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Medicine has always reflected the behavior of its practitioners. It can look back on an impressive history with the Hippocratic Oath, which is approximately 2000 to 2500 years old. But despite this history, the question remains why there should be medical ethics or whether it is not sufficient to demand morally of a physician what is to be demanded of every citizen anyway. A paper by the “Ethics in Medicine Working Group“ of the International Association of Therapists & Medical Doctors (IAAT).

The hypothesis of this paper is that writers with similar academic backgrounds express personal attitudes in English and in Spanish differently in research papers. Thus, the main objectives are, first, to study the differences in the use of attitude devices in Spanish and English academic discourse; second, to compare the results in the different sections of articles; and finally to study the positive or negative semantic implications of the lexical items by carrying out a sentiment analysis. To this end, fifteen Spanish industrial engineering papers were compared with fifteen English industrial engineering papers. The results showed that there are in fact differences in the way academic writers communicate attitude, but the sentiment analysis revealed that neutral lexical items were the most commonly used in engineering research papers. Even though engineering researchers share the knowledge of the specialist content and the academic style of expressing their thoughts, personal attitudes were expressed in different ways in Spanish and in English.

In 2015 Ross Gibson wrote about the need in the academy for “linguistic explication” of the artwork and creative process, in particular to encourage debate on knowledge that arises from the work. I began my creative practice PhD after spending twenty years as a successful documentary practitioner. When it was time to start writing about my research and the new knowledge, instead of using text I turned to the audiovisual medium as my method of communication. I created “Filming” (2017), which combines the theory-rich mode of academic papers with the audio-visual form of my art, documentary. I called it a “digital paper”. The digital paper form has become an integral part of my PhD. This hybrid creative practice uses my artform medium as my method of communicating Gibson’s “linguistic explication”, rather than using text alone. This report will locate the digital paper within my PhD practice.

Fifty years after the 1969 White Paper, and 4 years after the Truth and Reconciliation Commission’s final report and calls to action, teacher educators in Canada are engaged in the profound work of decolonizing a series of notions and frameworks underpinning their work, their institutional cultures and student expectations. This chapter explores some of the premises and frames of equity, antiracism and social justice education that come into question when educators take up pedagogies oriented towards reconciliation, decolonial, anticolonial, or treaty education. A turn to settler colonial studies and theories of racial and colonial capitalism points to the ways racism figures within colonial modernity and the implications for antiracism and decolonial education. The discussion is springboarded from the question, Are Canadian teacher educators getting past the White Paper? Or are we working within a framework that equates the struggles and aspirations of Indigenous people with those of other communities facing racial discrimination or that presumes the ameliorability of this settler-colonial society, through the curricular and pedagogical removal of barriers to Indigenous student empowerment, educational success, and upward mobility? Are our projects—supporting teachers to engage in curriculum inclusion and culturally responsive pedagogy—framed within settler futurities or Indigenous ones? What’s the difference, and why does it matter?

Writing and presenting results is important for any research work. Publishing is not enough; it should be written clearly and consistently for others to read and cite. We present a review of different techniques, for improving the writing in research papers intended for publishing. These include how to write the title, whether to use active or passive voice, how long sentences should be, how to present the uncertainty, understanding the International System of Units (SI) writing conventions, how to assign authorship, how to effectively use references, how to present the work, and how to publish it in a journal. This paper is a summary of the main and most recent recommendations in the scientific field on how to write a research paper to increase its impact.

The aims of this study are to investigate the problems and challenges of university students in writing English scholarly article for an international journal and to elaborate their perceptions toward the importance of writing for the publication. Furthermore, it also explores the certain needs to support their skills in the process of writing the article.The investigation involves 20 students from one of the universities in Indonesia. It uses a questionnaire consisted of 24 items to understand the students‟ problems and perceptions of the issues in relation to writing for the academic publication in English. The findings of this study indicate that claiming knowledge was the most difficult aspect in writing the article. On the other hand, students agree that writing for international publication is considered as a crucial action in academic field, and henceforth, they needs to have university‟s support to prepare students‟ writing. Finally, some suggestions related to students‟ problem in writing for international publicationare are offered.