Borrowability and the notion of basic vocabulary

Understanding the interactions between the components of a system is key to understanding it. In complex systems, interactions are usually not uniform, not isotropic and not homogeneous: each interaction can be specific between elements.Networks are a tool for keeping track of who is interacting with whom, at what strength, when, and in what way. Networks are essential for understanding of the co-evolution and phase diagrams of complex systems. Here we provide a self-contained introduction to the field of network science. We introduce ways of representing and handle networks mathematically and introduce the basic vocabulary and definitions. The notions of random- and complex networks are reviewed as well as the notions of small world networks, simple preferentially grown networks, community detection, and generalized multilayer networks.

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Usage of Terms “Science” and “Scientific Knowledge” in Nature of Science (NOS): Do Their Lexicons in Different Accounts Indicate Shared Conceptions?

Education Sciences ◽

10.3390/educsci10090252 ◽

2020 ◽

Vol 10 (9) ◽

pp. 252

Author(s):

Ismo T. Koponen

Keyword(s):

Science Education ◽

Network Analysis ◽

Nature Of Science ◽

Scientific Knowledge ◽

Social Embeddedness ◽

Focal Points ◽

Central Theme ◽

Network Approach ◽

Basic Vocabulary ◽

Common Understanding

Nature of science (NOS) has been a central theme in science education and research on it for nearly three decades, but there is still debate on its proper focus and underpinnings. The focal points of these debates revolve around different ways of understanding the terms “science” and “scientific knowledge”. It is suggested here that the lack of agreement is at least partially related to and reflected as a lack of common vocabulary and terminology that would provide a shared basis for finding consensus. Consequently, the present study seeks motivation from the notions of centrality of lexicons in recognizing the identity of disciplinary communities and different schools of thought within NOS. Here, by using a network approach, we investigate how lexicons used by different authors to discuss NOS are confluent or divergent. The lexicons used in these texts are investigated on the basis of a network analysis. The results of the analysis reveal clear differences in the lexicons that are partially related to differences in views, as evident from the debates surrounding the consensus NOS. The most divergent views are related to epistemology, while regarding the practices and social embeddedness of science the lexicons overlap significantly. This suggests that, in consensus NOS, one can find much basis for converging views, with common understanding, where constructive communication may be possible. The basic vocabulary, in the form of a lexicon, can reveal much about the different stances and the differences and similarities between various disciplinary schools. The advantage of such an approach is its neutrality and how it keeps a distance from preferred epistemological positions and views of nature of knowledge.

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Introduction to Recombinant DNA

PEDIATRICS ◽

10.1542/peds.74.3.408 ◽

1984 ◽

Vol 74 (3) ◽

pp. 408-411

Author(s):

Stephen D. Cederbaum

Keyword(s):

Inborn Errors Of Metabolism ◽

Recombinant Dna ◽

Phenylalanine Hydroxylase ◽

Professional Lives ◽

Recombinant Dna Technology ◽

Inborn Errors ◽

Dna Technology ◽

Basic Vocabulary ◽

The Moment ◽

The Many

Seldom has a scientific or biomedical break-through evoked the awe, controversy, or sheer incredulity that has accompanied the developments in the field of recombinant DNA technology or more popularly, gene cloning and genetic engineering. Now little more than one generation after Avery, et al1 demonstrated that genes were encoded in DNA and Watson and Crick2 interpreted the structure of these molecules, genes are being cut, manipulated, and recombined to produce unprecedented new insights into genetics and molecular biology and the prospect of gene therapy. These developments have not occurred without anxiety to both scientists and laymen. At the moment, neither the most apocalyptic fears nor the most optimistic dreams appear to be imminent, although I believe that the dreams are closer to fulfillment than the fears. Recombinant DNA technology is already having great impact in hematology, oncology, endocrinology, immunology, and infectious disease and will soon play an important role in other medical subspecialities as well. In none, however, will it have quite the same impact as in genetics because DNA is the material that genetics "is all about." The cloning and study of phenylalanine hydroxylase is one of the first instances in which this technology has important implications in the diseases traditionally classified as inborn errors of metabolism. In order to understand and appreciate the presentation by Woo on phenylalanine hydroxylase as well as the many future papers that will play so vital a role in all of our professional lives, it is necessary to acquire the basic vocabulary of the field.

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Appendix B.2: Basic Vocabulary

A Grammar of Purik Tibetan ◽

10.1163/9789004366312_011 ◽

2018 ◽

pp. 928-946

Keyword(s):

Basic Vocabulary

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Working With Younger-Arriving ESL Learners in High School English: Never Too Late to Reclaim Potential

TESL Canada Journal ◽

10.18806/tesl.v19i2.926 ◽

2002 ◽

Vol 19 (2) ◽

pp. 01 ◽

Cited By ~ 7

Author(s):

Hetty Roessingh ◽

Pat Kover

Keyword(s):

High School ◽

Language Proficiency ◽

Academic Writing ◽

English Literature ◽

Literature Study ◽

High School English ◽

Academic Language Proficiency ◽

Cognitive Academic Language Proficiency ◽

Basic Vocabulary ◽

Esl Learners

Younger-arriving ESL learners often come to high school ill prepared for the demands of English literature courses. Although they may have acquired the phonological and grammatical system of English with relative ease and developed a basic vocabulary, they lack the breadth and depth of vocabulary and the related concepts that are necessary to engage with the abstract nature and cultural embeddedness of literature study. In probing behind this linguistic facade, we have been able to help our students make gains in the development of cognitive academic language proficiency as reflected in standardized achievement measures of academic writing. The acquisition of the cultural capital necessary for success in literature studies, however, is more problematic. New questions arise about student identity and cultural understandings that are central to the success of ESL learners in high school.

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