Academic Terminology Research Articles

Reframing the role of communication in consensual and/or ethical (non)monogamies: A proposal for a change in academic terminology.

In this essay, I focus on the politics and impacts of naming, especially in the social and human sciences, and more specifically on studies that focus on subordinated or discriminated groups. Through this essay, I argue that naming conventions are some of the most important - and dangerous - tools and acts that researchers have at their disposal and, thus, should be employed with the utmost care. Considering the ongoing discussions - both inside and outside of academia - around the terms "consensual non-monogamies" and "ethical non-monogamies", this essay proposes a novel solution to help create less morally-slanted, and overreaching, hypernyms, or umbrella terms. Here, I provide a rationale for using "explicitness" as a fundamental concept on which to build new classificatory hypernymic terminology. The terminology proposed is equally applicable (and applied) to both monogamies and non-monogamies, and is tripartite: Explicit, Implicit, and Covert. In addition to the terminological proposal, I include in this essay a series of intended limitations and constraints to its usage, its interoperability with other systems, objections to (and responses to) the usage of this system, and advantages of this novel classificatory system, as well as an outline of how this proposal might be improved upon.

Hacer Topaktaş o poselstwie Franciszka Piotra Potockiego do Stambułu (1788–1793)

Reading Ottoman-Polish diplomatic relations leads to a clear conclusion that in the late 18th century, the Polish-Lithuanian Commonwealth had an opportunity to enter into an international alliance as a partner alongside the Ottoman Empire. Topaktaş has not attempted to create hypothetical scenarios regarding the survival or otherwise of the First Republic, but has reconstructed the idea of an Ottoman-Polish alliance in a scholarly manner, drawing on a rich body of historical sources. The publication contains innovative insights from the fields of history, political science and international relations. It takes into account the latest state of research and the results of searches personally conducted by the author. Topaktaş has almost managed to avoid factual mistakes and errors. The scale of the research apparatus used and the high specialisation of the technique of the historian of Polish-Turkish relations makes this monograph a work complementary to the diplomatic relations between the Republic of Poland and the Ottoman Empire. The reader is presented with a convincing argument alternating with a narrative that gives the impression of a reportage on the journey and stay of Franciszek Piotr Potocki - all wrapped up in academic terminology. The author has accomplished the research goals declared in the introduction. I personally believe that Topaktaşs book is a groundbreaking and inspiring treatise on the late 18th century. It is worth recommending to enthusiasts of Ottoman studies, but also to students of history interested in the subject.

Coming to terms with: Byzantium/Byzantine

This is the first in a series of articles that look at the uses (and limitations) of pieces of academic terminology. This article considers the origins of the terms ‘Byzantium’ and ‘Byzantine’, and considers both their current use in academic discourse, and whether there are more appropriate alternatives.

Scaffolding understanding of disciplinary concepts using African Languages in Higher Education

ABSTRACT The paper reports on a study to implement multilingualism using African languages at a university in South Africa. We report on how scaffolds and translations were designed and used by lecturers in their implementation of multilingual pedagogies in classes. Findings revealed how the use of informal translations and explanations by lecturers using students themselves as resources, what Heugh refers to as ‘horizontal multilingualism’, encourages students’ agency and voice and how these attempts can contribute towards the development of more formal, academic terminology, what Heugh refers to as ‘vertical multilingualism’. We conclude that although lecturers are willing to embrace the ‘multilingualism as resource paradigm’, certain scaffolds need to be in place to facilitate greater use of the African languages. As a recommendation towards this goal, we present a scaffolding model which outlines the various steps in the process of moving from formal academic texts and concepts in English to formal academic texts and concepts in Setswana and Sesotho via simplified translations and translanguaging. In this way, we are extending Ruiz's original framework to include language, not just as a problem, right or resource, but also as a responsibility.

Shaping student responses into academic expressions: analysing an English medium instruction history classroom from a translanguaging perspective

ABSTRACT Prior research on classroom interaction has investigated how the teacher’s feedback turn following students’ responses can be used to transform students’ turns into academic expressions during whole class discussions. Nevertheless, more empirical studies are needed to explore how teachers’ translanguaging practices can play a role in shaping students’ contributions into pedagogical opportunities for introducing academic terminologies in English-Medium-Instruction (EMI) classrooms. Adopting translanguaging as an analytical perspective, this study explores how an EMI history teacher deploys available linguistic and multimodal resources to connect students’ responses with academic concepts and terminologies. The study draws its data from a larger linguistic ethnographic project that took place in an EMI secondary history classroom in Hong Kong. The classroom interaction data is examined using Multimodal Conversation Analysis, and this analysis is further triangulated with video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. This paper argues that the EMI teacher’s translanguaging practices facilitate the process of transforming student contributions into academic terminology and concepts. The process of deploying translanguaging for transforming student contributions highlights translanguaging as an important component of the teacher’s classroom interactional competence for constructing new configurations of language practices and achieving specific pedagogical purposes.

기혼 여성 상담자의 전문성 발달 경험에 관한 현상학 연구

Objectives In this study, a study was conducted to explore the difficulties experienced by married female counselors in the process of having expertise and what the professionalism of counseling of married female counselors means.
 Methods For the purpose of this study, Giorgi's phenomenological research was conducted, and interviews were conducted twice from November 2021 to February 2022 with nine married female counselors. For the collected data, data analysis was conducted through the process of overall recognition, analysis in semantic units, translation into academic terminology, and integration into semantic units.
 Results As a result, ‘Motivation for entering graduate school’, ‘Difficulty as a married woman’, ‘Efforts to meet the standards of experts’, ‘Expertise in counseling expertise’ 5 upper components of ‘re-evaluation of self’ and ‘perception of one's own change’, 16 sub-components, and 41 semantic unit components were derived.
 Conclusions This study has significance in exploring the difficulties that married female counselors experience in the process of professionalism in a patriarchal society, and in exploring the essential meaning of having counseling expertise for married female counselors. This is expected to be a meaningful data in the field of counseling, where the proportion of married female counselors is high.

System approaches to childhood obesity prevention: ground up experience of adaptation and real-world context.

Childhood obesity prevention is critical to reducing the health and economic burden currently experienced by the Australian economy. System science has emerged as an approach to manage the complexity of childhood obesity and the ever-changing risk factors, resources and priorities of government and funders. Anecdotally, our experience suggests that inflexibility of traditional research methods and dense academic terminology created issues with those working in prevention practice. Therefore, this paper provides a refined description of research-specific terminology of scale-up, fidelity, adaptation and context, drawing from community-based system dynamics and our experience in designing, implementing and evaluating non-linear, community-led system approaches to childhood obesity prevention. We acknowledge the importance of using a practice lens, rather than purely a research design lens, and provide a narrative on our experience and perspectives on scale-up, fidelity, context and adaptation through a practice lens. Communities. Practice-based researcher experience and perspectives. Practice-based researchers highlighted the key finding that community should be placed at the centre of the intervention logic. This allowed communities to self-organise with regard to stakeholder involvement, capacity, boundary identification, and co-creation of actions implemented to address childhood obesity will ensure scale-up, fidelity, context and adaptation are embedded. We need to measure beyond primary anthropometric outcomes and focus on evaluating more about implementation, process and sustainability. We need to learn more from practitioners on the ground and use an implementation science lens to further understand how actions work. This is where solutions to sustained childhood obesity prevention will be found.

DIFFICULTIES WITH WORD CHOICE IN ACADEMIC WRITING AND SOLUTIONS: A RESEARCH ON ENGLISH-MAJORED STUDENTS AT CAN THO UNIVERSITY, VIETNAM

Writing, especially academic writing, is highly valued in foreign language acquisition, particularly for English majors. Nevertheless, using academic terminology might be difficult for students still developing their academic language abilities. The purpose of this research is to understand students' difficulties in selecting appropriate words in academic writing and offer solutions to overcome such difficulties. The participants were 78 English majors (high-quality program, course 45) and three lecturers at the Department of English Language and Culture, School of Foreign Languages, Can Tho University. Questionnaires were used to measure their difficulties in word choice in academic writing and semi-structured interviews were utilized to find solutions. The results show that most participants had a basic knowledge of academic vocabulary, which was demonstrated through their ability to select the appropriate word choice. However, students found it difficult to choose the right words in their academic writing. The reasons are that academic words are not easy to remember and not successfully used in the context of the meaning of the word and do not have an effective method of learning academic vocabulary. Based on the results, several specific approaches have been proposed to help students find the most suitable strategies for learning and using academic vocabulary for their writing.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0251/a.php" alt="Hit counter" /></p>

Exploring the involvement of representatives of migrant groups in health research

Abstract Background Public involvement in research is increasingly utilised, but has been problematised for lack of diversity. Involving representatives from seldom-heard groups, such as the migrant population, has the potential to transform health research for some of Europe's most disadvantaged groups. Methods We have explored involvement of migrants in health research projects in Sweden, through a three-year longitudinal qualitative study with migrant contributors involved in a child mental health trial, and a series of behavioural observations of research meetings in several projects with migrant contributors. Results The migrant contributors were initially hesitant to trust the researchers. However, through relationship-building and time, mutual trust was established. The contributors gained a social network in each other and the researchers, and their motivation for involvement changed over time, from focussing on individual benefits to societal change. They viewed their role as sharing their experiences, but saw researchers as in control of the final research decisions. Behavioural observations identified barriers to contributors’ access to information in the meetings, such as academic terminology and difficulties in language interpretation. Enabling factors included balancing the presence of experts in the meeting as well as flexibility towards contributors’ needs and initiatives. Additionally, transparency around the research process and providing feedback to the contributors functioned as enablers for involvement. Conclusions This longitudinal qualitative inquiry paired with behavioural observations, revealed that when involving migrants as public contributors in research, time and resources should be focused on relationship building, to increase mutual trust and understanding, and careful planning undertaken to make the research process transparent and accessible for the contributors. Key messages • Involving migrants in research has great potential – but requires careful planning and consideration. • Awareness of barriers and enablers can assist researchers in attaining meaningful involvement.

Educational Terminology in the Al-Quran Perspective

This study aims to examine and examine more deeply the educational terms contained in the Qur'an. This research uses a descriptive philosophical method, namely explaining something, especially academic terminology in the Qur'an, in more depth. The problem studied in this study is the verification of educational terms contained in the Qur'an. Therefore, this study uses an inductive mindset. The data and facts of this study are observed empirically, then processed, compiled, analyzed, and deduced, which are general. Explain the term education in the Qur'an philosophically, using a content study approach. The type of data in this study is Secondary Data; related to the method of interpreting the Qur'an on educational verses, researchers use the maudhu'I interpretation method. There are several terms of education in the Qur'an, namely ta’lim, tadris, ta’dib, and tazkiyah. The erm ta'lim emphasizes more aspects of good knowledge delivery, understanding, understanding and responsibility, as well as cultivating trust in students. The term ta'dib emphasizes mastering the correct knowledge in a person so that he is expected to be able to do good behaviour. Term tadris more on trying to prepare students not only in terms of reading but also in their application of moral and spiritual values. While the term tazkiyah becomes the role value and ultimate goal in Islamic Education, meaning that it is the ultimate goal of Islamic Education, namely the purification of the soul to get the blessings and joy of Allah Swt. Everything is interrelated in content but different in terms of emphasising its meaning.

Religious nationalism, racism, and raza hispánica (“Hispanic race”) in Constantino Bayle’s, S.J. (1882–1953) missiology (A publication history approach)

This article focuses on the career of the Jesuit priest, Constantino Bayle, as a historian of Spanish Catholic missions and promoter of state-sponsored arrangements that institutionalized nationalist religious historiography. He encoded religious nationalism and racist categories in academic discourse and terminology, elevating in this way racist assumptions and renewed imperialist aspirations to the level of official historiography. The article traces Bayle’s early career as an Americanista at the Spanish Catholic periodical, Razón y Fe. Bayle was an ardent supporter of Francisco Franco’s military uprising of 1936. He was an apologist for Falange Española who defended its Catholic character. Alongside other Jesuits, he was responsible for forging a Spanish school of missiology that was predicated upon the tenets of Spanish national Catholicism and that was meant to rival analogous Protestant and Roman Catholic historiographic projects. Central to this culturalist endeavor were the notions of Hispanidad and Raza Hispanica.

Equivalence in Ukrainian-English translation of institutional academic terminology

The article looks into the issue of translation equivalence based on semantic and pragmatic approaches to specialised terminology as used in institutional academic settings. The relations of full, near and partial equivalence and no-equivalence were analysed for pairs of Ukrainian and English terms and semi-terms selected from texts on Ukrainian university sites, representing examples of Ukrainian translation from English. Parallels were made with specialised English institutional terminology used on original British university sites. The material analysed demonstrated a low degree of homogeneity of the two terminological systems resulting from different approaches to understanding the objectives of university tuition, its principles and procedures. Conclusions were drawn as to the translator’s success or failure in achieving equivalence, which was shown to depend on taking into account a number of linguistic and extra-linguistic factors. The importance of semantic structure analysis of terminology in both languages was demonstrated to facilitate the avoidance of translation failures, the task being unduly complex given the absence of comprehensive specialised bilingual dictionaries.

О МЕТОДОЛОГИИ ЮРИДИЧЕСКОЙ НАУКИ

The interest to the stated topic is stipulated by the combination of several circumstances: the experience of scientific guidance of graduate students, long-term participation in the work of the dissertation council and the development and teaching (for over ten years) a special course for undergraduates “The History and Methodology of Legal Science”. The reason for writing this article was the increase of the requirements of the State Commission for Academic Degrees and Titles for the structure of the abstract in the section “Methodological basis of the study”. First of all, the emphasis is on the need to specify each of the known methods used by the dissertator. This provision is perceived only as a signal, a call to increase the attention of the academic community to the methodology of the research. The author of the article analyzes the development of primarily domestic specialists (theorists, criminologists and civil law scholars) in historical terms. In the structure of methodology, along with the traditional elements (methods), some relatively new ones are distinguished, which are part of the academic terminology, such as construction and generalization. As a tool for cognition of law, generalization is found in the abstracts of criminologists but can be quite appropriate and functional in a private law doctrine (“legal nature”, legal regime, etc.). The article pays attention to the objects of copyright for works of legal science, analyzes the updated copyright legislation. The need for clearer regulation of the legal status of such subjects as a scientific supervisor, a scientific editor, a scientific consultant, an opponent, and a reviewer is substantiated. Examples from the practice of copyright disputes arising in connection with the uncertainty of the legal status of the parties to a trial are given. The private law doctrine in recent decades draws attention to the ambiguous understanding of the concept of “legal nature”. The positions of scientists are different, and there is no special theoretical study yet. Civil law will satisfy any theory; the variety of plots is inexhaustible. However, it would be nice to agree at least on the main parameters, preferably at the monographic level. The understanding of the legal nature proposed by S.S. Alekseev could be the starting point: “The legal nature is a legal characteristic of this phenomenon expressing its specificity, place and functions among other legal phenomena in accordance with its social nature.” The generally multifaceted structure of the legal nature of the phenomenon in question seems acceptable. For example, when characterizing a contractual obligation, it is necessary to present it both as a transaction and as a legal relationship. The system of norms governing the relevant relations must also be qualified (branch, institute, etc.). The state of science, in one way or another, requires study and evaluation. Perhaps there is an “academic discipline” within the curriculum and this circumstance also reflects the legal nature.

The formation and development of academic terminology

This article is devoted to the academic terms of higher education of the Republic of Kazakhstan.The purpose of the given article is to show the formation and development of academic terminology based  on the terms in the official documents of two universities of Kazakhstan. The academic terms were re- trieved from the Academic Policy, Academic Calendar, Academic Transcript, Individual Education Plan  of Al-Farabi Kazakh National University and Satbayev Kazakh National Technical Research University. The academic terminology of higher education is constantly in change due to the circumstances sur- rounding the development of human life. The formation of terms used in a certain sphere of human activities reflects the development of the society. The value of this study is that the academic terms in this article are divided into academic terminology of Latin origin, i.e. academic terms, which have Latin roots, academic terminology of the period before joining the Bologna process, and academic terminol- ogy of the Bologna process. The scientific and practical significance of the study is that the processes   of globalization, the Bologna process, exchange programmes, etc. are leading to the formation of single space in education system of not only Kazakhstan, but other countries as well. The practical significance of the work results is that the research of this topic is helpful for students and professors, who participate in exchange and academic mobility programmes. There has been little research on this particular topic and the research in this article triggers deeper investigation with more valuable results in linguistics and lexicography in the future

Pozisyon Okulu mu, Kaynaklara Dayalı Yaklaşım mı? Yöneticilerin Stratejik Konulara İlişkin Görüşleri Üzerine Nitel Bir Araştırma

Amaç: Çalışmanın amacı, seçilmiş üst düzey yöneticilerin stratejik kararlarında Pozisyon Okulu ile Kaynaklara Dayalı Yaklaşımın iddialarından hangilerine yakın durduklarını belirlemektir.Yöntem: Çalışma hem konunun bağlam ile ilişkisinin kurulmasını hem de odaktaki olgunun ayrıntılı olarak sorgulanmasını gerektirdiği için nitel yöntem mantığına ile tasarlanmıştır. Kasti örneklem tekniği ile farklı endüstrileri temsil eden büyük ölçekli altı firma araştırmaya dâhil edilmiştir. Firmaların kuruluşundan günümüze gelişimini ve bu sürede alınan stratejik kararlara ilişkin bilgi sahibi olan yedi üst düzey yönetici ile yüz yüze mülakat yapılmıştır. Veriler, Pozisyon Okulu ile Kaynaklara Dayalı Yaklaşımın görüşleri doğrultusunda nitel içerik analizi tekniği ile çözümlenmiştir. Bulgular: Bulgular şunlara işaret etmektedir: a)Yöneticiler stratejik ve yönetsel kavramlara farklı içerikler atfetmektedir; b) Yöneticiler stratejik konular hakkında konuşurken ikili bir dil kullanmakta ve ‘mektebi’ ve ‘mesleki’ dilleri ayrışmaktadır, c) Türkiye’de kamu ve özel sektörün stratejik yönetim uygulamalarının yaygın olarak Pozisyon Okulunun görüşlerine göre biçimlenmesi, yöneticilerin formel ifadelerini bu okulun görüşlerine yaklaştırmaktadır, d) Yöneticiler Pozisyon Okulu ile Kaynaklara Dayalı Yaklaşımın görüşleri arasında geçiş yapabilmektedir. Sonuç: Çalışmada, yöneticilerin strateji anlayışlarının Pozisyon Okulu’nun görüşlerine yakın olduğu saptanmıştır. Dahası, tercih ettikleri kavramların da belirgin biçimde Pozisyon Okulunun söylemini yansıttığı anlaşılmıştır. Buna karşın, yöneticilerin terminolojiye hâkimiyetlerini sergileme eğilimindeyken Pozisyon Okulunun, kendi uygulamaları ile ilgili değerlendirmeler yaparken ise daha çok Kaynaklara Dayalı Yaklaşımın söylemine yakın ifadeler kullandıkları saptanmıştır. Bu durum ortaya mektebi ve mesleki olmak üzere ikili bir dil çıkarmaktadır. Bu nedenle, bu ikili dilin ileriki çalışmalarda sorgulanması önerilmektedir. Ayrıca, yöneticilerin söylemsel tutarlılıktan çok pratik sonuçları önceleyerek pragmatist bir tavır sergiledikleri belirlenmiştir. Çalışmanın bulguları, bu iki yaklaşımı birleştirme gereğini savunanlar ile farklı kalmaları gerektiğini iddia edenlerin tartışmalarını destekler yahut reddeder nitelikte çıkarımlar yapmayı mümkün kılmamıştır. Yine çalışma sonrasında görülmüştür ki yarı yapılandırılmış mülakatlarla elde edilen veriler yöneticilerin biçimsel ifadelerinin arkasındaki örtük anlamları açığa çıkarmada yetersiz kalmaktadır. Bu sebeple, gelecekte alanda yapılacak çalışmalarda farklı mülakat tekniklerinin yanında zengin ikincil veri setlerinin de kullanılması gerekliliğine dikkat çekilmektedir.

Teaching Academic English Corpus Trough Word-formation

Classical elements permeate global academic discourse and scientific terminology. Understanding the meanings and functioning of these elements can help multilingual scholars cope with disciplinary literature and write for publication and is therefore essential in teaching English for academic and specific purposes. However, few manuals on academic vocabulary explore word-formation in-depth or use it as a tool to alleviate learning through analysis and synthesis rather than memorizing words. Russian, as many other European languages, is a synthetic language in which affixation is as productive as in Latin. The paper presents a well-designed and approbated course of academic vocabulary for social scientists, analyses relationships between linguistic studies and teaching academic vocabulary, and discusses the ways of increasing the effectiveness and clarity of teaching by more systematic study of classical elements, enhancing students’ analytical skills through innovative methodology and using the advantages of similarities between Russian and Latin word-formation. Comparative analysis demonstrates that the key features of the course, such as interactive computer-based visual materials and various analytical tasks involving students’ background knowledge and academic awareness, help students not only decipher unknown words, but also produce neologisms, which is essential in coping with new terminology. Published as a book, Academic Vocabulary for Social Sciences is now available for teachers, students and researchers as a resource for study and self-study. The effectiveness of the approach demonstrates that it can be used as a model to design similar specific vocabulary courses for students of other synthetic languages.

Deconstructed Language in Higher Education Deconstructing Science

The present study examines university students' perceptions of learning academic terminology and using specialised language, and discusses the consequences of their vision. The aim is to elucidate the relationship between academic culture, academic education and the construction of knowledge in higher education. The fields of meaning and the level of difficulty entailed in understanding technical or specialised content in the context of our students (L2) are associated with the current context and widespread use of technological devices. The lack of command of fields of meaning not only impedes the construction of new theoretical models, but also increasingly differentiates between groups, widening the gap between students who possess more specialised codes and those who do not.

Academic terminology: flashback and perspectives for the development

Academic terminology: flashback and perspectives for the development

Academic terms of the bologna process

This article presents the academic terms of the Bologna process classified in four groups: international relations, scientific innovation, educational and methodological work and morale building activities. The source of academic terms of the Bologna process, which are analyzed in the article, is based onThe Academic Policy of Al-Farabi Kazakh National University approved at the meeting of Scientific andMethodological Council of Al-Farabi Kazakh National University on December 26, 2013 Protocol No. 3(as amended on August 29, 2014, Protocol No. 1). During the research it was defined that some of theacademic terms used in the education system of the Republic of Kazakhstan until 2010 were substitutedby the academic terminology of the Bologna process. Moreover, the article provides definitions of termand terminology in scientific works of domestic and foreign terminology scientists.

Non-Conformity in the Anatomical Description of the Duodenum and the Impact on Clinical Communication

Background: Communication errors are frequently identified sources of sentinel events and improving clinician communication is now a focus of patient safety organizations. Medical schools also have an opportunity and interest in improving clinical communication. One area for potential improvement is the miscommunication that can stem from lack of conformity in terminology student doctors learn from academic anatomists and terminology used by practicing physicians who serve as preceptors during third and fourth clinical years. While transitioning from medical school to a clinical setting, student doctors must relearn some clinical anatomical terms .The lack of uniformity in clinical terminology could lead to a miscommunication in the health care field and become detrimental to patient outcomes. Our goal is to determine and implement a universal standardized terminology for the duodenum. Methods: We used nineteen references from six surgical, seven radiological, and six anatomical texts. We compared the resources’ terminology in describing the parts of the duodenum for similarities and differences. Results: The medical resources used five different anatomical descriptions of the duodenum among the three categories of anatomical texts. Additionally, individual sources within the same discipline of each category used different descriptions of the duodenum. Conclusion: Student doctors and teaching clinicians would benefit fromthe use of easily identifiable landmarks instead of vague, conflicting anatomical terms for the duodenum to help solve communication errors. We recommend adoption of the American Association for the Surgery of Trauma duodenum nomenclature system, which divides the duodenum into four parts utilizing easily identifiable landmarks. Keywords: DUODENUM; INTERDISCIPLINARY COMMUNICATION; HEALTH COMMUNICATION; SYSTEMATIZED NOMENCLATURE OF MEDICINE