Foundations Of Language Research Articles

Parents' Perception of Bedtime Stories as An Effort to Build Early Literacy

Early literacy is a child's ability to interact with information across media, forming a foundation for cognitive, language, and social development. Research highlights that bedtime storytelling plays an important role in stimulating children's literacy development. However, do parents have the same perspective? This study aims to explore parents' perception of bedtime storytelling as a tool to foster early literacy in children. A mix method was used, with data collected through surveys containing indicators to measure parental perceptions. These findings reveal three important points: First, parents generally have the same and conceptually accurate that bedtime storytelling is important. Second, there is variation in parents' understanding of early literacy, with few fully understanding the concept. Third, parents have a positive perception of the role of bedtime storytelling in building early literacy, although they face challenges such as limited leisure time and a lack of effective storytelling techniques. The study emphasizes the importance of proactive efforts by parents and other stakeholders to overcome these barriers and include bedtime storytelling as a routine habit. This practice can serve as a powerful and fun way to improve children's early literacy skills, fostering a lifelong love of learning and reading.

ARTICULATIONS IN EDUCATION: ARTISTIC, LINGUISTIC, AND SOCIAL-PSYCHOLINGUISTIC LANGUAGES IN SCHOOL EDUCATION

The purpose of this article is to discuss about the artistic, sociopsycholinguistic foundations of language and its relations with the school community in the creative process. To do so, we seek to deduce certain communicative notions present in all levels of human productions. We seek to understand how languages (verbal, non-verbal, gestural, etc.) show themselves as inherent and specific materialities of school interdisciplinarity. Thus, we will discuss the importance of the articulation of languages with multifaceted pedagogical resources in a triangular approach, one of the pedagogical methodologies which facilitate creative processes that contribute, among other things, to the integration of an expressively plural and, above all, interdisciplinary learning. To understand this interrelation provided by the languages, we trace the contours of this specific materiality of interdisciplinarity in the artistic and pedagogical creative processes.

From behavioral synchrony to language and beyond.

Decades of research on joint attention, coordinated joint engagement, and social contingency identify caregiver-child interaction in infancy as a foundation for language. These patterns of early behavioral synchrony contribute to the structure and connectivity of the brain in the temporoparietal regions typically associated with language skills. Thus, children attune to their communication partner and subsequently build cognitive skills directly relating to comprehension and production of language, literacy skills, and beyond. This has yielded marked interest in measuring this contingent, synchronous social behavior neurally. Neurological measures of early social interactions between caregiver and child have become a hotbed for research. In this paper, we review that research and suggest that these early neural couplings between adults and children lay the foundation for a broader cognitive system that includes attention, problem solving, and executive function skills. This review describes the role of behavioral synchrony in language development, asks what the relationship is between neural synchrony and language growth, and how neural synchrony may play a role in the development of a broader cognitive system founded in a socially-gated brain. We address the known neural correlates of these processes with an emphasis on work that examines the tight temporal contingency between communicative partners during these rich social interactions, with a focus on EEG and fNIRS and brief survey of MRI and MEG.

Are the Results of the Bayley Scales of Infant and Toddler Development (Third Edition) Predictive for Later Motor Skills and School Performance?

The first year of life represents a critical developmental stage in which the foundations for motor, cognitive, language, and social-emotional development are set. During this time, development occurs rapidly, making early detection of developmental disorders essential for timely intervention. The Bayley Scales of Infant and Toddler Development-Third Edition (Bayley-III) is an effective tool for assessing language, motor, and cognitive development in children aged 1 to 42 months. This study aimed to investigate whether or not the results of the Bayley-III in healthy one-year-old children are predictive for their later motor skills and school performance. This study had a prospective, longitudinal design. The study participants were healthy children having performed Bayley-III at 1 year with information on motor performance (n = 170) at age 5-10 and school grades (n = 69) at age 7-10. Linear or logistic regression analysis was performed for data analysis. Below-average performance in the cognitive part of the Bayley-III at age 1 was significantly associated with poorer performance in balancing backwards (b = -0.45), sideways jumping (b = -0.42), standing long jump (b = -0.54), and forward bends (b = -0.59) at age 5-10 (all p < 0.05). Performance in other parts of the Bayley-III was not significantly associated with later motor skills. Furthermore, we did not observe any significant associations between performance in the Bayley-III and grades in school. The associations were not moderated by age, sex, or socioeconomic status (all p > 0.05). The cognitive scale of the Bayley-III may be used as a predictive tool for later motor skills. Regarding school performance, the Bayley-III cannot be considered predictive.

Mental stress analysis by measuring heart rate variability during learning programming: Comparison of visual- and text-based languages

Visual-based programming languages that facilitate block-based coding have gained popularity as introductory methods for learning programming. Conversely, programming experts typically use text-based programming languages like C and Java. Nevertheless, a seamless method for transitioning from a visual- to text-based language has yet to be developed. Therefore, our research project aims to develop a methodology that facilitates this transition by bridging the gap between the two languages and verifying the variations in the biometric information of learners of both languages. In this study, we measured the participants’ heart rate variability (HRV) and evaluated variations in mental stress experienced while learning visual- and text-based languages. The experimental results confirmed that participants proficient in text-based languages experienced lower HRV (indicating higher stress levels) when learning visual-based languages. Conversely, those poorly proficient in text-based languages exhibited higher HRVs (indicating more favorable stress levels) while learning text-based languages. This study successfully observed differences in stress levels while learning both language types using experimental methods. These findings serve as a preliminary step toward clarifying the impact of stress experienced during learning outcomes and identifying the factors that constitute beneficial stress. This study establishes a foundation for an intermediate language that can enhance transitions between the two types of languages.

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice: Policy Statement.

Reading together often with infants and young children strengthens their relationships with parents and caregivers at a critical time in child development, stimulating brain circuitry and early attachment. A positive parenting practice, shared reading helps build the foundation for healthy social-emotional, cognitive, language, and literacy development, setting the stage for school readiness and providing enduring benefits across the life course. Pediatric physicians and advanced care providers have a unique opportunity to encourage parents and caregivers to establish routines and enjoy conversations around books and stories with their children beginning in infancy. Research has demonstrated that parents read and children learn when pediatricians offer literacy promotion as a practical and evidence-based primary prevention strategy in primary care practice to support early brain and child development. This supports families with a strengths-based approach, shaping a child's life trajectory and helping mitigate stress and adverse experiences. The American Academy of Pediatrics (AAP) recommends that pediatricians encourage shared reading, beginning at birth and continuing at least through kindergarten, as a strategy for supporting parents and caregivers, enhancing foundational relationships, promoting positive language-rich interactions, and helping families create nurturing and stimulating home environments. The integration of literacy promotion into pediatric resident education is crucial to achieve that goal and thus is also essential. The AAP supports advocacy toward establishing public and private funding for diverse high-quality, developmentally appropriate children's books in the languages preferred by the family to be provided at pediatric health supervision visits to all children but especially to children living in underresourced communities. This statement is supported by multiple AAP policies and implementation resources, including the accompanying "Literacy Promotion: An Essential Component of Primary Care Pediatric Practice: Technical Report."

ВИВЧЕННЯ АНГЛІЙСЬКОЇ ЯК МІЖДЕРЖАВНОЇ МОВИ У XVIII–XIX СТОЛІТТЯХ

The article presents the analysis of the geopolitical prerequisites for the development of English as a language of interstate communication, starting from the 18th to the middle of the 19th centuries. The goals and methods of its study by various peoples of the world, depending on the geopolitical, economic and educational levels of the states’ development and the needs of people in international contacts, have been studied. The priority of the educational goal of teaching foreign languages has been proven, and therefore the use of grammar-and-translation and lexical-and-translation teaching methods to achieve its implementation have been described. The study and the analysis of the historical events that took place in the XVIII– XIX centuries in most countries of Western Europe have been conducted. The characteristics of these teaching methods have been provided; their principles, advantages and disadvantages have been determined, as well as the signifi cance of their understanding for the improvement of modern foreign language technologies. The analysis of this historical period showed that: 1) the geopolitical prerequisites for the use of English as the language of interstate communication in the 18th century were the following: the development of the English fl eet as one of the most powerful in the world with a highly developed military and technical base and the largest trade and economic network, which caused the possession of the vast majority of sea routes by the British; 2) the fi rst offi cial method of teaching English was the grammar-and-translation method, which meant the realization of the educational goal through the awareness of the grammatical structure of the language in order to understand the content of the authentic texts and the ability to translate them into the native language; 3) the second offi cial method of teaching English was the lexical-and-translation method, which also meant the realization of the educational goal but on the basis of lexical knowledge, not a grammar one. The vocabulary was considered the main meaningful unit of speech. The speech was trained by reading authentic texts, their literary translation into the native language, and oral reproduction of their content. Both of these methods provided awareness of the linguistic foundations of the English language but did not contribute to the implementation of its communicative function. The study of these methods strengthens the signifi cance of the conscious, but exclusively practical mastery of linguistic phenomena for the achievement of normative foreign language communication. Key words: the English language, language of interstate communication, grammar-and-translation method, lexical-and-translation method, XVIII–XIX centuries.

Heschl’s gyrus and the temporal pole: The cortical lateralization of language

The left lateralization of language has been attributed to hemispheric specialization for processing rapidly changing information. While interhemispheric differences in auditory cortex organization support this view, the macrostructure of the entire cerebral cortex has not been thoroughly examined from this perspective. This study investigated hemispheric asymmetries in cortical surface area and thickness and their relationship to pronunciation scores from oral reading using the Human Connectome Project Young Adult dataset (N=1113). Heschl’s gyrus had the most left-lateralized surface area, while the temporal pole showed the strongest right-lateralization in thickness. These areas correspond to the core components of speech: sound and meaning. Notably, their structural features were the only ones also yielding a significant correlation with pronunciation scores. Additionally, Broca’s area’s posterior region (pars opercularis), involved in articulatory phonological processing, showed leftward lateralization, contrasting with the right-lateralized anterior portions. Left-hemisphere language areas were largely thinner and more extended than their right-sided homologs with a larger white-to-gray matter ratio. Cortical thickness was inversely related to surface area. The lateralization of auditory-related language areas and their structure’s correlation with pronunciation in oral reading supports a genetically based auditory foundation for language. A thinner, more efficient cortex with larger surface areas and increased myelination likely underlies the left-hemispheric dominance of language. Thinner, more extended brain areas have been linked to more myelination and wider cortical columns and intercolumnar space. This provides the potential for a fast network of interconnected, discrete information units able to support language’s demands of rapid categorical processing.

Evaluating the Effectiveness of Interactive M-Learning in Fostering EFL Vocabulary for Enhanced Speaking Proficiency

This study aims to assess the impact of interactive vocabulary learning via WhatsApp on the speaking proficiency of English as a Foreign Language (EFL) learners in Saudi Arabia. Drawing on Krashen’s input Hypothesis and Cognitive Theories of Multimedia Learning, the research employs a quantitative approach involving sixty EFL learners from an English language foundation program. Two pre-formed elementary-level groups were randomly assigned as control and experimental groups. The findings indicate that the intervention group showed significant improvements in both vocabulary and speaking tests. To maximize WhatsApp’s effectiveness, it is recommended that content be dynamically designed to accommodate diverse learners, include both genders in future studies, and incorporate video clips and additional images to enhance vocabulary learning and speaking proficiency, with careful planning of vocabulary activities being crucial.

A Logical Approach to Type Soundness

Type soundness, which asserts that “well-typed programs cannot go wrong,” is widely viewed as the canonical theorem one must prove to establish that a type system is doing its job. It is commonly proved using the so-called syntactic approach (also known as progress and preservation ), which has had a huge impact on the study and teaching of programming language foundations. Unfortunately, syntactic type soundness is a rather weak theorem. It only applies to programs that are well typed in their entirety and thus tells us nothing about the many programs written in “safe” languages that make use of “unsafe” language features. Even worse, it tells us nothing about whether type systems achieve one of their main goals: enforcement of data abstraction. One can easily define a language that enjoys syntactic type soundness and yet fails to support even the most basic modular reasoning principles for abstraction mechanisms like closures, objects, and abstract data types. Given these concerns, we argue that programming languages researchers should no longer be satisfied with proving syntactic type soundness and should instead start proving semantic type soundness , a more useful theorem that captures more accurately what type systems are actually good for. Semantic type soundness is an old idea—Milner’s original account of type soundness from 1978 was semantic—but it fell out of favor in the 1990s due to limitations and complexities of denotational models. In the succeeding decades, thanks to a series of technical advances—notably, step-indexed Kripke logical relations constructed over operational semantics and higher-order concurrent separation logic as consolidated in the Iris framework in Coq—we can now build (machine-checked) semantic soundness proofs at a much higher level of abstraction than was previously possible. The resulting “logical” approach to semantic type soundness has already been employed to great effect in a number of recent papers, but those papers typically (a) concern advanced problem scenarios that complicate the presentation, (b) assume significant prior knowledge of the reader, and (c) suppress many details of the proofs. Here, we aim to provide a gentler, more pedagogically motivated introduction to logical type soundness, targeted at a broader audience that may or may not be familiar with logical relations and Iris. As a bonus, we also show how logical type soundness proofs can easily be generalized to establish an even stronger relational property— representation independence —for realistic type systems.

Biologically Plausible Sparse Temporal Word Representations.

Word representations, usually derived from a large corpus and endowed with rich semantic information, have been widely applied to natural language tasks. Traditional deep language models, on the basis of dense word representations, requires large memory space and computing resource. The brain-inspired neuromorphic computing systems, with the advantages of better biological interpretability and less energy consumption, still have major difficulties in the representation of words in terms of neuronal activities, which has restricted their further application in more complicated downstream language tasks. Comprehensively exploring the diverse neuronal dynamics of both integration and resonance, we probe into three spiking neuron models to post-process the original dense word embeddings, and test the generated sparse temporal codes on several tasks concerning both word-level and sentence-level semantics. The experimental results show that our sparse binary word representations could perform on par with or even better than original word embeddings in capturing semantic information, while requiring less storage. Our methods provide a robust representation foundation of language in terms of neuronal activities, which could potentially be applied to future downstream natural language tasks under neuromorphic computing systems.

Young sanctuary-living chimpanzees produce more communicative expressions with artificial objects than with natural objects

In humans, interactions with objects are often embedded in communicative exchanges. Objects offer unique affordances to explore, carry functions and hold cultural relevance, which can shape children’s interactions and communication. Research indicates that the use of artificial objects, such as certain toys, helps promote pre-linguistic communication, consequently impacting language development. Given that chimpanzees use objects extensively compared to other great apes, and considering the differences between chimpanzees and bonobos in intrinsic motivation for tool use and the extended developmental period during which they learn to use objects, it is reasonable to expect that objects may influence chimpanzees’ communication. Here, we examined interactions of 31 immature sanctuary-living chimpanzees with non-novel artificial and natural objects and tested their vocal and facial expressions, applying methods previously designed for children. Our results showed an increase in these expressions associated with artificial objects. These findings provide the first empirical evidence that chimpanzee communicative expressions may be influenced by inherent properties of objects, potentially promoting varied communication, comparable to the impact distinctive objects have on pre-linguistic children. By exploring this connection between object-centric interactions and communication, this study reveals deep phylogenetic roots where objects may have shaped great ape communication and possibly evolutionary foundations of language.

Impact of the curriculum system on the quality of stomatology graduates: a multivariable analysis

BackgroundThe curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system.MethodsA total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students’ curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality.ResultsRegression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution.ConclusionsIncreasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates’ expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.

Event-Oriented State Alignment Network for Weakly Supervised Temporal Language Grounding.

Weakly supervised temporal language grounding (TLG) aims to locate events in untrimmed videos based on natural language queries without temporal annotations, necessitating a deep understanding of semantic context across both video and text modalities. Existing methods often focus on simple correlations between query phrases and isolated video segments, neglecting the event-oriented semantic coherence and consistency required for accurate temporal grounding. This can lead to misleading results due to partial frame correlations. To address these limitations, we propose the Event-oriented State Alignment Network (ESAN), which constructs "start-event-end" semantic state sets for both textual and video data. ESAN employs relative entropy for cross-modal alignment through knowledge distillation from pre-trained large models, thereby enhancing semantic coherence within each modality and ensuring consistency across modalities. Our approach leverages vision-language models to extract static frame semantics and large language models to capture dynamic semantic changes, facilitating a more comprehensive understanding of events. Experiments conducted on two benchmark datasets demonstrate that ESAN significantly outperforms existing methods. By reducing false high correlations and improving the overall performance, our method effectively addresses the challenges posed by previous approaches. These advancements highlight the potential of ESAN to improve the precision and reliability of temporal language grounding tasks.

Grokking the Sequent Calculus (Functional Pearl)

The sequent calculus is a proof system which was designed as a more symmetric alternative to natural deduction. The 𝜆𝜇𝜇-calculus is a term assignment system for the sequent calculus and a great foundation for compiler intermediate languages due to its first-class representation of evaluation contexts. Unfortunately, only experts of the sequent calculus can appreciate its beauty. To remedy this, we present the first introduction to the 𝜆𝜇𝜇-calculus which is not directed at type theorists or logicians but at compiler hackers and programming-language enthusiasts. We do this by writing a compiler from a small but interesting surface language to the 𝜆𝜇𝜇-calculus as a compiler intermediate language.

Enhancing the vision–language foundation model with key semantic knowledge-emphasized report refinement

Recently, vision–language representation learning has made remarkable advancements in building up medical foundation models, holding immense potential for transforming the landscape of clinical research and medical care. The underlying hypothesis is that the rich knowledge embedded in radiology reports can effectively assist and guide the learning process, reducing the need for additional labels. However, these reports tend to be complex and sometimes even consist of redundant descriptions that make the representation learning too challenging to capture the key semantic information. This paper develops a novel iterative vision–language representation learning framework by proposing a key semantic knowledge-emphasized report refinement method. Particularly, raw radiology reports are refined to highlight the key information according to a constructed clinical dictionary and two model-optimized knowledge-enhancement metrics. The iterative framework is designed to progressively learn, starting from gaining a general understanding of the patient’s condition based on raw reports and gradually refines and extracts critical information essential to the fine-grained analysis tasks. The effectiveness of the proposed framework is validated on various downstream medical image analysis tasks, including disease classification, region-of-interest segmentation, and phrase grounding. Our framework surpasses seven state-of-the-art methods in both fine-tuning and zero-shot settings, demonstrating its encouraging potential for different clinical applications.

Linguistic Harmonization: Dissecting Alfiyah Ibn Malik with Chomsky's Transformational Generative Theory

This study is motivated by the need to update and deepen the understanding of Alfiyah Ibnu Malik through a modern linguistic perspective, given the complexity of the 1,002 stanzas that are difficult for students with a weak language foundation to comprehend, and the existing gap in the literature regarding the application of Transformational Generative Theory (TGT) in Arabic grammar, which can help elucidate language structure and enhance understanding and interest in learning. This research aims to examine Alfiyah Ibnu Malik using the modern linguistic approach of Transformational Generative Theory (TGT). The research method applied is library research with a descriptive qualitative approach. The findings indicate that Transformational Generative Theory has specific characteristics in linguistic studies, including deep and surface structures, the concepts of competence and performance, as well as specific and general transformations. Additionally, TGT includes a universal grammar that can be applied to Alfiyah Ibnu Malik. The application of TGT to Alfiyah Ibnu Malik reveals that specific transformations occur in various aspects of Arabic grammar, including optional and obligatory deletion, optional substitution, optional replacement, optional expansion, optional addition, and optional and obligatory permutation.

On the structural properties of paradoxes: the distinction between formal language and natural language that comes with the use of the liar paradox

This study delves into the intriguing realm of paradoxes that have long fascinated philosophers and logicians throughout history. It begins by discussing the nature and purpose of paradoxes, ranging from their role in entertainment to their capacity to reveal flaws within logical systems. This work emphasizes the challenge paradoxes pose to the completeness of systems and the subsequent development of axiomatic systems that aim to eliminate paradoxes. Rather than providing definitive solutions to paradoxes, the primary aim of this study is to defend the idea that systems containing paradoxes can coexist with completeness. The focus is on categorizing paradoxes, with special attention given to the group known as liar paradoxes, including Russell’s famous variation. The text demonstrates how these paradoxes are intrinsically linked to the principle of non-contradiction and argues that the truth and contradiction of propositions are both the cause and consequence of these paradoxes, presenting a dilemma within the system. The work introduces the concept of Aristotelian Sets (A-Sets) and Empty Sets as potential solutions to these paradoxes. It explores the idea that these sets, when carefully defined, can provide a meaningful representation of individual substances and predicates without violating the principle of non-contradiction. By proposing the inclusion of non-existents within a naive set theory and introducing A-Sets, this work seeks to contribute to the ongoing discourse surrounding paradoxes and their resolution. Ultimately, this study offers a fresh perspective on the handling of paradoxes, emphasizing the importance of reevaluating the foundations of formal and natural languages in the pursuit of a more comprehensive understanding of logic and philosophy.

The Speculative Journey—or, What Does It Mean to be a Traveller?

This paper explores the pervasive use of journey and traveller metaphors in everyday language, and their applications in philosophical discourse. While these metaphors offer rich insights into abstract concepts such as love and philosophy, they also introduce ambiguities that can impede effective communication. By dissecting the nuances of these metaphorical figures, the paper aims to clarify their meanings and enhance their explanatory power. Divided into three main sections, the paper first discusses different types of metaphors and their general structure, providing a foundation for understanding metaphorical language. The second section delves into the specific metaphor of journey and traveller, analyzing its various connotations and implications with insights from scholars such as Dariusz Kubok and Steven Shaviro. Through this analysis, the distinctions between a traveller and a tourist are explored to deepen our understanding of metaphorical frameworks in philosophical discourse. Finally, the paper examines a specific journey strategy, focusing on Object-Oriented Ontology as an exemplification of a philosophical journey. Building upon prior conclusions, this last section elucidates the meaning and implications of this journey strategy, seeking to shed light on the multifaceted nature of philosophical discourse.

Merlin: A Vision Language Foundation Model for 3D Computed Tomography.

Over 85 million computed tomography (CT) scans are performed annually in the US, of which approximately one quarter focus on the abdomen. Given the current shortage of both general and specialized radiologists, there is a large impetus to use artificial intelligence to alleviate the burden of interpreting these complex imaging studies while simultaneously using the images to extract novel physiological insights. Prior state-of-the-art approaches for automated medical image interpretation leverage vision language models (VLMs) that utilize both the image and the corresponding textual radiology reports. However, current medical VLMs are generally limited to 2D images and short reports. To overcome these shortcomings for abdominal CT interpretation, we introduce Merlin - a 3D VLM that leverages both structured electronic health records (EHR) and unstructured radiology reports for pretraining without requiring additional manual annotations. We train Merlin using a high-quality clinical dataset of paired CT scans (6+ million images from 15,331 CTs), EHR diagnosis codes (1.8+ million codes), and radiology reports (6+ million tokens) for training. We comprehensively evaluate Merlin on 6 task types and 752 individual tasks. The non-adapted (off-the-shelf) tasks include zero-shot findings classification (31 findings), phenotype classification (692 phenotypes), and zero-shot cross-modal retrieval (image to findings and image to impressions), while model adapted tasks include 5-year chronic disease prediction (6 diseases), radiology report generation, and 3D semantic segmentation (20 organs). We perform internal validation on a test set of 5,137 CTs, and external validation on 7,000 clinical CTs and on two public CT datasets (VerSe, TotalSegmentator). Beyond these clinically-relevant evaluations, we assess the efficacy of various network architectures and training strategies to depict that Merlin has favorable performance to existing task-specific baselines. We derive data scaling laws to empirically assess training data needs for requisite downstream task performance. Furthermore, unlike conventional VLMs that require hundreds of GPUs for training, we perform all training on a single GPU. This computationally efficient design can help democratize foundation model training, especially for health systems with compute constraints. We plan to release our trained models, code, and dataset, pending manual removal of all protected health information.