Language Tools Research Articles

Identification of potential therapeutic targets for systemic lupus erythematosus based on GEO database analysis and Mendelian randomization analysis.

Systemic lupus erythematosus (SLE) is a complex autoimmune disease. Current treatments mainly rely on immunosuppressants, which lack specificity and pose challenges during treatment. This study aims to deeply explore the molecular pathogenic mechanism of SLE through gene expression databases (GEO) and bioinformatics analysis methods, combined with Mendelian randomization analysis, to provide key clues for new therapeutic targets. In this study, the SLE-related gene chip dataset GSE65391 was selected from the GEO database, and the data were preprocessed and statistically analyzed using R language and bioinformatics tools. Differential expression analysis, weighted gene co-expression network analysis (WGCNA), GO, and KEGG enrichment analysis were used to screen differentially expressed genes (DEGs) for functional annotation and pathway localization. Furthermore, Mendelian randomization analysis was conducted to identify core genes closely related to SLE risk, and immune cell infiltration analysis and compound molecular docking studies were performed on the core gene ISG15. The study successfully screened 3,456 DEGs and identified core gene modules highly related to SLE through WGCNA analysis, including key genes closely related to the pathogenesis of SLE, such as STAT1, DDX58, ISG15, IRF7, and IFIH1. In particular, this study found a significant positive correlation between the ISG15 gene and SLE, suggesting that it may be a potential risk factor for SLE. Additionally, through molecular docking technology, it was discovered that the ISG15 gene can effectively bind to two compounds, genistein, and flavopiridol, which have anti-inflammatory and immunosuppressive effects, respectively. This provides new potential drug targets for SLE treatment. As an immunomodulatory cytokine, ISG15 plays a crucial role in the pathogenesis of SLE. This study found that variations in the ISG15 gene may increase the risk of SLE and exacerbate inflammatory responses and tissue damage through multiple mechanisms. Furthermore, molecular docking revealed that genistein and flavopiridol can effectively bind to ISG15, offering a new approach for SLE treatment. These two compounds, with their anti-inflammatory and immunosuppressive properties, have the potential to slow the progression of SLE by influencing the expression and function of ISG15. Through comprehensive bioinformatics analysis and Mendelian randomization analysis, this study deeply explored the molecular pathogenic mechanism of SLE and successfully identified ISG15 as a potential therapeutic target for SLE. Simultaneously, molecular docking technology revealed that two compounds, genistein and flavopiridol, have potential therapeutic effects with ISG15, providing new potential drugs for SLE treatment. These discoveries not only enhance our understanding of the pathogenesis of SLE but also provide important clues for developing new treatment strategies.

Sprachsensibler Fachunterricht an „Nationalitätenschulen“ in Regionen mit autochthonen deutschen Minderheiten – Modelle und Herausforderungen

Abstract This article deals with so-called “nationality schools”, educational institutions in which the primary language of instruction generally differs from the language of the majority society. Conceptually, this applies to minority schools in regions with autochthonous German minorities, which since the 1990s have tended to develop into schools of encounter, as the proportion of autochthonous native speakers has fallen to a maximum of 5 percent of the student body. This makes the educational institutions, which are often referred to as elite schools, all the more sought-after by the majority society. The social relevance of these schools is based on a pedagogical concept that transcends national borders in education and training and makes international perspectives a matter of course in early school years. It opens up transnational educational spaces in which linguistic diversity and multilingualism are part of everyday life. Subject lessons at these schools are usually taught in the pupils’ second or foreign language and require language-sensitive subject teaching, which requires the teaching and learning of the subject matter, the educational language of the subject and the foreign language German in equal measure (Content and Language Integrated Learning). Various models are presented for locating the language of education, which illustrate the particular importance of linking language and subject learning. Only mastery of the language of education enables difficult and cognitively demanding contexts to be penetrated linguistically and information to be processed. Educational language is therefore an indispensable prerequisite and at the same time a challenge for subject teaching a second or foreign language. The article shows examples of the educational language tools that need to be taught at different levels and provides a possible structuring aid for teachers and learners by discussing the “scaffolding” model.

Online Plain Language Tool and Health Information Quality

Complex and ineffective health communication is a critical source of health inequity and occurs despite repeated policy directives to provide health information that is easy to understand and applies health literacy principles. To evaluate the effectiveness of the Sydney Health Literacy Lab Health Literacy Editor, an easy-to-use online plain language tool that supports health information providers to apply health literacy guidelines to written health information. This randomized clinical trial, conducted online in Australia from May 2023 to February 2024, included a convenience sample of health information providers with no previous experience using the Health Literacy Editor. Analysts were blinded to study group. Participants were randomized 1:1 to the intervention or control group. Participants in the intervention group were provided access to the Health Literacy Editor and a 30-minute online training program prior to editing 3 prespecified health texts. The Health Literacy Editor gives objective, real-time feedback on words and sentences. Control participants revised the texts using their own standard health information development processes. The preregistered primary outcome was the text school grade reading score (using a validated instrument, the Simple Measure of Gobbledygook). Secondary outcomes were text complexity (percentage of text using complex language), use of passive voice (number of instances), and subjective expert ratings (5-point Likert scale corresponding to items on the Patient Education Materials Assessment Tool). A total of 211 participants were randomized, with 105 in the intervention group and 106 in the control group. Of 181 participants in the intention-to-treat analysis (mean [SD] age, 41.0 [11.6] years; 154 women [85.1%]), 86 were in the intervention group and 95 in the control group. Texts revised in the intervention group had significantly improved grade reading scores (mean difference [MD], 2.48 grades; 95% CI, 1.84-3.12 grades; P < .001; Cohen d, 0.99), lower text complexity scores (MD, 6.86; 95% CI, 4.99-8.74; P < .001; Cohen d, 0.95), and less use of passive voice (MD, 0.95 instances; 95% CI, 0.44-1.47 instances; P < .001; Cohen d, 0.53) compared with texts revised in the control group in intention-to-treat analyses. Experts rated texts in the intervention group more favorably for word choice and style than those in the control group (MD, 0.44; 95% CI, 0.25-0.63; P < .001; Cohen d, 0.63), with no loss of meaning or content. In this randomized clinical trial, the Health Literacy Editor helped users simplify health information and apply health literacy guidelines to written text. The findings suggest the tool has high potential to improve development of health information for people who have low health literacy. As an online tool, the Health Literacy Editor is also easy to access and implement at scale. ANZCTR Identifier: ACTRN12623000386639.

Means of expressing stereotypical ideas about Chinese in the Russian language

The subject of the study is the analysis of ethnic heterostereotypes about the Chinese ethnic group in the Russian language, with an emphasis on the linguistic means used in the Russian media. The article examines various linguistic constructions that express stereotypical ideas about the Chinese, such as the expressions "even the Chinese", "cunning Chinese" and "wise Chinese". The study covers the period from 1991 to 2024 and includes an analysis of anecdotes with the ethnonym "Chinese". The focus is on identifying and classifying language tools that reflect both positive and negative stereotypes about the Chinese, including their hard work, cunning, and China's role in the global economy. The work highlights the importance of critical perception of stereotypical information and cultural exchange to improve intercultural communication. The research methodology is based on the analysis of publications from the Integrum database from 1991 to 2024, using the classification of linguistic means for the explication of ethnostereotypes proposed by L.P. Krysin, including accentuation, comparison, generalization and use of phraseological units. The main conclusions of the study are the identification and systematization of linguistic means reflecting ethnic heterostereotypes about Chinese in the Russian language. The study showed that expressions such as "cunning Chinese" and "wise Chinese" are widely used in the Russian media, which emphasizes the persistence of these stereotypes. The analysis of anecdotes containing the ethnonym "Chinese" also revealed how humor can contribute to the spread of stereotypical ideas. The work focuses on the dual nature of stereotypes, which can include both positive and negative characteristics. This highlights the importance of a critical approach to the perception of stereotypes and the need for cultural exchange to reduce prejudice. The results of the study are of significant importance for intercultural communication, indicating the need for openness and avoidance of excessive generalizations in the interaction between cultures.

EXERCISES FOR DEVELOPING CRITICAL AND DIGITAL THINKING IN TEACHING FOREIGN LANGUAGES

The article explores the interplay between critical thinking and digital literacy in today's technology-driven society. This article explores various exercises designed to enhance critical and digital thinking skills in the context of teaching foreign languages. It emphasizes the integration of language learning with digital literacy, presenting activities for developing critical thinking such as source evaluation, comparative analysis, digital footprint assessment, online discussion evaluation, ethical considerations, digital content analysis, online research and presentation tools to produce their project, reflective blogging, virtual debate. Additionally, it highlights the importance of engaging in digital scavenger hunt, evaluating online language tools, creating digital content, online discussion forums, web-based language projects, analyzing digital media, digital storytelling, online forums for better digital communication and project-based learning for collaboration based on digital thinking.

РОЗРОБКА АДАПТИВНИХ АЛГОРИТМІВ РОЄВОГО ІНТЕЛЕКТУ У ПРОЕКТУВАННІ ТА УПРАВЛІННІ ІНЖЕНЕРНИМИ СИСТЕМАМИ

The article examines the design and management of engineering systems in the context of growing data volumes in local computer networks. With the development of swarm intelligence, the probability of the existence of the necessary information for managing engineering systems increases, but the possibility of finding it decreases. This creates the need to develop new methods and tools for using adaptive algorithms of swarm intelligence. The purpose of such algorithms is to ensure the ability to process information and find queries with maximum relevance, generating the largest number of search results (SERPs) containing technical information. The development of swarm intelligence algorithms is impossible without their intellectualization, which includes semantic and syntactic analysis of texts, natural language tools, and intelligent algorithms for determining the significance of information resources. In digital information retrieval systems (DIRS), a query is formed in the form of keywords or their combinations, connected by logical operations. To search for the same information, different keywords are used, the choice of which is subjective. The first stage of the algorithm consists in determining the set of meaningful correspondences and forming the initial set of requests within the engineering system. To ensure the completeness of the selection, the total relevance of the SERP in relation to the group of significance criteria is considered. There is a need to develop an efficient neural network algorithm to solve the problem of assigning one SERP to each group of query criteria. This will make it possible to distribute SERPs by criteria groups so that each page is evaluated mainly by one criteria group, and the total relevance of all groups is maximized. Thus, the article emphasizes the importance of developing new methods and tools for implementing adaptive swarm intelligence algorithms in engineering systems. Special attention is paid to the development of effective neural network algorithms that will ensure optimal distribution of the relevance of search pages, which will increase the accuracy and efficiency of information search in complex engineering systems.

Get unbent! R tools for the removal of arching and bending in fish specimens for geometric morphometric shape analysis.

Geometric morphometrics is a powerful tool for studying fish body shape; however, body posture can be a hindrance to these analyses. Here I introduce new R language tools for correcting multiple types of bending of 3D data based on the TPS suite (geometric morphometric software) "unbend specimens" methodology. In a sample dataset of darters, these R tools adequately accounted for posture artifacts otherwise evident across multiple principal component axes. I hope these new tools will facilitate the incorporation of 3D landmark data into the comparative analysis of fish body shape.

ЯППИ – универсальный язык программирования миссий АНПА

This article proposes a universal language for developing autonomous underwater vehicle (AUV) missions. The main features of the proposed language are: the presence of high-level commands to describe the main tasks of underwater research, the use of commands in Russian, the readability of the created missions and their understandability for personnel involved in the use of underwater robotics, the lack of strict typing and parameterization of commands, the possibility of expanding the language by creating new commands based on the old ones. The article describes the main parameters of the language, syntax, semantics and basic commands, as well as language tools - a parameter refinement module, which interactively allows you to resolve uncertainty arising due to non-strict parameterization, low-level command module that implements more complex commands based on basic ones, a language extension module responsible for adding new commands, and a translator. The language translator allows you to translate created missions into task program codes for various AUVs. The created language is called URPL – Underwater Research Programming Language and at the current stage of research it is being tested and debugged on the AUVs of the IPMT FEB RAS, taking into account the experience accumulated at the institute.

ANALYSIS OF EXPRESSIVE AND RECEPTIVE KENYAN SIGN LANGUAGE SKILLS AMONG PRIMARY DEAF CHILDREN IN WESTERN REGION, KENYA

Research has shown that deaf children of hearing parents, who constitute 95% of the deaf community, find challenges in acquiring both sign and spoken languages. This study examined the competence of deaf children in Kenyan Sign Language. The study developed sign language tools in receptive and expressive vocabulary skills. These were sign order, conversation, placement and picture descriptive as a measure. In the majority of the assessment task, there were clear indicators of age effects, family background whether-deaf or hearing, and amount of contact with skilled signers. In the interview section, children tended to answer questions with short responses. The language was only reached at age ten. In a number of cases, simple questions were misunderstood and irrelevant answers were given. It was noted that the interaction with deaf children of deaf parents (DCDP) was very cordial as opposed to deaf children of hearing parents (DCHP). The picture description did not elicit proficient signing as was expected. The story description was not easy to understand and internalize because of the ambiguity of the children’s signing. This was because there was no indication of the protagonist. In sign order, ages ten to eleven did not seem to understand spatial grammar reliably. This test worked better in its receptive version.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0715/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Which features of AI-based tools are important for students? A choice-based conjoint analysis

AI-based language tools such as ChatGPT have the potential to fundamentally change studying and teaching at universities. Since there have been few empirical studies on the use of AI systems by students, this article aims to analyze the use of AI in higher education. In particular, it focuses on identifying features that are important to students when using AI during their studies. For this purpose, a choice-based conjoint experiment was conducted through a survey involving over 6300 participants from German universities. The results show that students attach particular importance to the degree of scientific rigor. The optimal package for an AI-based tool for studying includes the citation of reliable or truthful sources, the detection and correction of errors in the input, a comprehensive and detailed formulation of the output, no AI-caused hallucinations and transparency of the database. These characteristics differ only slightly in group-specific analyses.

Ohpikihâwasowin (grounding and guiding on the path to be a healthy parent): virtual adaptation of an Elders mentoring program to support maternal and child wellbeing during the COVID-19 pandemic

BackgroundThe Elders Mentoring Program (EMP) is part of a strengths-based community-based participatory research partnership with the Cree communities of Maskwacîs, Alberta, Canada. The EMP objective is to promote maternal and child health through traditional Cree teachings and support from community Elders to pregnant women and their partners. During the COVID-19 pandemic, the Elders decided to shift the program to an online format in early 2021. The Elders continued to offer mentorship to program participants virtually by Zoom and telephone, and online workshops. The objective of this study was to qualitatively explore the experiences of women that took part in the virtual EMP.MethodsWe utilized qualitative description as our method, informed by our overarching community-led research partnership. Semi-structured phone interviews were conducted by Maskwacîs research assistants (RAs) with 11 women who participated in the virtual program. Interviews were conducted between December 2021 and June 2022. The participants were asked about their perceptions of the program and its benefits. The interviews were recorded, transcribed, and coded by four RAs using thematic analysis.ResultsAlthough cultural teachings are traditionally offered in person, the shift to the virtual platform was greatly appreciated by all the women. Technology can be a useful tool for cultural teachings and language to be shared among community members when they cannot be physically together. Four main themes emerged from the data, representing the participants’ experiences, and learning through their interactions with the Elders from the EMP. The themes are: Ohpikihâwasowin (grounding and guiding on the path to be a healthy parent); Indigenous ways of healing; On the path of cultural learning; and Identity for self and baby.ConclusionThe virtual adaptation of the EMP allowed a space for Elders to offer support to women living in and out of the community to provide guidance with their pregnancies and into motherhood. The workshops and one-on-one calls allowed for cultural revitalization which is critical for Indigenous well-being. All the participants found that the teachings and interactions positively impacted their pregnancy and parenthood. Overall, the virtual program demonstrated a venue for intergenerational healing and resilience.

Structured query language tool to identify untreated individuals with abdominal aortic aneurysms

Structured query language tool to identify untreated individuals with abdominal aortic aneurysms

Artificial Intelligence in Higher Education : A Literature Snapshot

In Artificial Intelligence, “Artificial” means objects that are produced by human beings, and “Intel ligence” is the capability to form tactics to achieve goals by interacting with huge information. Artificial Intelligence (AI) is evolving rapidly in higher education, and various AI applications have been developed to solve some of the most pressing problems that higher education field currently face. The use of Artificial Intelligence or AI is rising in higher education. With this rise, the morality of AI programs is being questioned Higher education is crucial for producing ethical citizens and profess ionals globally. The introduction of generative AI (GenAI), such as ChatGPT, has posed opportunities and challenges to the traditional model of education. However, the current conversations primarily focus on policy development and assessment, with limited research on the future of higher education.AI - powered language tools (AILTs) are commonly used by university students, yet there is a limited understanding of how students utilize and perceive these tools in everyday academic communication practice. Following the very recent launch of the ChatGPT, chatbot, numerous comments and speculations were posted concerning the potential aspects of society that are expected to benefit from this AI revolution. This paper addresses some of the most fundamental questions about the role, position, and implications of ChatGPT and generative artificial intelligence (AI) tools amidst the evolving landscape of higher education and modern society.AI education aims to teach AI concepts, essential knowledge, and skills related to the fundamental ideas in AI. The affordances of artificial intelligence (AI) have not been totally utilized in education. To effectively integrate AI into education, teachers’ AI - specific technological and pedagogical knowledge is important.

Development of Composite Intelligent Services Operating in a Heterogeneous Environment

The paper discusses methods, approaches, tools and technologies for composite service development. The expediency of applying the considered principles to create software application of so-called composite artificial intelligence (AI) is noted in order to implement the latter within the "distributed artificial intelligence as a service" (DAIaaS) paradigm. With the participation of the authors, the IACPaaS (Intelligent Applications, Control and Platform as a Service) cloud platform has been created and continues to be actively developed. It is intended for the creation, use and maintenance of multi-agent intelligent services that process ontological knowledge graphs. Currently, the platform provides such cloud service delivery models as PaaS (platform as a service), SaaS (software as a service), DaaS (data as a service) and Desktop as a Service. One of development directions is to provide support for the DAIaaS paradigm. It consists in the designing and implementation of tools that make it possible to use the platform and its services as components of composite applications (including AI ones) operating in a heterogeneous distributed computing environment. As a result, language and software tools were created that allow the development of distributed intelligent systems, some of the components of which are located on the IACPaaS platform, and the rest are located elsewhere. Depending on where the leading component is placed, certain tools and technologies implemented on the platform are used. The article also contains examples of created services for several domains (medicine, transport modeling, laser additive manufacturing) and options for using the platform.

Features of the Formation of Communicative Competence in Russian Language Lessons

Communicative competence plays an important role in the formation of communication skills in Russian. According to the authors of the article, in Russian language lessons, special attention should be paid to developing the ability to correctly use language tools for effective communication. Classes should be structured in such a way as to stimulate students to active speech activity, develop listening skills and the ability to adequately respond to the statements of their interlocutor. It is also important to promote the formation of intercultural communication skills and increase the linguistic literacy of students. The authors emphasize that in their work, teachers should use a variety of methods and forms of work aimed at developing the communicative competence of students, including role-playing games, discussions, work in pairs and groups, as well as the use of authentic texts and audio materials.

How Startups Scale into New Markets: Large-Scale Evidence from Digital Language Tools

How Startups Scale into New Markets: Large-Scale Evidence from Digital Language Tools

AI-based Cleft Lip and Palate Surgical Information is Preferred by Both Plastic Surgeons and Patients in a Blind Comparison.

The application of artificial intelligence (AI) in healthcare has expanded in recent years, and these tools such as ChatGPT to generate patient-facing information have garnered particular interest. Online cleft lip and palate (CL/P) surgical information supplied by academic/professional (A/P) sources was therefore evaluated against ChatGPT regarding accuracy, comprehensiveness, and clarity. 11 plastic and reconstructive surgeons and 29 non-medical individuals blindly compared responses written by ChatGPT or A/P sources to 30 frequently asked CL/P surgery questions. Surgeons indicated preference, determined accuracy, and scored comprehensiveness and clarity. Non-medical individuals indicated preference. Calculations of readability scores were determined using seven readability formulas. Statistical analysis of CL/P surgical online information was performed using paired t-tests. Surgeons, 60.88% of the time, blindly preferred material generated by ChatGPT over A/P sources. Additionally, surgeons consistently indicated that ChatGPT-generated material was more comprehensive and had greater clarity. No significant difference was found between ChatGPT and resources provided by professional organizations in terms of accuracy. Among individuals with no medical background, ChatGPT-generated materials were preferred 60.46% of the time. For materials from both ChatGPT and A/P sources, readability scores surpassed advised levels for patient proficiency across seven readability formulas. As the prominence of ChatGPT-based language tools rises in the healthcare space, potential applications of the tools should be assessed by experts against existing high-quality sources. Our results indicate that ChatGPT is capable of producing high-quality material in terms of accuracy, comprehensiveness, and clarity preferred by both plastic surgeons and individuals with no medical background.

Exploring the Role of Generative AI in Second Language Education: Insights for Instruction, Learning, and Assessment

Artificial Intelligence (AI), broadly speaking, refers to the efforts to program computers in order to mimic human understandings and problem-solving abilities (Voss, 2024). Recent developments in Generative AI utilize large volumes of available training data that allow users to prompt AI-powered tools to automatically produce specific content (e.g., text or images) (Vajjala, 2024). As an innovative technology, Generative AI is reshaping many fields, including second language education (Ji et al., 2023; Zou et al., 2023). At the same time, it has sparked discussions about its seemingly obvious advantages and potential pitfalls (Voss et al., 2023). Many students, educators, and researchers have embraced Generative AI in their everyday practices. There are numerous Generative AI-powered language learning chatbots, tutors, programs, and tools freely available and widely used in language learning contexts around the world.

REALIZATION OF THE SEMANTIC POTENTIAL OF A COMMON LEXEME IN COMPOUND TERMS (Using the Adjective "Pryamoi" as an Example)

The article is devoted to the problem of the interaction of terminology with natural language and the issue of the semantic development of a commonly used word in languages for special purposes. It is argued that along with the construction of designations based on Greek-Latin term elements and borrowing from other languages, terms are created using natural language tools in a morphological, syntactic, morphological-syntactic or semantic way. At the same time, the terminology uses the semantic potential of words of general use in a peculiar way: it profi les precisely those lexical meanings that allow you to accurately convey the content of concepts in a certain area of spe-cial knowledge. The author focuses on the adjective “direct”, which functions as a component of compound terms in a number of fi elds of knowledge and activity: linguistics, mathematics, physics, biology, law, military aff airs, medicine, etc. Based on etymological dictionaries, the semantic potential of an adjective in a natural language is revealed and variants of its implementation in terminology are determined. It is shown that the dominant mea ning in special fi elds of knowledge and activity when using the word direct is ‘directly related to something’. Behind this meaning is a conceptual sign of the temporal and spatial adjacency of objects and phenomena, the presence of systemic relations between them. Highlighted in general literary explanatory dictionaries as the main adjective of the direct meaning ‘exactly elongated in some l. in the direction without bends’, that is, related to the perception of the appearance, shape of the object, is not paramount in the fi elds of special knowledge and activity, although this meaning is represented as part of terminological units (rectum, straight drill, straight cut, etc.) In linguistic and mathematical terminology, the adjective direct actualizes the meaning of ‘primary’, which is not fi xed by dictionar-ies of the general literary language, but in mathematics and some other fi elds the meaning of ‘equal, correlative’ is realized as a result of the semantic development of the word.

1179 Navigating the AI Landscape: Surveying the Use of AI Language Tools for Medical Portfolios

Abstract Aim Recent advances in artificial intelligence (AI) driven natural language processing have made it possible to use tools such as ChatGPT to generate pieces of text which are realistic, eloquent, and challenging to distinguish from human-generated content. This work aims to answer the question: could the use of these tools for medical portfolios represent a positive opportunity to enhance learning, or would it detract from the purpose of reflective practice? Method In total, 98 post-graduate doctors from across the UK were surveyed to gather data on their awareness of, previous use of, disclosure of use and experience with these tools for their professional portfolios. Their opinions on the need for future guidance in this area were also explored. Results From 90 respondents who currently maintain a professional portfolio, 18 (20%) had used AI-driven tools in some form to generate content for it and none disclosed this use. Regarding disclosing the use of AI-driven tools, 67.3% advocate for this whereas 32.7% believe disclosure is unnecessary. There was slightly stronger consensus regarding how useful guidance from regulatory bodies on this practice would be, with 73.5% in support of guidance and 26.5% in opposition. Conclusions Clearly, there is an urgent need for larger studies, discussion, and consensus from regulatory bodies so that guidance can be put in place. Without this, maintaining the integrity of CPD will become challenging for both trainee doctors and assessors of medical portfolios.