Rosetta Stone Research Articles

Discussion: The Rhinoplasty Rosetta Stone: Using Rasch Analysis to Create and Validate Crosswalks between the NOSE and the SCHNOS Functional Subscale.

Discussion: The Rhinoplasty Rosetta Stone: Using Rasch Analysis to Create and Validate Crosswalks between the NOSE and the SCHNOS Functional Subscale.

Covariant and manifestly projective invariant formulation of Thomas-Whitehead gravity

Thomas-Whitehead (TW) gravity is a recently formulated projectively invariant extension of Einstein-Hilbert gravity. Projective geometry was used long ago by Thomas to succinctly package equivalent paths encoded by the geodesic equation. Projective invariance in gravity has further origins in string theory through a geometric action constructed from the method of coadjoint orbits using the Virasoro algebra. A projectively invariant connection arises from this construction, a part of which is known as the diffeomorphism field. TW gravity exploits projective Gauss-Bonnet terms in the action functional to endow the diffeomorphism field with dynamics, while allowing the theory to collapse to general relativity in the limit that the diffeomorphism field vanishes and the connection becomes Levi-Civita. In the original formulation of TW gravity, the diffeomorphism field is projectively invariant but not tensorial and the connection is projectively invariant but not affine. In this paper we reformulate TW gravity in terms of projectively invariant tensor fields and a projectively invariant covariant derivative, derive field equations respecting these symmetries, and show that the field equations obtained are classically equivalent across formulations. This provides a “Rosetta Stone” between this newly constructed covariant and projective invariant formulation of TW gravity and the original formulation that was manifestly projective invariant, but not covariant. Published by the American Physical Society 2024

JADES – the Rosetta stone of JWST-discovered AGN: deciphering the intriguing nature of early AGN

ABSTRACT JWST has discovered a large population of active galactic nuclei (AGN) at high redshift, which are weak in the X-rays. Here we present the NIRSpec spectrum of the most extreme of these objects, GN-28074, an AGN at $z=2.26$ with prominent hydrogen and He i broad lines, and with the highest limit on the bolometric to X-ray luminosity ratio among all spectroscopically confirmed AGN in GOODS. This source is also characterized by a mid-IR excess, likely associated with the AGN torus’ hot dust. The high bolometric luminosity and moderate redshift of this AGN allow us to explore its properties more in depth relative to other JWST-discovered AGN. The NIRSpec spectrum reveals prominent, slightly blueshifted absorption of H$\alpha$, H$\beta$, and He i $\lambda$10830. The Balmer absorption lines require gas with densities of $n_{\rm H}\gt 10^8~{\rm cm}^{-3}$, consistent with clouds in the broad-line region (BLR). This finding suggests that part of the X-ray weakness is due to high (Compton-thick) X-ray absorption by clouds in the BLR, or in its outer regions. GN-28074 is also extremely radio-weak. The radio weakness can also be explained in terms of absorption, as the inferred density of the BLR clouds makes them attenuate the radio emission through free–free absorption. Alternatively, the nuclear magnetic field may be underdeveloped, resulting both in intrinsically weak radio emission and lack of hot corona, hence intrinsic X-ray weakness. Finally, we show that recently proposed scenarios, invoking hyper-dense outflows or Raman scattering to explain the broad H$\alpha$, are ruled out.

MacArthur’s consumer-resource model: a 'Rosetta Stone' for competitive interactions

MacArthur’s consumer-resource model: a 'Rosetta Stone' for competitive interactions

Evaluating the Impact of AI Tools on Language Proficiency and Intercultural Communication in Second Language Education

This study investigates the impact of AI-driven tools, including Duolingo, Rosetta Stone, and ChatGPT, on enhancing language proficiency and intercultural communication in educational settings. Through a mixed-methods approach involving 200 participants, significant improvements in language skills and cultural understanding were observed, with students responding more positively to these tools than educators. The results underscore the effectiveness of AI in delivering personalized learning experiences and facilitating real-world conversational practice. However, the study also highlights the necessity of integrating AI tools thoughtfully into curricula, accompanied by continuous teacher training. Ethical considerations, such as data privacy, AI bias, and equitable access, are discussed, with recommendations to ensure these technologies promote inclusive and equitable educational practices. The paper concludes with a call for future research to explore the long-term impacts of AI on language learning and intercultural competence.

Thomas Young: The last man who knew everything?

Abstract The polymath Thomas Young is best known as a physicist for his double-slit experiment showing the interference of light and hence its wave nature, published in 1807. However, Young had no formal training in physics and was instead a qualified physician. His first scientific research in the 1790s was on the human eye, which led him to his three-colour theory of how the retina responds to light, published in 1802 and finally confirmed experimentally in 1959. In other words, Young’s passion to understand the physiology of vision led to his subsequent fascination with the physics of light—an important example of the value of polymathy. Later his passion for ancient and modern languages—he coined the term ‘Indo-European’ in 1813—led to his fascination with the Egyptian hieroglyphs and his pioneering decipherment of the Rosetta Stone in 1815-1819. This paper samples Young’s amazing range and also considers polymathy’s advantages and disadvantages, then and now.

Revolucionando el aprendizaje de idiomas: el impacto transformador de las aplicaciones móviles

This study investigated the impact of mobile apps on language learning, focusing on the improvement of linguistic competencies and student motivation. Five popular applications (Duolingo, Babbel, Rosetta Stone, Memrise, and Busuu) were analyzed in an experimental group through standardized tests and qualitative evaluations, before and after a study period. The results showed that students who used these apps experienced significant improvements in their language skills compared to a control group. Interactivity, personalization and gamification were identified as the main contributions to these positive outcomes, with gamification highlighted as a crucial driver of motivation. Nonetheless, the study also emphasized the need for a more robust pedagogical design in the apps to equitably address all language areas.

Rosetta stone for the population dynamics of spiking neuron networks.

Populations of spiking neuron models have densities of their microscopic variables (e.g., single-cell membrane potentials) whose evolution fully capture the collective dynamics of biological networks, even outside equilibrium. Despite its general applicability, the Fokker-Planck equationgoverning such evolution is mainly studied within the borders of the linear response theory, although alternative spectral expansion approaches offer some advantages in the study of the out-of-equilibrium dynamics. This is mainly due to the difficulty in computing the state-dependent coefficients of the expanded system of differential equations. Here, we address this issue by deriving analytic expressions for such coefficients by pairing perturbative solutions of the Fokker-Planck approach with their counterparts from the spectral expansion. A tight relationship emerges between several of these coefficients and the Laplace transform of the interspike interval density (i.e., the distribution of first-passage times). "Coefficients" like the current-to-rate gain function, the eigenvalues of the Fokker-Planck operator and its eigenfunctions at the boundaries are derived without resorting to integral expressions. For the leaky integrate-and-fire neurons, the coupling terms between stationary and nonstationary modes are also worked out paving the way to accurately characterize the critical points and the relaxation timescales in networks of interacting populations.

Generation and analysis of mouse embryonic stem cells with knockout of the Mcph1 (microcephalin) gene.

Chromatin is not randomly distributed within the nucleus, but organized in a three-dimensional structure that plays a critical role in genome functions. Сohesin and condensins are conserved multi-subunit protein complexes that participate in mammalian genome organization by extruding chromatin loops. The fine temporal regulation of these complexes is facilitated by a number of other proteins, one of which is microcephalin (Mcph1). Mcph1 prevents condensin II from associating with chromatin through interphase. Loss of Mcph1 induces chromosome hypercondensation; it is not clear to what extent this reorganization affects gene expression. In this study, we generated several mouse embryonic stem cell (mESC) lines with knockout of the Mcph1 gene and analyzed their gene expression profile. Gene Ontology analyses of differentially expressed genes (DEGs) after Mcph1 knockout revealed gene categories related to general metabolism and olfactory receptor function but not to cell cycle control previously described for Mcph1. We did not find a correlation between the DEGs and their frequency of lamina association. Thus, this evidence questions the hypothesis that Mcph1 knockout-mediated chromatin reorganization governs gene expression in mESCs. Among the negative effects of Mcph1 knockout, we observed numerous chromosomal aberrations, including micronucleus formation and chromosome fusion. This confirms the role of Mcph1 in maintaining genome integrity described previously. In our opinion, dysfunction of Mcph1 may be a kind of "Rosetta stone" for deciphering the function of condensin II in the interphase nucleus. Thus, the cell lines with knocked-out Mcph1 can be used to further study the influence of chromatin structural proteins on gene expression.

JWST NIRSpec Spectroscopy of the Remarkable Bright Galaxy GHZ2/GLASS-z12 at Redshift 12.34

We spectroscopically confirm the M UV = −20.5 mag galaxy GHZ2/GLASS-z12 to be at redshift z = 12.34. The source was selected via NIRCam photometry in GLASS-JWST Early Release Science data, providing the first evidence of a surprising abundance of bright galaxies at z ≳ 10. The NIRSpec PRISM spectrum shows detections of N iv, C iv, He ii, O iii, C iii, O ii, and Ne iii lines and the first detection at high redshift of the O iii Bowen fluorescence line at 3133 Å rest frame. The prominent C iv line with rest-frame equivalent width (EW) ≈ 46 Å puts GHZ2 in the category of extreme C iv emitters. GHZ2 displays UV lines with EWs that are only found in active galactic nuclei (AGNs) or composite objects at low/intermediate redshifts. The UV line-intensity ratios are compatible with both AGNs and star formation in a low-metallicity environment, with the low limit on the [Ne iv]/[N iv] ratio favoring a stellar origin of the ionizing photons. We discuss a possible scenario in which the high ionizing output is due to low-metallicity stars forming in a dense environment. We estimate a metallicity ≲0.1 Z/Z ⊙, a high ionization parameter log U > −2, a N/O abundance 4–5 times the solar value, and a subsolar C/O ratio similar to the recently discovered class of nitrogen-enhanced objects. Considering its abundance patterns and the high stellar mass density (104 M ⊙ pc−2), GHZ2 is an ideal formation site for the progenitors of today's globular clusters. The remarkable brightness of GHZ2 makes it a “Rosetta stone” for understanding the physics of galaxy formation within just 360 Myr after the Big Bang.

Linguistic borrowings in trade terminologies: an analysis of ancient Indian and Egyptian languages from 3300 BCE to 500 CE

The research delves into the intricate web of linguistic borrowings in trade terminologies between Ancient Indian languages (Sanskrit, Prakrit) and Egyptian languages (Ancient Egyptian Hieroglyphs, Demotic script) spanning from approximately 3300 BCE to 500 CE. Through a meticulous analysis of selected literary texts and inscriptions, including the Hathigumpha Inscription, Rudradaman I Inscription, Junagadh Rock Inscriptions, Nasik Cave Inscriptions, Rosetta Stone, Satirical Papyrus, and Turin Taxation Papyrus, the study unravels the linguistic evolution and cultural exchanges embedded within ancient trade networks. Contextualizing these linguistic borrowings within the historical framework of trade routes, maritime activities, and economic exchanges, the research sheds light on the nuances of communication and adaptation in commercial interactions. By employing rigorous research methodologies and comparative studies, the findings offer a comprehensive understanding of how language served as a bridge for commerce, diplomacy, and cultural exchange between these ancient civilizations. This study not only contributes to the fields of linguistic history and ancient trade studies but also offers valuable insights into the dynamic interplay of language, trade, and cultural connectivity in the ancient world.

Integration of Technology in Arabic Language Teaching in Writing and Speaking Skills

The study uses a mixed approach involving case studies, surveys, and field experiments to gather data and aims to explore the impact of technology integration in Arabic language teaching, in particular on student writing and speaking skills. Through case study, survey and field experiment, it was found that technologies such as language learning applications and AI-based software, make a significant positive contribution to improving student written and spoken skills. Applications like Duolingo and Grammarly have proven effective in improving student writing quality by providing instant feedback and training tailored to individual abilities. Similarly, voice recognition software and speech training apps like Google Speech-to-Text and Rosetta Stone improve student fluency and confidence in speaking. However, challenges such as gaps in access to technology in remote areas and adaptation to new technologies become major obstacles. The results of this study suggest that technology should be used as a supporting tool that complements conventional methods in Arabic language teaching, stressing the need for educational policies that support the integration of technology and the provision of adequate training for students and teacher.

The Effectiveness Of Rosetta Stone On Vocabulary Mastery Through Seventh Grade At Smp Islam Al Azhaar Tulungagung In Academic Year 2023/2024

English language proficiency has an important role in communication, daily life, and academic pursuits. English language proficiency opens up future opportunities such as employment and higher education, which often require proficiency standards such as TOEFL or IELTS. Even though it is a compulsory subject in school, many have difficulty learning English. The four main skills to be developed are reading, writing, listening, and speaking, all of which are essential for communicative competence and vocabulary mastery. In response to these challenges, educators are increasingly using technology such as the Rosetta Stone app. This app is known for its Dynamic Immersion and TruAccent features that make learning interactive and effective. This study aims to determine the effectiveness of the use of the Rosetta Stone application on the vocabulary mastery of grade VII students at Al Azhar Islamic Junior High School Tulungagung. The experimental research method was used by dividing the research subjects into two groups, namely the experimental group that used the Rosetta Stone application and the control group that did not use it. The results showed that students' vocabulary scores increased significantly from 73.20 to 90.80 after using this application. Statistical analysis with paired sample t-test confirmed the effectiveness of the application in improving students' vocabulary mastery and interest in learning English. The study confirms the positive impact of technological interventions such as Rosetta Stone in improving English language skills, validating their efficacy through rigorous statistical analysis and practical results.

A new study of the Kubyaukgyi (Myazedi) inscription

Abstract This paper is a new analysis of the ‘Rosetta Stone’ for the decipherment of the extinct Pyu language once spoken in what is now Upper Burma. The two pillars collectively known as the Kubyaukgyi (a.k.a. Myazedi) inscription from c. 1112 CE provide two copies of the same text in four languages: Old Burmese, Old Mon, Pali, and Pyu. I present a critical edition of the text based on newly taken photographs using RTI (Reflectance Transformation Imaging) technology. I provide English glosses and translations of all versions of the text found on the better preserved pillar (A) and notes on the phonology of the Pyu text. As online supplementary material I provide readings of the four faces of the less well preserved pillar (B), a glossary of all words in the Pyu text including their equivalents in the other three languages of the inscription, and an apparatus of readings from previous scholarship. Unlike previous Western scholarship on the Kubyaukgyi, this paper incorporates the findings of earlier Japanese studies of the Kubyaukgyi inscription. It also takes into account recent developments in Mon and Pyu language studies.

Human SARS-CoV-2 challenge uncovers local and systemic response dynamics

The COVID-19 pandemic is an ongoing global health threat, yet our understanding of the dynamics of early cellular responses to this disease remains limited1. Here in our SARS-CoV-2 human challenge study, we used single-cell multi-omics profiling of nasopharyngeal swabs and blood to temporally resolve abortive, transient and sustained infections in seronegative individuals challenged with pre-Alpha SARS-CoV-2. Our analyses revealed rapid changes in cell-type proportions and dozens of highly dynamic cellular response states in epithelial and immune cells associated with specific time points and infection status. We observed that the interferon response in blood preceded the nasopharyngeal response. Moreover, nasopharyngeal immune infiltration occurred early in samples from individuals with only transient infection and later in samples from individuals with sustained infection. High expression of HLA-DQA2 before inoculation was associated with preventing sustained infection. Ciliated cells showed multiple immune responses and were most permissive for viral replication, whereas nasopharyngeal T cells and macrophages were infected non-productively. We resolved 54 T cell states, including acutely activated T cells that clonally expanded while carrying convergent SARS-CoV-2 motifs. Our new computational pipeline Cell2TCR identifies activated antigen-responding T cells based on a gene expression signature and clusters these into clonotype groups and motifs. Overall, our detailed time series data can serve as a Rosetta stone for epithelial and immune cell responses and reveals early dynamic responses associated with protection against infection.

English Speaking Skill through Rosetta Stone Application at Junior High School: Students’ Voices

This study aims to explore the impact of utilizing the Rosetta stone application as a means to improve English speaking skills among second-grade junior high school students. The study employs a qualitative case study approach and data content analysis to delve deeply into the experiences and perceptions of the students regarding their English-speaking skill development through the application. Using a modified questionnaire and depth interviews, the researcher collected data through share the questionnaires to 34 students and interviews conducted with three participants. The results reveal that the majority of students express positive perceptions about the application's impact on English speaking abilities, citing improvements in confidence, vocabulary, accent, and overall learning experience. Overall, these findings underline the dynamic nature of language learning and the potential for continuous improvement in educational technology through targeted enhancements and further empirical exploration. These findings underscore the effectiveness of integrating technology like Rosetta Stone in language learning environments, offering diverse speaking practice opportunities, immersive learning experiences, and targeted feedback that contribute to overall language proficiency. The findings of this study could be useful for language learners who are seeking to improve their language skills as well as for educators and developers who are interested in creating effective language learning tools.

THE USE OF DIGITAL TECHNOLOGIES FOR LEARNING FOREIGN LANGUAGES IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS

The aim of the work is to determine the effectiveness of the use of digital technologies for learning foreign languages in non-linguistic higher education institutions (HEIs). The aim was achieved through the use of general theoretical methods of comparison, observation, as well as calculations of the statistical significance, efficiency ratio, Phillips’ correlation coefficient. The results showed that YouTube, Simpler, and Memrise are the easiest to use, as they do not require additional training for learning the functionality. Blackboard, Learn English, and Bussu applications have the greatest efficiency in classroom perception of the necessary information, as they are aimed at the complex interaction of understanding the theory and the performance of multi-directional tasks. According to students, Rosetta Stone, Learn English, and Memrise applications are the most favourable for self-study. Based on the Kirkpatrick Model, it was established that the majority of students achieved a high level of knowledge (72%). Although students believe that they have reached a medium level of knowledge to a greater extent, as they do not know all the necessary rules. It was found that during language learning students were primarily able to develop working memory (19%), cognitive flexibility (18%). They also gained independence in obtaining new knowledge (17%). The practical significance of the article is in the combination of various digital technologies for learning a foreign language by students of non-linguistic HEIs. The prospects for further research may be determining the effectiveness of learning of students of non-linguistic and linguistic educational institutions with the use of YouTube, Blackboard, Rosetta Stone, Learn English, Simpler, Memrise, Bussu.

The use of Rosetta Stone as learning media to improve students' speaking

The study addressed the impact of the Rosetta Stone tool on improving English speaking skills. The research aimed to determine the contribution of the Rosetta Stone tool as a learning medium to enhance the English speaking skills of high school students at Liceo Cristiano Israel. A mixed qualitative-quantitative approach and a non-experimental design were employed. Data collection methods included surveys, document review, and checklists. Analysis focused on learning outcomes, student satisfaction, learning difficulties, and measuring the contribution of Rosetta Stone to the English curriculum. The sample consisted of 29 intentionally selected high school students: 10 from the first level, 7 from the second level, and 12 from the third level. Results showed a significant correlation between the use of Rosetta Stone and progress in English speaking, supporting the tool's effectiveness. There was a highlighted need to integrate technological tools to enhance language teaching and adapt educational approaches to promote communicative skills. The reliability of instruments was high (0.83), supporting the validity of the collected data. Rosetta Stone proved to be an effective resource for developing English speaking skills in high school students, suggesting the importance of its integration into language teaching programs to promote meaningful learning and effective communication.

Implementation of Visual Mind Mapping Strategy to Improve Students’ Language Competence

The opportunities of the educational process can be expanded using innovative mechanisms. The aim of the work is to determine the effectiveness of teaching because of implementing the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, and the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted of information visualisation and intellectual activity development. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that using Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on the Kirkpatrick model made it possible to establish that most students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare learning effectiveness with using Visual Mind Mapping for junior and senior year students.

A Mixed Methods Investigation of Mobile-Based Language Learning on EFL Students’ Listening, Speaking, Foreign Language Enjoyment, and Anxiety

This mixed-methods study examined the effectiveness of Rosetta Stone, a mobile-based language learning application, on Chinese EFL students’ listening, speaking, foreign language enjoyment (FLE), and foreign language anxiety (FLA). Two groups of intermediate Chinese EFL students from a language institute, with 33 students in the control group and 36 in the experimental group, were recruited as the participants. The treatment lasted for 3 months, with the experimental group using Rosetta Stone in addition to in-class instruction whereas the control group received only the regular in-class instruction. Data collection involved administering IELTS module tests of speaking and listening, FLE and FLA scales, as well as semi-structured interviews. ANCOVA, paired samples test, and content analysis were used for the data analysis of the quantitative and qualitative data. The results indicate that the experimental group showed significant improvements in their listening, speaking, FLE, and reduced FLA more than the control group. The results of the qualitative data indicated that the students had positive attitudes toward mobile-based language learning. The qualitative findings provided further support to the quantitative results and highlighted the convenience, flexibility, and engaging nature of the application. The outcomes stressed the potential benefits of using mobile-based language learning tools like Rosetta Stone as an effective supplementary method for improving EFL learning outcomes and promoting positive affective variables.