Introduction, Part II: The Historical Context

Background: Young females tend to overestimate their weight status, which might induce unhealthy weight loss intentions and behaviours. This study aimed to examine weight perception measured by visual and verbal descriptions and its correlation with weight loss intentions among female nursing students. Methods: A cross-sectional survey was conducted among 600 female nursing students from four medical colleges in Shanghai, China. The participants rated perceptions of their weight by selecting a silhouette from the female Photographic Figure Rating Scale (PFRS) and one of the following verbal descriptions: “very underweight”, “slightly underweight”, “normal”, “overweight” or “obese”. Weight loss intentions were measured using the question “How often do you want to lose weight?”. Body mass index (BMI) was calculated from self-reported height and weight. Data were analysed using univariate and ordinal logistic regression analyses. Results: The accuracy of weight perceptions measured by verbal descriptions and visual descriptions was 44.50% and 55%, respectively. In females with underweight BMI (n = 135), 88.15% and 49.63% accurately classified their weight using visual descriptions and verbal descriptions, respectively. These females were more likely to overestimate (53.83% vs. 14.50%) and less likely to underestimate (1.67% vs. 30.50%) their weight when using verbal descriptions than when using visual descriptions. For verbal descriptions, weight overestimation was associated with weight loss intentions (odds ratio, 1.80; 95% confidence interval, 1.25–2.60). However, for visual descriptions, the two variables were not associated. Conclusions: A mismatch occurred between weight perceptions measured by the two methods and BMI status among female nursing students. Compared with verbal descriptions, visual descriptions had higher weight perception accuracy. However, weight overestimation measured by verbal descriptions was more likely to be associated with stronger intentions to lose weight than that of visual descriptions. These findings suggest that methodological discrepancies should be taken into account when measuring weight perception in future studies.

Video captioning is one of the flourishing tasks in the emerging world. The new phenomena of combining computer vision and natural language processing are playing an important role in transforming the everyday world into a more technological pool. Natural language processing and computer vision are at the forefront of artificial intelligence, and their huge potential is already controlling more industries. Cancer screening, surgical simulation, visual characteristics description, visual retrieval, and visual description, among other things, are hot topics in NLP and CV research. In recent years, we've seen promising progress in video captioning, which is considered a hard task as it is difficult to capture the semantic congeniality between visual material and verbal descriptions. Varying granulose of visual elements corresponds to different granulose of language components (e.g., words, phrases, and sentences) (e.g., objects, visual relations, and interested regions). For converting visual content to linguistic descriptions, these congenialities can give multilevel alignments and complementary information. The proposed stratified alignment using attention mechanism (SAAM) model extracts interesting and vital features as visual highlights, object, connection explicit, event, spatial, temporal, and area and also global features by Multilevel Scene Description Network (MSDN) and Region Proposal Network (RPN). The attention mechanism is utilized here to differentiate various visuals from video to intensify the video captioning task. The model demonstrates with the benchmark datasets MSVD and MSR-VTT and evaluated by popular metrics BLEU, CIDEr, METEOR, and ROUGH-L.KeywordsVideo captioningVideo subtitlingAttention mechanismStratified alignment

The study presented in this article shows some aspects of how children between the ages of three and five and their educators perceive and describe the educational environment in early childhood education in Sweden. The data is generated using pedagogical walk-throughs with the educators and camera tours together with the children. The study is conducted as a case study with three municipalities as cases and shows how materiality, places and relationships appear in the intersection of the educators’ and children’s verbal and visual descriptions of the indoor educational environment. We put diffractive readings to work to follow the entangled inter-connections and the intra-acting agency of the sociomaterial assemblages. These assemblages consist of different types of materiality, spatial conditions, the educators’ verbal descriptions, the children’s photographs and their verbal and bodily actions when using the cameras. The findings suggest that children and educators use, engage in and relate to the educational environment and materiality in both different and similar ways. Moreover, the children transform the educational setting organised by the educators as place changers, while materiality constructs places as placemaking materiality.

Dorsal premotor cortex is related to recognition of verbal and visual descriptions of actions in the first-person perspective

Cripistemology, as a concept, invokes Haraway's situated knowledges by drawing important linkages between its status within critical disability studies and its counterparts in queer theory, critical race theory and feminist theory. Scholars in critical disability studies will be hardly surprised that a non- disabled scientist has conflated personal experience with scientific standards in order to posit what Robert McRuer might call a compulsory able-bodied version of objective reality. A focus on method includes asking who is served or empowered by such knowledge, and how such knowledge can help to constitute a proactive, rather than merely reactive, community of disability studies scholars and activists. Audio and visual descriptions, or tactile and verbal descriptions, both promote access and produce socially –– and technologically – mediated and intersubjective forms of knowledge. The multiple scales involved in the forms of access-making indicate that a crip methodology can be instrumental in developing a transdisciplinary map of multiple perspectives as well as multiple forms of mediation.

ObjectiveInaccurate parental perception of their child’s weight status is commonly reported in Western countries. It is unclear whether similar misperception exists in Asian populations. This study aimed to evaluate the ability of Singaporean mothers to accurately describe their three-year-old child’s weight status verbally and visually.MethodsAt three years post-delivery, weight and height of the children were measured. Body mass index (BMI) was calculated and converted into actual weight status using International Obesity Task Force criteria. The mothers were blinded to their child’s measurements and asked to verbally and visually describe what they perceived was their child’s actual weight status. Agreement between actual and described weight status was assessed using Cohen’s Kappa statistic (κ).ResultsOf 1237 recruited participants, 66.4% (n = 821) with complete data on mothers’ verbal and visual perceptions and children’s anthropometric measurements were analysed. Nearly thirty percent of the mothers were unable to describe their child’s weight status accurately. In verbal description, 17.9% under-estimated and 11.8% over-estimated their child’s weight status. In visual description, 10.4% under-estimated and 19.6% over-estimated their child’s weight status. Many mothers of underweight children over-estimated (verbal 51.6%; visual 88.8%), and many mothers of overweight and obese children under-estimated (verbal 82.6%; visual 73.9%), their child’s weight status. In contrast, significantly fewer mothers of normal-weight children were inaccurate (verbal 16.8%; visual 8.8%). Birth order (p<0.001), maternal (p = 0.004) and child’s weight status (p<0.001) were associated with consistently inaccurate verbal and visual descriptions.ConclusionsSingaporean mothers, especially those of underweight and overweight children, may not be able to perceive their young child’s weight status accurately. To facilitate prevention of childhood obesity, educating parents and caregivers about their child’s weight status is needed.

This research describes the development of the Workshop for Inclusive Co‐created Audio Description (W‐ICAD) model. Research from psychology and neuroscience explains why the assumption that vision is necessarily sufficient to be able to engage with collections is problematic, and why inclusive museum audio description (AD) (referred to as visual or verbal description in the United States) might begin to provide a solution to this problem. At the same time, the growing recognition of the need to diversify voices and narratives within the international museum sector demands a re‐imagining of how museum AD is created, and who creates it. Underpinned by the axioms of Blindness Gain and created through an iterative action research process by a joint UK‐US team of researchers and museum professionals, in collaboration with a broader team of co‐creators, the W‐ICAD model provides museums and the cultural sector with a tool for producing co‐created AD, created by blind, partially blind and sighted individuals for use in museums by blind, partially blind or sighted audiences. The applications for this model are discussed.

Currently, instruction pays little attention to the development of students’ sampling variability reasoning in relation to statistical inference. In this paper, we briefly discuss the especially designed sampling variability learning experiences students aged about 15 engaged in as part of a research project. We examine assessment and interview responses from four students to describe their emergent reasoning about sampling variability. Their reasoning is analyzed using our adaptations of a statistical inference framework and a mental processes framework. Our findings suggest that these students are beginning to develop understanding of sampling variability concepts from probabilistic and generalization perspectives and to articulate the evidence used from the data. We conjecture that these students’ understanding of sampling variability is aided by the development in instruction of the three mental processes of visualization, analysis, and verbal description.

A non-intrusive optical method for two-phase flow pattern identification was developed to validate flow regime maps for two-phase adiabatic flow in a small diameter tube. Empirical measurements of film thickness have been shown to provide objective identification of the dominant two-phase flow regimes, representing a significant improvement over the traditional use of exclusively visual and verbal descriptions. Use of this technique has shown the Taitel-Dukler, Ullmann-Brauner, and Wojtan et al. phenomenological flow regime mapping methodologies to be applicable, with varying accuracy, to small diameter two-phase flow.

ABSTRACTResearch has shown that visual complexity and the ambiguity of verbal information affect the speed and accuracy of locating targets during visual search. The higher the visual complexity and description ambiguity, the slower and poorer the target identification performance. Because these factors are seldom studied in combination (even though they regularly co-occur), it is unclear whether they would interact. Therefore, in two experiments, participants viewed images that displayed cartoon-like characters and had to correctly identify a character from a verbal description under conditions of low/high visual complexity and low/high description ambiguity (manipulated within-subjects). Results revealed that high ambiguity descriptions resulted in lower accuracy and slower response times. However, our manipulation of visual complexity did not affect performance or response times either in itself or in interaction with verbal ambiguity. Findings are discussed in terms of theoretical and practical implications, for instance, for multimedia learning.

WHAT, ONCE ENDED, MIGHT AN EMPIRE MEAN? What IS left of its map?In that Empire, the craft of cartography attained such perfection that the map of a single province covered the space of an entire city, and the map of the Empire itself an entire province. In the of time, these extensive maps were found somehow wanting, and so the College of Cartographers evolved a Map of the Empire that was of the same scale as the Empire and that coincided with it point for point.2In Jorge Luis Borges' fable Del rigor en la ciencia (1954), the perfect Map of Empire endures a sorry fate. Judged useless (inutil) by succeeding generations, the map is abandoned to the elements, leaving only tattered Fragments [...] Sheltering an occasional Beast or Beggar in the desert (despedazadas Ruinas del Mapa, habitadas por Animales y por Mendigos). Borges' story has become something of a commonplace in scholarly works on the history of cartography, so much so that it has reached the point of banality.3 Del rigor en la ciencia has served as a sly parable on two popular themes of the last twenty years: the impossibilty of complete scientific exactitude; and the alignment of maps, territory, and political power. Itself a fragment, or a pseudo-fragment of just four sentences, this text attractively illuminates the postmodern undoing of the 'discipline of geography'. And yet, as often happens, familiarity prevents us from reading a work very closely. To begin with, rigour, on closer inspection, is a pun which recent readings of the story have somewhat flattened. The of is the product of empire: both forms of rule (regula), etymologically connected, science and empire guide, stretch, reach. And there is a third rigour at work in the text: the rigour of Time, the course of (131) which brings change but, more particularly, dissatisfaction, exposure, corrosion: processes of expansion and reduction.It is easy to forget, too, that Del rigor en la ciencia has a seventeenthcentury frame, since it is presented as a quotation from Book Four of a work entitled Viajes de varones prudentes (Travels of Praiseworthy Men), attributed to one J.A. Suarez Miranda, and allegedly published in Lerida in 1658. To that frame Borges and Adolfo Bioy Casares added another. They originally published Del rigor en la ciencia under the heading Museo, introducing thereby distance of time to the uncertainty of space and the mendacity of the traveller's tale. We are invited to read within the 'museum', to adopt the role of a viewer of a specimen, knowing that the frame is in all likelihood a falsification, that this museum is one of invented footnotes. Such a position urges an interpretation of the transition from Empire, craft, and College to Fragment, Beast, and Beggar, as a parable. But this story of expanded and expended rigour is a parable of. . . what? Historians of cartography have understood Borges' narrative as a reflection on scale, on the relationship between text and territory, which it certainly is. Perhaps, though, Del rigor en la ciencia could equally be understood as a reflection on remnants, on what is left behind by empires and their maps.In the following pages I will examine three images that in different ways represent or respond to an imperial past: a sixteenth-century map of the Roman Empire; a world map from around 1300; and a twenty-first-century reworking of this medieval map by a Gujarati artist. To present such images, each from very different historical moments, runs several risks. Most obviously, there is the risk of a reductive decontextualization. It will not be possible to articulate in detail the complex circumstances of each text's production: its sources, its site of production, its readership. Nor will it be possible to explore the many connections between these images and analogous visual and verbal descriptions that crucially inform their compilation and reception. And, perhaps most unfortunate of all, by privileging these particular representations I may accomplish precisely that which I intend to critique in these pages: namely, the homogenization of empire to the extent that it becomes a unitary concept, susceptible to seamless translation and comparison across cultures. …

Mental scanning was used to assess the metric properties of mental spatial representations derived from visual experience or the processing of a verbal description, and either from survey or route perspective. Participants were asked to mentally scan their images of a spatial environment they had learned in one of the following four conditions: Visual-Survey, Visual-Route, Verbal-Survey, and Verbal-Route. No difference was found between the scanning times of the visual and verbal conditions, but scanning times were shorter after survey than route acquisition, and they consistently increased as a function of the Euclidean distances between locations in the environment, with steeper slopes in the route conditions. These results demonstrate that mental spatial representations derived from different sources and perspectives are endowed with similar properties and preserve the Euclidean characteristics of the original environment, but that they are easier to access when they have been constructed from a survey perspective.

The study examines the ability of medical students and general internists to extract diagnostic information from visual and verbal descriptions. Twenty cases, consisting of a head — and — shoulders photograph and a very brief written history were presented to 19 medical students and 12 internists. After the history only, diagnostic accuracy was 10% and 19%; after the history and photo, it was 40% and 60%, and after a verbal interpretation of the photograph was provided, accuracy increased to 60% and 79%. Both students and experts make extensive use of visual information, however both benefit from interpretation of diagnostic signs, even with apparently “classical ” presentations.

The silence of Petrarch’s picture of Laura lamented in poem 78 is normally viewed as an argument for the superiority of poetry over painting. It is true that in this poem the image of Laura seems to listen but not to speak, whereas, in other poems, the verbal representation of the woman speaks freely. This article argues that Petrarch’s writings about images employ fragile silences for carefully deliberated expressive purposes. It is shown that attention to questions of sound in vivid description was something that Petrarch learned from Quintilian. He would also have noted the sounds reported in the ekphrases of Homer, Virgil, and Catullus. Dante and Petrarch used the subjunctive in their writings on vivid images to convey the idea that pictures only seemed like they could speak. The almost-speaking topos was taken up by later humanist poets. The article examines the different configurations of verbal and visual description and argues that potential discrepancies between them were resolved using the imagination.

Background Understanding technological systems is essential for students to participate in and critically engage with a technology-rich society. Prior research indicates that pupils often find it challenging to grasp the structure, function and dynamics of such systems. Purpose This study investigates how Year 6 pupils (aged 10–12) describe, explain and analyse a technological system – specifically the wastewater system – and what their self-drawn models reveal about their systems thinking. The aim is to contribute knowledge on how pupils conceptualise complex systems and how this can be pedagogically supported. Sample Seven pupils from different schools in Sweden participated in individual interviews. All had received instruction about the wastewater system, including a study visit to a treatment plant. Design and methods Data was collected through semi-structured interviews. Pupils were asked to explain the wastewater system and draw a model of it on paper. Thematic analysis was conducted inductively to identify patterns in the pupils’ verbal and visual descriptions. In the discussion, the Freiburg model of systems thinking was used as a conceptual framework to interpret the findings. Results Pupils often began their reasoning from system-related problems, such as blockages. Most described the system as consisting of subsystems and components, although some expressed a more linear or circular view. Their self-drawn models supported verbal explanations but also revealed misconceptions about flow mechanisms – especially the role of gravity, which was often overlooked or replaced by flushing or pumps. Conclusion The study shows that pupils’ drawings help structure their reasoning and support systems thinking. However, simplifications in the models may lead to misunderstandings. Teachers should guide pupils through technological systems ‘from source to end’, clarify key concepts and scaffold the model-building process to enhance accuracy and holistic understanding.