divorced from its conventional scientific research and experimentation known and appreciated in its early and classical periods. Science and medicine are not alien in Islamic epistemology, though, have suffered gross neglect in the Muslim World in recent centuries. However, the universality and connectivity among the Muslims in the world since the beginning of the Islamic mission has been one of the gluing and cementing factors in the Muslim world intellectually and culturally, which made spread and diffusion of literature and scholarship across Muslim communities reciprocally. It is thus, not a surprise to find that, not only on the spiritual and educational facets but also in scientific and medical spheres the classical writers of the Middle Eastern and Mediterranean regions got their ways and significantly impacted the Muslim scholars of the nineteenth century northern Nigeria. The paper, therefore, aims at tracing and analyzing the extent of influence of those (Middle Eastern and Mediterranean regions) scientific literatures on the perception, motivation, as well as research, documentation, and experimentation in fields of sciences and medicine in Muslim Northern Nigeria. Special consideration will be given to the works by Sultan Muhammad Bello, d. 1837, who wrote quite a number of treatises on different aspects of sciences, followed by Sheikh Abdullahi Fodiyo d. 1829, and others who followed after them. The research will also explore how in turn, their educational works on scientific and medical research also impacted on the Muslim societies in Nigeria and beyond, especially in the codification and enlistment of the scientific resource materials on the wider educational spheres and the curricular of the Muslim societies of the area, since the last two centuries.

The main aim of this paper was to analyze how medicinal gardens in secondary schools can improve teaching-learning processes in rural settings. The sample comprised 179 students (69.3% girls) from a rural public secondary school in the province of Huila (Colombia). The age of the participants ranged from 15 to 17 years with a mean of 15.86 years (SD = 0.86). Seeking school motivation strategies for rural students from a rural institution in the municipality of Guadalupe, teachers of the natural sciences designed didactic-pedagogical alternatives employing situated learning that would allow them to contribute to solving school problems and environmental issues affecting rural areas. The environmental phenomena included the loss of fertile soils and the harmful effects of the use of agrochemicals. Medicinal gardens together with situated learning activities proved a useful teaching tool in formal rural educational settings.

The use of neurophysiological measurements to advance the design, development, use, acceptance, influence and adaptivity of information systems is receiving increasing attention. Within the field of education, neurophysiological measurements have commonly been used to capture a learner's psychological constructs such as cognitive load, attention and emotion, which play an important role in student learning. This paper systematically examines the literature on the use of neurophysiological measurements in higher education. In particular, using a well-established Systematic Literature Review (SLR) method, we identified 83 papers reporting empirical evidence about the outcome of employing neurophysiological measurements within educational technologies in higher education. The findings of the SLR are divided into three main themes discussing the employed measurements, experimental settings and constructs and outcomes. Our findings identify that (1) electroencephalography and facial expression recognition are the dominantly employed types of measurement, (2) the majority of the experiments used a pre-experimental design, (3) attention and emotion are the two foremost cognitive and non-cognitive constructs under investigation, while less emphasis is paid to meta-cognitive constructs and (4) the reported results mostly focus on monitoring learners' states, which are not always the same as the intended purpose, such as developing an adaptive system. On a broader term, the review of the literature provides evidence of the effective use of neurophysiological measurements by educational technologies to enhance learning; however, a number of challenges and concerns related to the accuracy and validity of the captured construct, the intrusiveness of the employed instruments as well as ethical and privacy considerations have surfaced, that need to be addressed before such technologies can be employed and adopted at scale.

Inclusion has been increasingly recognised as a global common goal in education. In China, inclusive education for children with special educational needs and disabilities is currently practised as 'Learning in Regular Classrooms' (LRC). However, not only has the inclusion policy frequently been criticised as failing to provide clear, systematic, or consistent strategies, but also the actual practices of LRC have also been found to merely concern children's physical integration into the mainstream settings. This discussion paper explores key structural barriers to inclusive education through reviewing policies within the wider education ecosystem that are relevant to the theme of inclusion but outside the LRC policy itself. The analysis illustrates how the complex and interlocked structural barriers embedded within the wider context of current education policies pose persisting constraints for inclusion to progress in China, and how these structural barriers unique to the Chinese education system also reflect the common 'wicked problems' for practising inclusive education globally. The paper discusses five main education structures: neo-liberal education policies, national college entrance examination system, teacher evaluation system, staffing quota system and the 'combine medicine and education' policy. The conclusion illustrates the complexity and main issues facing future inclusion policy reforms and highlights key objectives for policy change. It indicates that, for inclusion reforms to be effective, broader changes are needed within the wider education ecosystem.

Feedback processes are situated within the norms and practices of disciplinary learning activities. Through a sociocultural lens, this study seeks to understand disciplinary feedback possibilities and challenges through a study of four different disciplines at a research-intensive English medium university. Two soft applied and two hard applied disciplines were selected: architecture, education, engineering and medicine. Research methods comprised interviews with teachers and students, and carefully chosen classroom observations. The findings exemplify both disciplinary-specific and generic ways of implementing feedback processes, with critical reviews in architecture and bedside rounds in medicine representing significant disciplinary feedback practices. A contribution of the paper lies in suggesting a novel concept of signature feedback practices to denote characteristic feedback strategies used in specific disciplines. A key implication for practice lies in the potential for the development of signature feedback practices focused on ways of thinking and doing which are authentic to the discipline.

Higher education and elite professional occupations are considered to be key sources of social mobility. In this paper, we suggest that examining patterns of admission into professional undergraduate programmes, a key route for entry into elite professional occupations, may provide important insights into social mobility through higher education. We analyse university admission offer data and assess the impact of ethno-racial, gender and class intersection on relative likelihood of student admission to six elite professional programmes (medicine, law, accounting, architecture, engineering and business management), in comparison to non-professional programmes. Our exploratory analysis provides several interesting results; though they present a generally pessimistic picture of potential social mobility through higher education. We find that higher class background is a key factor in admissions to elite professional programmes, especially evident in the exemplar traditional professions of medicine and law; presumed gender effects on entry into technical math-based professional programmes, such as engineering and accounting, are substantially moderated by class background; and ethno-racial background may mitigate some of the class penalties for women, but leads to double penalty for black men. Our findings contribute directly to the current research on impact of class origin on social mobility, especially that on class ceiling. Further, we respond to recent calls for fuller inclusion of class in intersectionality-based research by showing how class may work both through and against other social factors, such as race and gender.

This paper explores how the educational and career paths of Indigenous people in STEMM have been impacted by ethical, cultural, and/or spiritual issues. Based on a survey of over 400 Indigenous students and professionals in STEMM fields, plus over 30 follow up interviews, we find that these issues cause some Indigenous people to leave particular fields altogether, others to avoid certain tasks within their chosen field, and still others to intentionally select particular fields. Ethical, cultural, and/or spiritual issues also are the reason some Indigenous people choose certain career paths, because of their desire to help their communities. By understanding these pathway impacts, STEMM leaders and educators can ensure more equitable pathways and can prepare, recruit, and retain Indigenous people in STEMM fields.

Analysis of data on school leavers in Scotland points towards considerable inequality in access to higher education. This is highlighted in terms of participation in higher education by young people from lower-income households or identifying as first in their families to consider going to university. The situation is more acute in terms of access to the most competitive courses leading to careers in medicine, veterinary medicine, dentistry and law. This paper draws on data from an ongoing research and development project in the area of mentoring to present a case study of a young woman progressing an application to study medicine. Drawing on the concept of Academic Capital Formation it illuminates the ways in which institutional practices advance or impede access to higher education and particularly, to those courses which facilitate entry into high status professional occupations. The findings in this research problematise current thinking about how to widen participation in higher education and the most competitive professions.

Terminology represents a significant factor in healthcare communication between specialists and patients. The present paper deals with the lexicosemantic characteristics of multi-word lexical units "multiple sclerosis," "amyotrophic lateral sclerosis," "Parkinson's disease," "Alzheimer's disease," "epidural abscess," "Huntington's chorea," and "carpal tunnel syndrome." The research questions focus on collocations, word combinations, and concordances in which they regularly appear; the first lemma to the left and the first lemma to the right from the studied lexeme demonstrate the principal positions of our interest. Simultaneously, the researcher considers their semantic restrictions, semantic prosody, and grammatical relations that influence their lexical features. The whole linguistic material is investigated in the framework of the text corpus English Web 2015 (enTenTen15) with the help of the search tool Sketch Engine. To begin the research, the frequencies of these lexical units are elaborated. The researcher also looks into the morphological classification of the studied words as these two factors affect them from the lexicological perspective. The research outcomes confirm that the nervous disease names appear in a wide range of structures, and they considerably contribute to successful communication in the medical surroundings. Moreover, the results indicate that the lexicosemantic behaviour of the terms reflects extralinguistic factors (psychological, social) of individual communication acts. The phenomenon is to be further examined and interpreted within the corpus analyses of other chosen lexical units, not only from the field of medicine. Eventually, the researcher outlines possible pedagogical implications of the research results in the process of teaching English.

In developing nations, health systems are still fragmented, especially components such as public supply chain and procurement systems, often resulting in medicine stock-outs at last mile health facilities. Sophisticated systems are needed to address these challenges, often in alignment with a demand driven supply chain management (DDSCM) strategy, which has been gaining momentum in other industries. If the vision of DDSCM is to be realised, most processes must become digitised and a critical element will be the evolution of traditional supply chains toward a connected, smart, and highly efficient supply chain ecosystem driven by actual demand information. This paper identifies DDSCM dimensions and map out the interrelationships between them. Validations of the interrelationships are put forward through a survey of 78 subject matter experts. To guide decision-makers on how the framework is used, case study results were used to generate a scenario to test the applicability of the tool in the public healthcare supply chain network. More broadly, the findings in this paper reveal that digital implementation, decision support and DDSCM supply chain strategy can enhance efficiency in the supply chain.

In the context of rapidly growing numbers of university students reporting that they have experienced mental health problems, this paper argues that doing research as an undergraduate can contribute to student well-being. Although the benefits of undergraduate research are well documented, underlying reasons for its efficacy on positive student outcomes require investigation. This paper uses Self-Determination theory, which has empirically shown that fulfilling one's need for autonomy, competence, and relatedness fosters well-being. Using authenticity as a conceptual lens to understand undergraduate research experiences, and a novel connection to Self-Determination theory, the theoretical proposition that authenticity within undergraduate research contributes to well-being is elaborated. The paper suggests that authenticity within undergraduate research experiences offers a way to stimulate well-being among our students, which hinges on effective curriculum design and mentoring. Two case studies, drawn from Medicine and Geography, explore the way in which curriculum design coupled with mentoring pedagogy can enhance authenticity in research, student motivation, and, therefore, well-being. The paper reveals how authentic research-based learning can form an entitlement for all students through an embedded curriculum-based approach. The paper advocates for research-based learning to begin early in the undergraduate curriculum, in order to establish a sense of belonging for students and healthy learner-centred pedagogy. In addition to the framework for authenticity adopted, this paper reveals the importance of attention to the quality of learning spaces (novelty, professionalism, inclusivity) and the practice-based elements of mentoring for effective relationships between learners and teachers to ensure the well-being of all involved.

Developing the appropriate linguistic and documentation skills in specialised domains is one of the greatest challenges in English for Specific Purposes (ESP) courses. Among other tools, corpora are intended as efficient resources students can use to improve and develop their thematic, terminological, and phraseological knowledge (Sánchez Ramos, 2020). Based on a non-experimental mixed-methods study, this paper reports the feasibility of a corpus-based approach to teaching medical translation at a postgraduate level. It analyses how a group of 40 postgraduate students at the University of Alcalá (Madrid, Spain) perceive the compilation of their own corpus and the usefulness of corpus management tools (CMTs) in solving thematic, terminological, and phraseological issues. The software LancsBox (Lancaster University) was used, which is a recently created CMT that incorporates automatic tagging, cutting-edge statistics information, and innovative visualization options. The quantitative and qualitative analyses of this data suggest that the ESP students were highly satisfied with the corpus-based approach. Our findings also reveal that postgraduate students incorporated CMTs during the whole course as documentation resources for their translation tasks, and they are willing to use them in their near future professional career. These results show the potential usefulness of CMTs and offer a way of integrating them into the ESP curriculum.

This paper investigates semantic categories of reporting verbs across four disciplines: Accounting, Applied Linguistics, Engineering and Medicine in research article genre. A general corpus of one million words and sub-corpus (for each discipline) were compiled from a total of 120 articles representing 30 articles from each discipline. In this study, two levels of analysis were conducted. Firstly, I randomly selected five articles from each discipline and read and reread each article identifying what reporting verbs are used, in what context are used and why such reporting verbs are used. This process enabled me to identify semantic categories of reporting verbs. Secondly, on the basis of the identified list of semantic categories of reporting verbs, I used the list in generating concordance output for quantitative textual analysis of each sub-corpus of the four disciplines, as well as the general corpus. The results of the study show that writers from both Accounting and Applied Linguistics are having a high frequency of reporting verbs than writers from Engineering and Medicine disciplines. It also shows that there are certain commonalities and differences between the disciplines. For example, all the disciplines are having frequency of the three semantic categories of reporting verbs but with certain degree of variations. The study recommends raising awareness of students on semantic categories of reporting verbs. The results could also help EAP/ESP teachers in designing course materials for discipline specific reporting verbs. It could also be helpful for textbook course designers in developing textbooks for teaching reporting verbs.

The standardisation process of English spelling largely came to its conclusion during the Early Modern period. While the progress of standardisation has been studied in both printed and manuscript texts, few studies have looked at these processes side by side, especially focusing on the same genre of writing and by using corpora that are sufficiently large for quantitative comparison. Using two Early Modern medical corpora, one based on manuscripts and the other on printed sources, this paper compares the trajectories of spelling standardisation in the two textual domains and shows that while spelling standardisation progressed in an almost linear fashion in printed texts, the manuscripts reveal a much more varied and shallow cline toward standardisation.

In this research, it was aimed to analyze the profiles of secondary school female students considering STEM (science, technology, engineering and math) careers at university by collecting information such as education status of the parents, number of siblings, monthly income of the household, their favorite courses at school and the departments they intend to choose at the university. The research addressed the following question: "What is the profile of secondary school female students who consider choosing STEM careers?" This study is structured according to instrumental case study design, one of the qualitative research designs. The research data were collected from 210 female students studying in Anatolian high schools by a form in which the students' information was requested. After collecting the forms applied to a wider workgroup, female students' data were separated and the departments they intend to choose at the university were analyzed. Originally, the form has been applied to a larger sample, following the collection of the data, the data of female students was analyzed separately to see the departments that they consider at the university. The departments stated by female students were coded as STEM careers and non-STEM careers. The results obtained from the evaluation of the data are given as frequency and percentage. Regarding female students who consider preferring STEM careers, it was found that the education level of their parents is high; the number of siblings and therefore the number of people in their household is low; the monthly household income is moderate or high; and the students who like the courses directly related to STEM fields are more interested in choosing STEM careers. It is seen that more than half of the female students who want to choose STEM careers want to pursue a career in medicine. [This study was presented as an oral paper at the International Conference on Science, Mathematics, Entrepreneurship and Technology Education.]