Scientific Texts Research Articles

A semantic approach for the analysis of verbs in life sciences texts

ABSTRACT This paper presents a corpusbased study of a group of lexical verbs in eighteenth and nineteenth century scientific texts. The study has a twofold aim. Firstly, it aims to select four types of verb classes (verbs of communication, desire, aspectuals and perception) identified by Levin and Noonan and explore their use in the Corpus of English Life Sciences Texts, a subcorpus of the Coruña Corpus of English Scientific Writing. Secondly, it aims to determine if the frequency of these verbs varies based on the gender of the authors. Further, the study seeks to ascertain if a shifting pattern could be attested in the use of these verbs throughout the two centuries examined in the corpus, at a time when the scientific register was already becoming established. The findings of the study obtained from the greater or lesser occurrence of the verbs in question over the two centuries indicate which ones were more frequent in Life Sciences texts, whether they were more commonly used either by men or women and whether there was a pattern of continued usage of these verbs in Late Modern English scientific language rather than a shift towards nominalisation in this type of discourse.

Bibliography as a language communication tool

In scientific inquiry and the dissemination of knowledge, bibliographies emerge as cornerstone elements within the expansive communication system, serving multifaceted roles indispensable to scholarly dialogue and the popularization of scientific findings. This study delves into the intrinsic significance and application of bibliographies, highlighting their roles in the communication process and retrieval of diverse entities, including books, articles, and electronic resources. The construction of bibliography entries utilizes a specialized bibliographic language characterized by its quasi-natural, uncontrolled vocabulary designed to facilitate communication. The strength of this bibliographic language is notably anchored in its grammar, imparting to it a universal communicative capacity that allows for the comprehension of meanings solely through the bibliographic scheme. This research examines bibliographies embedded within scientific texts to confirm references to existing sources, aiming to assert the universality of bibliographies as a language tool in scientific communication. Through an analysis of the functions and structure of bibliographic language, it is demonstrated that such bibliographies not only enhance the flow of information but also play a crucial role in conveying reliable and verifiable data, thereby fostering the advancement of scientific discovery.

Dabigatran for Dental Procedures in Patients with High Risk Bleeding

Background: Management of patients with high risk of bleeding during oral and dental procedures faces many challenges. The aim of this study was review strategies for facing high risk of bleeding patients taking dabigatran under dental procedure. Methods: Articles and scientific texts will be searched in the six main databases, such as PubMed, Scopus, Web of Science, Science Direct, Google Scholar and Cochrane Library from 2007 to 2022, with keywords “dabigatran” AND “bleeding” AND “dental procedures” OR “dental care”. The inclusion criteria for articles included in the study were papers published about treatment patients with dabigatran and undergoing a dental procedure, English language and design of case reports, case series, quasi-experimental studies and clinical trials. This study was performed using PRISMA. Results: At first, 43 references included and finally 8 articles that met the inclusion criteria were select. CASP and STORBE checklists used for quality evaluation. Two reviewers checked eligibility of the selected articles, separately. Challenging Controversial results were found in selected studies. 4 studies demonstrated that Dabigatran should be interrupted at least 12 hours before invasive dental procedures. Some studies highlight that discontinuing Dabigatran depends on the patient's renal function. Also, it showed that deciding whether to stop Dabigatran or not by cardiologists determine based on elective or emergency high-risk patients. Conclusions: Based on the results of the included studies, it is better to decide to stop or continue dabigatran before any dental treatment based on the type of intervention, the risk of bleeding and the patient's clinical situation. However, is preferred to discontinue taking this drug in high risk of bleeding dental procedures.

Evaluasi Komprehensif Teks Akademik Buku Ajar Bahasa Indonesia untuk Perguruan Tinggi Edisi Revisi 2024

The aim of this research is to describe rate scientific text academics in the text report results observation ( textbook Language Indonesia For college tall edition revised in 2024) is viewed based on simplicity structure and density information . This type of research is classified as research qualitative in descriptive form with techniques data collection uses technique documentation , engineering read , and note-taking techniques through sources written form text academic . As for sources the data obtained from Indonesian language textbook for College Edition Revised 2024. Presentation The results and data analysis in this research use approach linguistics systemic functional .Research result show that this textbook is successful serve various type text academic , incl text review , research and activity proposal text , text report research and activities, as well text article scientific , with a systematic structure and rich content . This book provides clear guide as well as relevant examples , helpful students understand, write , and analyze various type text academic . In conclusion , this textbook provides contribution significant to Indonesian language learning in college high and worthy made reference main . Suggestions are given For enhancement quality of material, improvement of text examples, use of interactive media , lecturer training , and collection feedback from users for repair sustainable.

Scientific Writing – ChatGPT Versus Real-time Output: Addressing Academician’s Concern

Background: The advent of ChatGPT, an artificial intelligence (AI) model, has introduced new challenges in educational practices, particularly in the realm of scientific writing at higher educational institutions. The AI is trained on extensive datasets to generate scientific texts. Many professors and academicians express concerns about the inclusion of AI chatbots in project execution, interpretation, and writing within specialized subject curricula at the undergraduate and master’s levels. Methods: To address these concerns, we employed the ChatGPT tool by posing a specific query “Gynecomastia and the risk of non-specific lung disease, along with associated risk factors for workers in the petrochemical industry”. We conducted a comparison between responses generated by ChatGPT and real-time output from master’s students, examining document-to-document variation on different dates. Results and Discussion: The AI chatbot failed to identify potential risk factors, in contrast to the student response, which highlighted alteration in neutrophil levels, lung architecture, high IgE, elevated CO2 levels, etc. The two responses did not align in terms of context understanding, language nuances (words and phrases), and knowledge limitations (real-time access to information, creativity, and originality of the query). A plagiarism check using the iThenticate software reported similarity indices of 11% and 14%, respectively, in document-to-document analyses. The concerns raised by academicians are not unfounded, and the apprehension regarding students utilizing ChatGPT in the future revolves around ethical considerations, the potential for plagiarism, and the absence of laws governing the use of AI in medical or scientific writing. Conclusion: While AI integration in the curriculum is feasible, it should be approached with a clear acknowledgement of its limitations and benefits. Emphasizing the importance of critical thinking and original work is crucial for students engaging with AI tools, addressing concerns related to ethics, plagiarism, and potential copyright infringement in medical or scientific writings.

Strategy choice, shaping factors and justifications: Perceptions of academic translators of Humanities and Social Sciences texts

AbstractScholars have conflicting views as to strategy choice between foreignization and domestication, and each view is supported by descriptive case analyses. So far, translation practitioners' voices on strategy use have not been heard. This study aims to explore translators' views on strategy choice, shaping factors, and justifications. The participants surveyed were translators of academic texts in Humanities and Social Sciences, a genre requiring substantial and creative interventions from translators in rhetorical norms and epistemological conventions. The results indicate that: domestication is used more often than foreignization; strategy use is translator-specific in that the translators are divided concerning the manipulation of the macro-level source-text features and content, though most of them agree to domesticate the micro-level features; eight factors (target readers' needs, authors, etc.) exert different degrees of impact on strategy use; and the current practices of justifying strategy use is invisible, harming the recognition of translators' contributions and their professional status.

Cognitive, affective, and behavioral engagement with science news predicted by the use of accessibility strategies in science-minded and general audiences

Numerous studies have explored internal factors such as cultural values and acquired knowledge accounting for how people engage with science. However, it remains unclear how external factors embedded in science texts relate to audience engagement. A content analysis of 298 text-based popular science news articles and their following 5852 reader comments was conducted in two Israeli audiences, science-minded and general readers, to explore how the accessibility strategies embedded in these articles relate to cognitive, affective, and behavioral engagement. Findings indicated similar patterns of relationship between accessibility strategies and engagement expressions for both audiences; however, the relationships were more pronounced for general readers compared to science-minded readers. Using jargon and a narrative writing style increased the odds of positive emotions in reader comments, whereas addressing socio-scientific issues increased the odds of cognitive expressions. These results may contribute to a fuller understanding of ways to drive meaningful public engagement.

Why don’t students draw when learning from science texts?

This study explored why students rarely create drawings when learning from science texts despite potential learning benefits. Undergraduates (n = 114) studied a 10-part text on the human respiratory system and took notes by choosing their own strategies (free choice group) or by choosing to create a drawing or write a verbal summary (forced choice group). Other students were instructed to create drawings (draw group) or write summaries (summarize group). All students then completed a series of post-tests. The forced choice group chose to draw significantly more frequently than the free choice group; however, both groups still overwhelmingly chose summarizing. Participants across all groups reported lower prior experience, lower expectancies for success, lower perceived value, and higher perceived cost of drawing compared to summarizing. Students’ prior experiences and beliefs about drawing were also associated with how frequently they chose to draw, providing implications for future instructional interventions.

ChatGPT, a Friend or a Foe in Medical Education: A Review of Strengths, Challenges, and Opportunities

Background: ChatGPT is a large-scale language model that utilizes artificial intelligence (AI) to answer a broad range of scientific inquiries, create clinical scenarios, and evaluate educational programs. While its use offers numerous advantages, it also presents several challenges. Objectives: The aim of this study is to conduct a comprehensive review of ChatGPT's functionality and explore the benefits, challenges, existing solutions, and future prospects of using AI in medical education. Method: A comprehensive literature review was conducted using PubMed, Scopus, Web of Science, and Google Scholar. The search phrases used were ChatGPT, Artificial Intelligence, Chatbot, Medical Education, and large language models (LLMs). Results: The application of ChatGPT in medical education offers several advantages, such as enhanced quality of interaction between medical students and patients, improved education quality, enhanced research opportunities, personalized learning, virtual patient simulations, and cost-effectiveness. However, there are also critical challenges, such as ethical and transparency concerns, limited access to reliable databases, restricted information availability after 2021, limited development of students' critical thinking ability, and the risk of generating AI hallucinations. Conclusions: Artificial intelligence models have become a popular tool for researchers to access scientific resources, comprehend articles and textbooks, and create scientific texts. ChatGPT has been used extensively in medicine and medical education in a short period. It is essential to weigh the benefits and challenges, use expert supervision, conduct frequent assessments, and provide feedback reviews to guarantee its efficacy. Although this technology should not replace human labor, it is essential to prepare for the changes brought by AI and create appropriate guidelines and curricula by reviewing existing solutions and conducting extensive studies.

The effects of generating examples on comprehension and metacomprehension.

Teachers and students often report using examples to support learning. Research has shown benefits of viewing provided examples and generating examples during declarative concept learning; however, there is less work showing clear benefits when learners generate their own examples on comprehension measures while students are attempting to learn from expository science texts. The present study tested whether generating examples would be useful for improving comprehension and comprehension monitoring in the context of an undergraduate science course. In a pre-post design, students completed an initial reading activity, followed by taking practice tests on each topic. Some students were assigned to complete an additional example generation activity after taking the practice tests. Some students also evaluated the quality of generated examples and received explanatory feedback. While there was an overall improvement in comprehension for all students, those who generated examples without the opportunity to evaluate the quality had the smallest overall learning gains. Students who evaluated the quality of examples showed the greatest learning gains on application-based test questions. And, although overall overconfidence decreased, there were no differences between conditions. These results suggest that example generation may not always be as helpful for improving learning as many students and teachers assume. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Semantic potential of L. Andreev’s story “Kusaka”

INTRODUCTION. The research will be useful not only to linguists and literary scholars, but also to literature teachers, since the works of L. Andreev are included in the school curriculum. The purpose of the work is to identify the semantic potential of L. Andreev’s story “Kusaka”. The relevance of the study is due to the need to study L. Andreev’s literary texts for modern philological science from the point of view of identifying the ability of units of different levels that are interconnected to act as markers of the mythical-poetic code.MATERIALS AND METHODS. The material of this work is the text of L. Andreev’s story “Kusaka”, which is a system of multi-level units, the analysis of which contributes to a deeper penetration into the author’s artistic intention. The work uses both general scientific and special linguistic methods: the method of linguistic observation and description, etymological, word-formation, onomastic, contextual, stylistic and linguocultural types of analysis.RESULTS AND DISCUSSION. It is shown that the literary text of L. Andreev is characterized by the interrelation of units of different levels, revealing the mythopoetic basis of the story, represented by the oppositions friend–foe, ligh–darkness, sound–silence. The dominant elements of the story are the lexemes house, yard, garden, sun, darkness. The diminutives used by the author when describing the girl and the dog create the image of a toy that is interesting and desirable in the present, but may be abandoned in the future due to loss of interest in it. Proper names (zoonyms Zhuchka, Kusaka, Kusachka and anthroponyms Lelya, Ilyusha, Dogaevs) and their absence have a special meaning.CONCLUSION. As in most of L. Andreev’s works, the story “Kusaka”, demonstrating the struggle of light with darkness, presents the path of gaining (Kusaka) and losing the soul (Lyolya and other people who for some reason are called kind). All this happens against the background of natural cyclicality – winter– spring–summer–autumn–... correlate with the natural processes of birth-development-old agedeath. Coming after the departure of the people who abandoned Kusaka, who again turned into just a nameless dog, the hopeless dark night becomes a symbol of lost hope, lost happiness.

Communicating research to practitioners – between scientific rigor, easy science and practitioners' self-perception of expertise

PurposeResearch shows that there are mechanisms of information simplification that lead to the danger that first, laypeople rely on their own epistemological skills when assessing scientific claims. Second, laypeople underestimate their dependence on experts when they receive simplified information. This underestimation can be problematic because scientific knowledge, due to its complexity, usually cannot be fully understood without further advice from experts. Compared to laypersons, adult education practitioners can be expected to have a higher level of scientific literacy in relation to knowledge in their professional field because they are familiar with the structure of knowledge through their formal education. The present study examines whether the “easiness effect” also occurs in adult education practitioners when they read simplified and highly simplified texts about research findings.Design/methodology/approach The sample consisted of 1.267 continuing education institutions. For the survey experiment, particioants were randomly assigned to tree text types at the end of the survey: easy, less scientific and scientific text. We used the difference-in-difference method to analyze the data. FindingsThe study examined whether easily presented research findings influenced self-assessment and reliance on experts. The results of our study support the hypothesis that the easiness effect is also present among professional practitioners.Originality/valueThe use of clear and nontechnical language is essential for ensuring that scientific knowledge is accessible and utilizable outside of academic circles. This aspect gains particular significance in educational research, as it enables professional practitioners to comprehend and ideally implement, research findings in their daily routines to address and resolve real-world challenges in their educational environments. Previous studies have demonstrated that the way text is presented influences laypeople's perceived reliance on experts. Building upon the conceptual framework of the easiness effect, this survey experiment took an additional step by focusing specifically on a targeted audience: professional practitioners in adult education.

Proteus (Proteus)

Beginning with his botanical epiphany in Sicily in 1787, Goethe turned to the ancient Greek sea god Proteus as a key figure for imagining natural metamorphosis. “Proteus” is perhaps a surprising term for a lexicon of philosophical concepts. Its connection to symbol, myth, and what Hegel would call representational thinking (Vorstellungsdenken) contrasts with more overtly abstract terms of philosophy. Yet for the unorthodox thinker, Goethe, who consistently straddled the line between literature and philosophy, the boundaries between symbolic representation and speculative abstraction were often porous. Nowhere is this more evident than in his theory of metamorphosis, which was developed throughout his life in an aggregate of scientific, poetic, and biographical texts. The lexeme “Proteus,” as Goethe used it, grows out of and defines this uniquely interdisciplinary thinking. Itself a deeply protean concept in his oeuvre, it gives occasion to consider the mutually productive relationship between philosophy, literature, and life within the broader constellation of Goethe’s thought. In this entry, I situate Goethe’s “protean” model of metamorphosis vis-à-vis his engagement with maritime environments and literature, specifically Homer’s Odyssey, during the period of the Italian journey (1786-1788). As a symbol, I argue, Proteus played an especially important role in Goethe’s dynamic reconception of natural forms as well as his rebuttal to the “terrestrially biased” imagery of Carl Linnaeus, who construed the formal characteristics of plants through metaphors of geographical enclosure. Additionally, I consider how Goethe’s “protean” botany informed his theory of natural types (Typen) and prepared his theory and practice of science as “zarte Empirie” (WA IV/45:11; delicate empiricism). By reading the mythical figure of Proteus back into the adjective “protean,” which is used to characterize Goethe’s view of nature in his scientific and poetic writings, we can uncover a uniquely Goethean conception of metamorphosis and creativity.

Scientific text citation analysis using CNN features and ensemble learning model.

Citation illustrates the link between citing and cited documents. Different aspects of achievements like the journal's impact factor, author's ranking, and peers' judgment are analyzed using citations. However, citations are given the same weight for determining these important metrics. However academics contend that not all citations can ever have equal weight. Predominantly, such rankings are based on quantitative measures and the qualitative aspect is completely ignored. For a fair evaluation, qualitative evaluation of citations is needed in addition to quantitative ones. Many existing works that use qualitative evaluation consider binary class and categorize citations as important or unimportant. This study considers multi-class tasks for citation sentiments on imbalanced data and presents a novel framework for sentiment analysis in in-text citations of research articles. In the proposed technique, features are retrieved using a convolutional neural network (CNN), and classification is performed using a voting classifier that combines Logistic Regression (LR) and Stochastic Gradient Descent (SGD). The class imbalance problem is handled by the synthetic minority oversampling technique (SMOTE). Extensive experiments are performed in comparison with the proposed approach using SMOTE-generated data and machine learning models by term frequency (TF), and term frequency-inverse document frequency (TF-IDF) to evaluate the efficacy of the proposed approach for citation analysis. It is found that the proposed voting classifier using CNN features achieves an accuracy, precision, recall, and F1 score of 0.99 for all. This work not only advances the field of sentiment analysis in academic citations but also underscores the importance of incorporating qualitative aspects in evaluating the impact and sentiments conveyed through citations.

Kajian Penulisan Teks Akademik Bagi Mahasiswa Terhadap Peningkatan Keterampilan Menulis

Essays or essays and students, whether at elementary, intermediate, or higher levels, often produce poor results. Many mistakes are made regarding spelling, word choice, and sentence structure. Many students do not understand scientific texts and their rules. This misunderstanding These misconceptions are very seriously researched considering the efforts of the government, educational institutions, including universities, to improve the culture of research in the academics. This research uses a qualitative method with the type of approach in the form of a library study. The results of the research It was found that the factors that cause difficulties in writing scientific papers are, for example, the low motivation of students in writing, lack of confidence and in writing, lack of confidence and lack of mood, low interest in reading, low student curiosity, and students' understanding of scientific papers that are not good scientific writing as well as low mastery of the writing the rules of writing.

Readers’ Behavior during a Monitoring Task in English as a Foreign Language: Connecting Outcomes and Mental Processing

Metacognitive skills are important for text comprehension, especially at university where most learning processes are unsupervised, and students rely on self-control and regulation when reading for comprehension. In today’s universities, English as L2 has become the vehicle language for teaching and learning. However, some studies have concluded that university students who read English as L2 have inadequate metacognitive monitoring skills. Higher level processing skills, such as comprehension monitoring, are difficult to study and then improve. The main goal of the present study was to analyze the mental processing of readers when they monitored expository texts in English as L2 considering their English proficiency. Mental processing was related to readers’ behavior when performing a reading task by using a set of variables guided by a psychological mechanism proposed for inconsistency detection. A total of 169 university students participated. The task was modeled on the error detection paradigm, which involved assessing the comprehensibility of scientific texts in English and reporting comprehension difficulties encountered. A special software was used to collect detailed data online about the readers’ text processing and written reports. The results confirmed the set of processing variables and the theory-based predictions.

Advancing language models through domain knowledge integration: a comprehensive approach to training, evaluation, and optimization of social scientific neural word embeddings

This article proposes a comprehensive strategy for training, evaluating, and optimizing domain-specific word2vec-based word embeddings, using social science literature as an example. Our primary objectives are: (1) to train the embeddings utilizing a corpus of social science text, (2) to test their performance against domain-unspecific embeddings using our developed intrinsic and extrinsic evaluation strategy, and (3) to enhance their performance even further by using domain knowledge. As an integral part of this approach, we present SociRel-461, a domain-knowledge dictionary designed for the intrinsic evaluation and subsequent refinement of social science word embeddings. Using a dataset of 100,000 full-text scientific articles in sociology, we train multiple vector space models, which we then benchmark against a larger, pre-trained general language embedding model as part of our extrinsic evaluation. Furthermore, we developed a transfer learning multi-label classification task for extrinsic evaluation. Our findings reveal that domain-specific embeddings outperform their domain-unspecific counterparts in both intrinsic and extrinsic evaluations. We also investigated the retrofitting post-processing method to enhance domain-unspecific embeddings with the domain knowledge embedded in SociRel-461. While retrofitting does not enhance our domain-specific vector space models, it significantly improves the performance of the domain-unspecific embeddings. This highlights the potential of retrofitting for the transfer of domain knowledge to domain-unspecific embeddings. Our results emphasize the importance of utilizing domain-specific word embeddings for better performance in domain specific transfer learning tasks, as they outperform conventional embeddings trained on everyday language.

Exploring named‐entity recognition techniques for academic books

Recent advances in the natural language processing (NLP) field have achieved impressive results in various tasks. However, NLP techniques are underrepresented in the analysis of Humanities and Social Science texts and in languages other than English. In particular, academic books are a highly valuable source of information that has not been exploited by these techniques at all. The recognition of named entities (person names, organizations or locations) and their semantic annotation over books could enrich the visibility and discoverability of the information by users. This is an opportunity for academia and the academic publishing industry in which semantic search is a central task and now books can be queried by named entities of interest that are in their content. This work proposes a methodology to apply named‐entity recognition to publish the results into an ontological semantic‐web format. The work has been performed over a corpus of academic books provided by UNE (Unión de Editoriales Universitarias Españolas, Union of Spanish University Presses). Results show an enrichment of the information extracted over the books and of the possibilities of querying them at the individual level but also within the whole set of books, increasing the possibilities for books to be discovered or retrieved beyond metadata.

Annotating Materials Science Text: A Semi-automated Approach for Crafting Outputs with Gemini Pro

Annotating Materials Science Text: A Semi-automated Approach for Crafting Outputs with Gemini Pro

READING INTEREST CHARACTER OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS AT UNIVERSITAS PENDIDIKAN INDONESIA

Reading interest is one of the fundamental skills in language and is a highly effective learning activity for acquiring knowledge and literacy. Reading literacy is an essential skill, particularly for prospective educators; however, many students experience challenges in cultivating a reading habit. This research aims to: (1) describe the reading interest conditions of prospective teacher students at Universitas Pendidikan Indonesia (UPI), (2) elucidate the supporting and inhibiting factors for prospective teacher students (PTS) at UPI in their reading activities. This study employs a quantitative approach with a survey design. The research subjects are UPI PGSD (Elementary School Teacher Education) students. Data collection methods include questionnaires, surveys, and interviews. Data analysis involves descriptive analysis, frequency distribution, and percentage calculation. The findings reveal that: (1) the overall reading interest of PTS is categorized as low, (2) students' activities on campus before class hours mainly involve waiting and chatting with friends; only a small portion of students utilize their free time to read books or visit the library. (3) PTS' preferred books are novels and fiction, while scientific texts are less favored due to unappealing design and layout, (4) the time spent on reading books by PTS is relatively short, with less than 1 hour daily, and some do not allocate any time for reading, except when there are assignments or exams, (5) the major inhibiting factors for PTS in reading are internal, indicated by low reading habits or preferences for other interests over reading.