How to make your paper acceptable to the Medical Editor — apart from the scientific content — and also to save the Copy Editor headaches and time which may delay publication

1978 ◽  
Vol 23 (7) ◽  
pp. 440-440
Keyword(s):  
Scientific Content ◽  
Copy Editor

Practical Issues of Translated Texts Editing

2019 ◽  
Vol 25242644 ◽  
pp. 38-41
Author(s):  
Maryna Aleksandrovych
Keyword(s):  
Word Order ◽  
Native Language ◽  
Original Text ◽  
Copy Editor ◽  
Proper Nouns ◽  
Units Of Measurement ◽  
Work Shifts ◽  
Basic Features

This article contains a summary of some practical issues of translated texts editing with clear examples. Copy editing of translated texts is different from copy editing of texts written in the native language, because the focus of the work shifts from how to deliver an author’s message in the most appropriate way to how to deliver author’s text, written in the native language, in another language (Ukrainian) in the most appropriate way. The first question is the versatility: does the copy editor need to know the language of the original text in order to do effective copy editing. And she/he should at least understand the basic features of the language of the original text such as phonetics, grammar and syntax. Also a copy editor should pay particular attention to such aspects as: at the lexical level – false friends, transliteration of proper nouns, excess of possessive pronouns, translation or adaptation of lexical gaps; at the syntactic level – copulative verb, word order in a sentence, contrastive stress in a phrase, address words, syntax simplification. A necessary aspect is the unification of certain elements in the translated text: address words, units of measurement (length, weight, area, time, volume, etc.), transliterated proper and common nouns. Described in this article principles of transliteration, unification, adaptation, lexical and syntactic aspects of copy editing of translated texts will help to improve the quality of translated books into Ukrainian.

scholarly journals The language of conspiracy: A psychological analysis of speech used by conspiracy theorists and their followers on Twitter

2021 ◽  
Vol 24 (4) ◽  
pp. 606-623
Author(s):  
Amos Fong ◽  
Jon Roozenbeek ◽  
Danielle Goldwert ◽  
Steven Rathje ◽  
Sander van der Linden
Keyword(s):  
Random Sample ◽  
Cognitive Processes ◽  
Language Use ◽  
Negative Emotion ◽  
Psychological Characteristics ◽  
Scientific Content ◽  
Psychological Analysis

This paper analyzes key psychological themes in language used by prominent conspiracy theorists and science advocates on Twitter, as well as those of a random sample of their follower base. We conducted a variety of psycholinguistic analyses over a corpus of 16,290 influencer tweets and 160,949 follower tweets in order to evaluate stable intergroup differences in language use among those who subscribe or are exposed to conspiratorial content and those who are focused on scientific content. Our results indicate significant differences in the use of negative emotion (e.g., anger) between the two groups, as well as a focus, especially among conspiracy theorists, on topics such as death, religion, and power. Surprisingly, we found less pronounced differences in cognitive processes (e.g., certainty) and outgroup language. Our results add to a growing literature on the psychological characteristics underlying a “conspiracist worldview.”

scholarly journals Impact of Mixed Reality Presentation on STEM Engagement and Comprehension: A Pilot Study on Adult Scientists

2021 ◽  
Author(s):  
Peter Geller ◽  
Jaymie Stein ◽  
Daniel Du ◽  
Jason R. Webb ◽  
Zack Lieberman ◽  
...  
Keyword(s):  
Student Engagement ◽  
Pilot Study ◽  
Mixed Reality ◽  
Academic Research ◽  
Bachelor's Degree ◽  
Dependent Manner ◽  
Scientific Content ◽  
Presentation Software ◽  
On Line ◽  
Stem Engagement

AbstractCurrent educational presentation software used in STEM education fail to maximize student engagement and comprehension. Mixed reality presentation is one specific type of digital presentation software that has shown to significantly improve student engagement and comprehension. In this paper, we describe a pilot study on adult scientists which evaluates the usage of an integrated mixed reality presentation software in the Zyndo platform as an enhanced alternative to Adobe PDFs. A group of adult scientists (N = 20), with higher education of at least a bachelor’s degree, from an academic research center at Harvard Medical School were randomized and asked to read two articles (one on Immunology and the other on Bioengineering) presented through either the mixed reality presentation or PDFs. Our results indicate that participants improved in nearly all metrics for engagement (ranging from + 4 to 51% improvement depending on engagement metric and subject matter) when viewing the mixed reality presentation over the traditional PDFs for both articles. Specifically, the participants demonstrated improved comprehension of the scientific content and time spent viewing the presentation in a content-dependent manner. Therefore, 3D mixed reality environments can potentially be applied to enhance student learning in STEM fields, particularly Biomedical Engineering in both on-line and in person classroom settings.

Comparison of Women's and Coeducational College Classrooms: I. Course Assignments

1994 ◽  
Vol 74 (3) ◽  
pp. 1035-1040 ◽  
Author(s):  
Ashton D. Trice
Keyword(s):  
Art History ◽  
Women's Colleges ◽  
Introductory Courses ◽  
Short Term ◽  
Scientific Content ◽  
College Classrooms ◽  
Course Syllabi ◽  
Institutional Selectivity ◽  
And Mathematics ◽  
Introductory Classes

This study examined the number of assignments in 502 course syllabi collected from 18 women's colleges and 18 matched coeducational colleges. The number of assignments was significantly higher at women's colleges, at colleges with lower selectivity for admissions, and in introductory classes. Significant differences among the four disciplines examined (psychology, mathematics, English, and art history) were found. Three of the factors (gender, discipline, and level) interacted. The most prominent difference was that, in introductory courses with quantitative and scientific content (psychology and mathematics), women's colleges required many more assignments than coeducational colleges. The effect of institutional selectivity was smaller than these three effects and appeared to be additive rather than interactive. The number of term-long assignments was not significantly different. Women's colleges, however, had more short-term assignments and tests than coeducational institutions. The results are related to the historic mission of inclusion of nontraditional students at women's colleges.

Breed or Meadow?—Munchausen or Münchhausen?

PEDIATRICS ◽  
1989 ◽  
Vol 83 (6) ◽  
pp. 1078-1078
Author(s):  
R. J. M
Keyword(s):  
Copy Editor

To pick another nit, the name Munchausen is an anglicization apparently coined by R. E. Raspe and his English publisher in 1786 and since perpetuated. Freiherr von Münchhausen, after whose tall tales the syndrome was named, not only spelled his name with two hs, as noted by Meadow and Lennert (Pediatrics 1984;74:554-556), but also with an umlaut over the first u. Interestingly, Meadow and Lennert's article carried a picture of a book printed in Germany with the name correctly spelled on the cover but they, this editor and the copy editor all missed the discrepancy!

Enhancing Science Instruction through Student-Created PowerPoint Presentations

2014 ◽  
Vol 76 (9) ◽  
pp. 627-631 ◽  
Author(s):  
Leona Gerido ◽  
Mary Carla Curran
Keyword(s):  
Technology Use ◽  
Science Instruction ◽  
Multimedia Presentation ◽  
Scientific Content ◽  
Estuarine Ecosystems ◽  
The Creation ◽  
Science Classes

Technology use in science classes can enhance lessons and reinforce scientific content. The creation of multimedia projects is a great way to engage students in lessons about estuarine ecosystems. In this activity, students can learn about estuarine organisms and use their creativity to write a story, create artwork, and develop a multimedia presentation about the organisms using the Microsoft PowerPoint program. The projects can then be shared to inform others about life in an estuary.

scholarly journals An exercise in scientific writing for physicians in training

2020 ◽  
Vol 43 (1) ◽  
pp. E35-E38
Author(s):  
Heather T. Whittaker ◽  
Lashanda Skerritt ◽  
Matthew Dankner ◽  
Mark J. Eisenberg
Keyword(s):  
Scientific Literature ◽  
Medical Training ◽  
Scientific Writing ◽  
Research Strategies ◽  
Scientific Content ◽  
High Impact Journal ◽  
Letters To The Editor ◽  
Journal Clubs ◽  
Interactive Workshop ◽  
Academic Communication

It is important to strengthen critical thinking and scientific writing abilities during medical training to support trainees in their research endeavors and prepare students for careers in academic medicine. This commentary describes an interactive workshop to encourage student engagement with scientific literature and contribution to scholarly discourse by writing letters to the editor (LTEs). Students in the MD-PhD program at McGill University were asked to identify an article from a high-impact journal and think about ways in which they could address its scientific content. Students completed this preparation on their own time and then attended a 90-minute workshop where their LTEs were finalized and submitted. The LTE workshops were conducted in 2017 and 2019, and student participation and informal feedback indicated that perceptions of the workshops were positive. The workshops provided students an opportunity to strengthen their critical appraisal and academic communication skills while also contributing to the scientific literature. Letters written by aspiring and practicing physicians add valuable clinical insight to the literature and promote physician engagement with research. Strategies to support the adoption of LTE workshops include incorporating them into longitudinal curricula in medical school and integrating them into journal clubs during residency or fellowship.

scholarly journals Jewel in the Crown

2018 ◽  
Vol 39 (2) ◽  
pp. 111-126
Author(s):  
Hillevi Ganetz
Keyword(s):  
Nobel Prize ◽  
Public Service ◽  
Social Institutions ◽  
Scientific Content ◽  
Service Company ◽  
The Status ◽  
Unexpected Findings

Abstract This study explores the aims of the Nobel Banquet broadcast, produced by the Swedish public service company SVT and the Nobel Foundation. The study suggests that the programme can be viewed as a co-construction of science and media, and that the Nobel Foundation has three primary purposes: 1) to teach the audience about science; 2) to honour the laureates; and 3) to maintain and increase the status of the Nobel prize. SVT, for their part, has two main purposes: 1) to teach their audience about science, and 2) to entertain. The aims of the Nobel Foundation and SVT may seem disparate, but they are interrelated. At the same time, the subtleties between the entities create a tension that develops through mutual negotiations. The study ends with a discussion of two unexpected findings: 1) the shared, yet essentially differently-grounded aims of both parties to inform about science, and 2) the fact that their scientific content has increased in both absolute and relative terms over the years, a finding that questions notions of a continuous mediatisation of social institutions.

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