Short Essay Research Articles

Large language models predict cognition and education close to or better than genomics or expert assessment.

Previous research using standard social survey data has emphasized a relative lack of power when predicting educational and psychological outcomes. Leveraging a unique longitudinal dataset, we explore predictability of educational attainment, cognitive abilities, and non-cognitive traits. Integrating various measures of computational linguistics and large language model-based embeddings within a SuperLearner framework trained on short aspirational essays written at age 11, we accurately predict cognition and non-cognitive traits at the same and later age to a similar degree as teacher assessments, and better than genomic data. The same is true for predicting final educational attainment. Combining text, genetic markers, and teacher assessments into an ensemble model, we can predict cognitive ability at close to test-retest reliability of gold-standard tests( ) and explain 38% of individual differences in attainment. A sociological model comparable to the baseline of the Fragile Family Challenge replicates the FFC's findings regarding the level of predictability achievable with such data. These findings show that recent advances in large language models and machine learning equip behavioural scientists with tools for prediction of psycho-social features.

The Timespace of Queer Ecology

Queerness is a human construct, fitted to human lives and timespaces, whereas the timespaces of ecologies are radically di!erent, often evolving over millions of years. Queerness also does not apply readily to animal sexualities, which are polymorphous, but which cannot be judged or pigeonholed as queer. This short essay seeks to reconcile the two and clarify the usefulness of the term ‘queer ecology’ by as referring to habitable landscapes and queer and/or trans landscape relations. These relations are seen as nonlinear and intransitive, and thus their orientations also describe a queer re-lation to the future.

Learning about social suffering through illness narrative: possibilities and challenges

BackgroundUnderstanding social determinants of health is a crucial aspect of holistic healthcare, and cultivating empathy toward patients’ suffering is increasingly recognized as a core competency for healthcare professionals. Although previous studies have examined the efficacy of narrative medicine-based education in enhancing empathic responses to patients, the possibility of learning concept of “social suffering” through patient illness narrative remains underexplored.MethodsThis study presents a qualitative analysis of short essays submitted by forty second-year medical students at a single medical school after a class based on narrative medicine principle. The students analyzed and interpreted a transcript of a patient with hypertension, revealing various dimensions of the illness experience, including anxiety regarding the disease, aversion to antihypertensive medications, and encounters with stigmatization and discrimination in the workplace. Using an iterative coding process with both inductive and deductive elements, we identified patterns in how students conceptualized suffering and engaged with social dimensions of illness.ResultsOur analysis yielded three major themes: (1) categorical framings of suffering, (2) emerging recognition of narrative complexity, and (3) limited engagement with structural dimensions of social suffering. While students readily identified physical and psychological aspects of suffering, most demonstrated surface-level engagement with social dimensions. The students’ responses revealed challenges in moving beyond individualistic frameworks to recognize how social, cultural, and institutional factors shape illness experiences in Korean society.ConclusionWhile the narrative medicine approach successfully fostered recognition of suffering’s complexity and the importance of empathy, students’ limited engagement with social suffering suggests the need for curricular enhancements. We propose a spiral curriculum that progressively deepens students’ understanding of social determinants of health, integrates qualitative research methodologies, and explicitly addresses Korean sociocultural contexts that shape illness experiences. This approach may better equip future physicians to recognize and address social suffering in their clinical practice.

An exploratory study of a new concept macrostructure measure when learning history in middle school

Abstract This investigation considers the relationship between test scores and a sorting task conceptual macrostructure measure based on topic-level term-term distances as Pathfinder networks. In Study 1 (n = 255), grade 7 Chinese students completed a sorting task 1 month after the traditional in-class lessons and exam. In Study 2 (n = 220), grade 8 students completed the sorting task immediately after self-directed study of a history text. In addition, a month later 68 of the students in Study 2 were further instructed to write a short essay about this content. Study 1 results showed significant correlations between the sorting task macrostructure network measures and both lesson and unit test scores. Study 2 obtained the same significant correlations between sorting task macrostructure network measures and performance on tests. In addition, in Study 2, essay conceptual networks of historical content were better for the high prior knowledge students. Both the sorting task and the essay writing task measures can complement traditional exam measures so that conceptual knowledge structure aspects of students’ learning can be identified for formative and summative purposes.

Assaying landscape, sensation and knowledge in Ross Gibson’s academic essays

ABSTRACT In this article, I remember Ross Gibson through examining his writing, published primarily in academic journals and books. I consider 19 of his short essays, examining his methods and three of his interrelated central themes: Landscape, Sensation, and Knowledge. Through these themes, Gibson worked in a hyphenate, cross-disciplinary manner, to produce a powerful, evocative and beautiful articulation of the purpose of our work in the Arts and Humanities.

The Intricate Web of Technological Existence: A Short Essay on the Philosophy of Technology

The Intricate Web of Technological Existence: A Short Essay on the Philosophy of Technology

A Note On Trust: An Economic And Social Perspective

This paper explores the concept and implication of trust from both economic and emotional perspectives, emphasizing its critical roles in personal and business relationships. Trust facilitates information sharing, and fostering long-term commitment. As the level of trust increases, transaction costs decrease, leading to economic rewards and stronger, sustainable relationships between participating partners. Breakdown of trust results in emotional pain as well as economic loss. This short essay also discusses the impact of emerging technologies, particularly artificial intelligence (AI), on interpersonal trust. From a neuroscientific viewpoint, it explains how trust enhances personal joy and satisfaction. Through theoretical and empirical evidence, we are hoping that this study illustrates the pivotal role of trust in shaping our lives.

John Pocock and the ‘Edge of Empire’ Thesis. A Late Letter from 2021

ABSTRACT In 2021 J.G.A. Pocock read a short essay by Jess Whatmore which criticised Kenneth Pomeranz’s ‘Great Divergence’ thesis, that the alternative historical trajectories of Europe and Asia, signalled by the former’s dominance of the global economy from c. 1800, could be traced to ecological factors. Pomeranz wanted to shift the explanation for divergence away from claims about the natural superiority or greater liberty of Europeans. Whatmore’s essay argued rather that divergence depended upon European military superiority, which in turn could be traced to the cultural roots of European military success that derived from ‘edge-of-empire’ discourses. Pocock’s response, in one of his final letters, engaged with the themes of the edge of empire thesis.

The Therapeutic and Transformative Impact of Making Collages

In this short essay, I present the process of making collages through one year (from March 2020 to April 2021) of the COVID-19 pandemic and analyze its therapeutic and transformative impact on me. I also discuss importance of being mindful, attentive, accepting, and contemplating during this process. The pursuit of making collages was my main coping strategy during the stressful and challenging coronavirus epidemic. First of all, it gave me a sense of purpose, competence, and growth as a human being as well as a collage artist. Making collages became the outlet of my dark thoughts and negative emotions and the source of positive emotions of interest, joy, acceptance, resourcefulness, satisfaction, and enthusiasm. My frustration regarding coronavirus situation was channelled into enjoyable artistic experience. Making collages not only enhanced my flexibility and problem-solving skills, but also increased my concentration and attention to details. During this process, I let myself be affected by the external events as well by the internal world of my emotions, memories, images, and dreams.

Development of the Automated Short Essay Scoring (ASES) Digital Evaluation Tool and Formation of Honesty Character: Using the 4-D Model in the Context of Modern Education

This research is motivated by the importance of the Automated Short Essay Scoring (ASES) digital evaluation tool and the formation of honesty character in the context of modern education at the Faculty of Teacher Training and Education, Universitas Islam Sumatera Utara. Traditional evaluation tools are still used, which are time-consuming and fail to address the issue of student honesty. This study aims to: (1) develop the ASES digital evaluation tool and form honesty character using the 4-D Model in the context of modern education, and (2) examine the advantages of the ASES digital evaluation tool in forming honesty character in modern education. This Research and Development (R&D) study uses the 4D Model stages: Define, Design, Develop, and Disseminate. The research subjects numbered 121 people. The study was conducted over a period of six months, from September 2024 to February 2025. The results at the Define Stage show that the Faculty of Teacher Training and Education, Universitas Islam Sumatera Utara, does not yet have a digital evaluation tool, thus necessitating the ASES digital evaluation tool to help students develop honesty character. In the Design Stage, a prototype of the ASES digital evaluation tool was designed. In the Develop stage, the ASES digital evaluation tool was developed and tested for feasibility by evaluation experts, limited trials, and product revisions with an average feasibility of 83.68% (very feasible). Subsequently, revisions were made based on suggestions from questionnaires given to research subjects. In the Disseminate stage, large group trials were conducted, and the ASES digital evaluation tool was deemed effective by the majority of respondents with an average score above 3.5. This indicates that the ASES digital evaluation tool is a solution to the limitations of traditional evaluation tools in supporting modern education at the Faculty of Teacher Training and Education, Universitas Islam Sumatera Utara.

Language Abuse: The Politicization and Categorization of People on the Move Through Language and Narrative

Over the last three decades, the once-distinct terms ‘asylum’ and ‘immigration’ have become conceptually intertwined. This process is almost complete in Europe, where politicians, media, the public, and even academia often speak of these concepts interchangeably. Blurring these concepts has implications for migratory people: it removes legal rights borne by the state and diminishes the claims of humanitarian protection seekers within these movements. We have simultaneously witnessed the recategorization and reinterpretation of the statuses of vulnerable populations on the move, using geolegality to exclude them from otherwise legally entitled protections. We speak to the problems with narrowing the eligibility for protection through geolegality while simultaneously contributing to conceptual indistinction between people that discredits their identities as rights bearers. This short essay reflects on the ethical dilemmas of language use by researchers in shaping and contributing to this situation.

Effects of the Use of Generative AI Tools on EAP Writing Development: A Case Study with Medicine Undergraduates

The present empirical study examines the impact AI tools intervention may have on the writing development of undergraduate EFL learners. This mixed-methods research was conducted at a Saudi university with sixty students as participants to teach writing short essays focused on medical issues. The participants were taught to plan, organize, draft, revise and prepare the final drafts of the essays on given topics using AI tools, such as ResearchRabbit for referencing, Acrobat Chat with PDFs for summary, and Otio for grammar check and planning, drafting and revising the essays. The study involved experimental teaching, conducted for 4 weeks. The participants were undergraduate students majoring in Medicine and learning English for one year as a pre-requisite for university study. After a pre-test, two groups- experimental and control- were formed dividing the research subjects randomly. The research subjects in the experimental group were taught to use AI tools to search relevant medical terminology, search reference materials and prepare bibliography, checking English grammar and usage, organizing, planning, drafting and revising their essays. On the other hand, research subjects in control group were taught to write essays on the same topics using a traditional approach, that is, finding relevant terms using online or offline dictionary, using their knowledge of grammar to write error-free essays, finding relevant ideas from online/offline sources, planning, drafting and writing the essays. The control group participants were strictly forbidden to take AI help in any way. After the experimental teaching, the groups were given a post-test. The marks obtained by participants were compared. The mean of marks obtained by experimental group participants was higher by 2.95 points, with t-test value 8.83 (statistically significant at p .05). The t-test value obtained on a comparison of the pre-assessment and post-assessment scores of the experimental group participants was 4.743 (statistically significant at p .05). Thus, the research findings show positive effects of AI tools intervention on participants’ writing development.

The Conundrum of Managing Research and Development Projects: How Can Research Managers and Administrators Leverage Industry Practices in Project Management?

What is new? This short essay addresses the application of industrial project management practices to the field of research management and administration. Beyond specific project management frameworks and methodologies widely spread in industry contexts, it outlines a set of core tools and techniques that can effectively inform the development of research management activities in this area. What was the approach? Although there is no unique blueprint for ideal research project management approaches, best practices and useful guidelines and tools can be defined to help research managers and administrators fulfil their roles. These are systematized per major project management stage, based on a review of existing literature and the author´s experience with complex research projects. What is the academic impact? The paper summarizes relevant knowledge spread over the specialized project management literature. What is the wider impact? The heterogeneity of partners, strict funder regulations, work uncertainty, and the creative nature of research and development mean that project organization and management should reflect and accommodate these specificities. The findings presented in the paper can assist research managers and administrators in formulating appropriate management strategies for research and development projects, enabling them to make better-informed decisions based on the insights provided.

Optimizing AI ChatGPT: Prompt Engineering in the Learning Assessment Process for High School Students

Along with the development of artificial intelligence (AI) technology, the use of AI in education is increasingly widespread, including in the learning assessment process. This study aims to explore the optimization of the use of ChatGPT, a text-based AI model, in creating learning assessments for high school students. ChatGPT offers efficiency in designing various questions, ranging from multiple choice to short essays, which can be used as a tool for teachers to speed up the assessment creation process. With its ability to generate questions quickly, ChatGPT allows teachers to focus more on other aspects of learning, such as monitoring student progress and improving teaching methods. In addition, this AI can also help teachers create different variations of questions for students with varying abilities, ensuring that students' individual needs can be better accommodated. However, there are limitations in its application, especially in producing questions that test students' in-depth understanding, critical thinking skills, and analytical skills. This study uses a qualitative approach by analyzing various studies and literature related to the use of AI in learning and testing several assessments produced by ChatGPT. The study results show that ChatGPT can improve teachers' time efficiency and flexibility in creating questions, especially for questions with a medium level of difficulty. However, more complex assessments require manual adjustments by teachers to ensure the questions' relevance and depth align with the curriculum. The combination of AI and teacher involvement in evaluation can improve the overall quality of learning.

What could be more perverse than that?

Grant Farred’s new book, The Perversity of Gratitude: An Apartheid Education, is a memoir examining the value of his South African botched education. This short essay focuses on the key term included in the title: “perversity” or, as Farred also says in the book, “truly perverse,” “what could be more perverse than that?” This “perversity” dominates every page of Farred’s book like an obsessive mantra or ear worm. How can one make sense of such an odd expression right before any expression of thanks? This is the aim of this essay on Farred’s thought-provoking new book.

К 80-летию Победы в Великой Отечественной войне

The short essay offers three reports: teachers of the Faculty of Law at Demidov Yaroslavl State University, who are veterans of the Great Patriotic War; the solidarity volunteering of teachers and students of the Faculty of Law during a special military operation; and the long-standing traditions of the Faculty in honour of Victory Day.

Get Real – Oil and Gas in Scotland’s Economy

This short essay, based on a talk to the Institution of Chemical Engineers, argues that the current negative narrative around oil and gas threatens to damage the economic, security and environmental prospects for Scotland and the United Kingdom. While oil and gas are heavily criticised for environmental damage, in particular through carbon emissions, such arguments tend to ignore the broader picture, not least the increasing demands for energy. The North Sea reserves offer crucial contributions to the UK economy, whilst providing a much ‘cleaner’ source of energy than international imports. The essay argues that it is essential to note the positive contribution that the sector can make, not least into providing essential aspects of the ‘Just Transition.’

Framework and Needs Assessment for Conceptual Changes in an Integrated Preclinical Medical Curriculum

Research spanning many decades has led to the identification, description, and analysis of misconceptions in biology and related disciplines, such as mathematics, physics, chemistry, genetics, cell biology, physiology, and evolution. So-called “concept inventories” have been developed to identify common learner-held misconceptions of fundamental concepts in these disciplines. Testing with these inventories pre- and post-teaching is used, for example, to evaluate the effectiveness of pedagogical methods meant to address misconceptions by conceptual change at levels typically ranging from middle school to the undergraduate years. However, less studied are whether and which biomedical misconceptions are still held by learners who reach the undergraduate medical level and whether such misconceptions impede passing high-stakes exams that serve as gatekeepers between the preclinical and clinical years of medical education. Such persistent misconceptions might also impact clinical decision making and diagnosis, affecting patient outcomes. Several such studies have focused on physiology; less is known regarding the prevalence of cell biology misconceptions. Based anecdotally on grading of short essay responses on preclinical assessments to questions involving cell biology at our institution, I hypothesize that misconceptions persist into the preclinical years in some students. Preliminary analysis of multiple-choice question (MCQ) and similar short essay question response data recapitulates the common finding that the precise nature of misconceptions makes them difficult to detect unambiguously from MCQ responses alone. Individual concept inventory items used in exams when they match curricular content learning objectives are not always validated for such piecemeal use, making the detection of relevant misconceptions difficult in the context of an ongoing curriculum. Given the amount of content that medical learners are required to master in the relatively short time span of the preclinical years, it is difficult to address directly, such as with additional specific learning activities, misconceptions that were not corrected in the premedical undergraduate years. Thus, here, the objective was to review and assimilate literature to develop a framework and tools for assessing needs for conceptual changes within our integrated preclinical medical curriculum, specifically within cell biology domains in biomedical science. Supported by the UIWSOM Office of Research and Innovation This abstract was presented at the American Physiology Summit 2025 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.

Pengaruh Penggunaan Media Gambar Berseri Terhadap Kemampuan Menulis Karangan Narasi Cerita Pendek Siswa Kelas IV Gugus VIII Kota Bengkulu

This research aims to determine the effect of serial image media using on the ability to write a short story narrative essays for fourth grade students of cluster VIII Bengkulu City. Research was quantitative research and the method was a quasi-experimental method with The Matching Only Pretest-Posttest Control Group Design. The population in this study was SDN Cluster VIII Bengkulu City. The samples were students of grade IV of SDN 36 Bengkulu City as the experimental group using serial image media and students of grade IV of SDN 18 Bengkulu City as the control group using ordinary image media. The research instrument was a test in the form of description questions. The data analysis were descriptive analysis, prerequisite test, and inferential analysis, called t-test. The result of this research showed a significant difference between the posttest mean scores of experimental and control group. These result were proved by value of the table distribution based on df = 46 with a degree of significance α = 0,05 is 1,679. So, the value of tcount > ttable (4,368 > 1,679) and sig, (2-tailed) of 0,001 < 0,05. Then H0 is rejected and Ha is accepted. Thus, it can be concluded that there is an significant effect of serial image media using on the ability to write short story narrative essays for fourth grade students of cluster VIII of Bengkulu City.

Critical Thinking in Pre-Service English Teachers: Evaluating and Promoting Analytical Skills through Academic Writing

Critical thinking is acknowledged to be essential for the educators of the 21st century. Consistent with this, this research project aimed to evaluate the critical thinking abilities of third-year students of the English Teacher Training Programme at a Chilean university, who completed their initial two years of academic instruction exclusively online due to the COVID-19 pandemic. During the diagnosis stage, these pre-service teachers were asked to write a short essay about a topic covered in class. This phase showed participants’ lack of comprehension of the topics as their essays tended to address the issues superficially and present weak arguments, and pre-test results confirmed this. Therefore, four pedagogical interventions were designed and implemented throughout the term, using academic writing as a tool to develop critical thinking abilities. These interventions consisted of continuous feedback on the participants’ writings, an academic writing course, attendance at a webinar on critical thinking and English language teaching, and group reflection sessions. The results of the post-test showed significant improvement in both content organisation and the quality of the arguments presented in the essays. The participants demonstrated a more critical and analytical approach to addressing the topics of their writings, demonstrating a significant progress in their analytical reasoning skills. This research highlights the importance of addressing and strengthening critical thinking skills in pre-service teachers, especially after being immersed in a virtual education context. The pedagogical interventions implemented proved to be effective in improving participants’ critical reasoning, representing a valuable contribution to their future teaching practice.