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This paper is an examination of the way mathematics, and STEM, arises through stories of teaching and learning on, with, and alongside "Land." It emerges from research, undertaken in different Nations (Cree, Dene, Métis, Mi'kmaw, Naskapi, Canada), that considers what locally meaningful K-12 STEM teaching and learning might look like in Indigenous contexts. The paper reflects our research process. Each story is followed by a conversation that surfaces elements of how mathematics, language, learning, and different ways of knowing, being, and doing circulate together and emerge in relation to "Land" and all relations living within it. We frame the work in ethical relationality to open a space where Indigenous and Western knowledges might co-exist, attending to ongoing tensions in the work between ways of knowing, being, and doing of different people and peoples/nations, between perspectives and experiences of indigenous and non-indigenous participants, between languages, while still creating spaces where we might move closer together through iterative processes of collective learning. This exploration provides insight into how and when we might remember that mathematics has spirit, how quantity and pattern live in various contexts, when numbers might be inadequate for a context, and how all these ideas can meaningfully inform mathematics teaching and learning via relationships between language, mathematics and learners. We seek a mathematics that resists abstraction as extraction and instead lives and enspirits teaching and learning through relationships.

Introduction: Screening instruments specifically developed to identify genetic testing applicants who may need professional psychosocial support are much needed. However, there are no screening instruments validated for the Portuguese language. This paper presents the translation, adaptation, and validation process of the Genetic Psychosocial Risk Instrument in a sample of 207 Portuguese applicants to genetic testing in the context of inherited cancer risk., Material and Methods: Participants were mainly female (84.06%), with a mean age of 40.08 (SD = 12.89) and were recruited from the Portuguese Oncology Institute of Porto. Confirmatory factor analysis was conducted to confirm the Genetic Psychosocial Risk Instrument factorial structure. Convergent validity was assessed with the Impact of Events Scale, the Clinical Outcome Routine Evaluation - Outcome Measure, and the Hospital Anxiety and Depression Scale., Results: A model composed by the factors 'Internal Impact of Genetic Testing', 'External Impact of Genetic Testing' and 'History of Mental Health Concerns' was confirmed. These factors showed good internal consistency, convergent and discriminant validity. The factor 'Personal Loss to Cancer' proposed in the Canadian and French versions did not converge. We propose excluding this factor from the European Portuguese version of the scale., Conclusion: The European Portuguese version of the Genetic Psychosocial Risk Instrument is a reliable and valid instrument, although more research is needed to effectively use it in routine clinical oncogenetic departments.

This paper presents data from a Québec French-speaking child with protracted phonological development (PPD) who received phonological intervention based on a nonlinear phonological framework. At 5;3, he showed relative strengths in word structure compared with consonants (e.g., /s, f, v, k, ɡ/). Addressing segmental constraints in intervention led to higher overall accuracy and more consistent production of singleton consonants and word-medial consonant sequences and further gains in word structure. As part of a special cross-linguistic issue on individual profiles in PPD, the current paper provides an in-depth pre/post-treatment phonological analysis and contributes to emerging normative French-Canadian data on assessment and treatment.

Although group studies provide necessary information about the range and frequency of phenomena in phonological development, individual profiles (case studies) can be used to describe entire phonological systems in detail. Profiles from different languages can highlight similarities and differences across languages that may be less obvious in group studies. The current issue presents profiles of children with protracted phonological development (PPD: speech sound disorders) from 16 languages (Akan, Kuwaiti Arabic, Bulgarian, Canadian English, Farsi, Canadian French, German, Greek, Icelandic, Japanese, Mandarin, Polish, European Portuguese, Slovenian, Granada Spanish, Swedish). Utilising a constraints-based nonlinear phonological framework, each profile describes a child's strengths and needs in word structure, segments, features and their interactions and suggests an intervention plan. Where available, follow-up data from after clinical intervention are included. This introductory paper provides the theoretical background for the papers and reflects on the findings, drawing out particular themes and implications for phonological and developmental theories and clinical intervention.

Patterns of linguistic and interactional behavior by people at the very end of their lives are not well described, partly because data is difficult to obtain. This paper analyzes descriptions of 486 deaths gathered from 1900 to 1904 in the first-ever clinical study of dying by noted Canadian physician, Sir William Osler. Only 16 patients were noted speaking, and only four canonical last words were reported. The most frequent observation by medical staff was that the deaths were quiet (n = 30), though range of other behaviors were noted (e.g., moaning, delirium, seeming intention to speak). Osler's problematic study left behind data whose analysis is a small step toward empirically characterizing the linguistic and interactional details of a previously under-described phenomena as well as the importance of the social context in which they occur. [ABSTRACT FROM AUTHOR]

Dystonia is a neurological disorder characterised by involuntary muscle contractions. Pain is the primary non-motor symptom, and limited studies have investigated how dystonic pain is experienced. This study aimed to investigate how people with isolated dystonia describe their pain and compare across subgroups of dystonia. Anonymous online survey via social media asking participants to describe their pain in their own words, complete the McGill Pain Questionnaire (MPQ), and answer demographic questions. Thematic analysis identified common themes and frequencies were calculated for demographic and MPQ data. One-hundred and sixty-five respondents were included (mean age 51 years, 85% female). Thematic analysis identified four major themes "Physical sensations", "Temporal features", "Destruction", "Impact on life" with several sub-themes. The most chosen MPQ descriptor was "exhausting" followed by "tight," "sharp," "pulling," and "aching". The most common descriptors showed similar prevalence across subgroups of dystonia. As no objective tests for pain exist, pain sufferers must use language to describe their pain experience. People with isolated dystonia used sensory words combined with metaphorical language to detail temporal features of pain, as well as destructive internal battles or feelings of external forces acting upon them, and the significant toll pain has on everyday life. Pain is a common and debilitating non-motor symptom for people living with dystonia and should be discussed in a persons treatment plan. Pain sufferers use language to discuss their pain experience with others and report they don't feel well understood by others including health professionals. People with dystonic pain commonly described physical sensations, temporal features, destructive forces, and the impact on life caused by their pain. Findings suggest the experience of pain with dystonia is varied and better pain management options for people with dystonia are needed. [ABSTRACT FROM AUTHOR]

This article draws on recent discourses surrounding intangible cultural heritage (ICH) and its relationship to language preservation, practice, and revitalisation to propose that language be considered a form and practice of heritage in and of itself, not merely a vehicle for the conveyance of ICH. As such, language can serve as a bridge between the often-parallel tracks of tangible and intangible heritage, helping arrive at an understanding of heritage that is broader, more nuanced, and more inclusive. Until now, most scholars have resisted fully characterising language as heritage, viewing 'heritagisation' as a threat to the vitality of language rather than embracing language as a boon to the aliveness of heritage. In support of our argument, we draw on examples from Latin America, Asia, and in particular Canada to highlight specific historical and political discourses that determine whose language counts as heritage and whose heritage counts more generally. While certain communities may derive some benefit from an acknowledgement of their language as a form of heritage in service of a language reclamation agenda, the field of heritage will benefit greatly from inviting the vitality of language to enrich its many facets – discourse, practice, materiality, and the interplay among these three. [ABSTRACT FROM AUTHOR]