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Science Research Writing for Non-Native Speakers of English
This book is designed to enable non-native English speakers to write science research for publication in English. It can also be used by English speakers and is a practical, user-friendly book intended as a fast, do-it-yourself guide for those whose English language proficiency is above intermediate. The approach is based on material developed from teaching graduate students at Imperial College London and has been extensively piloted. The book guides the reader through the process of writing science research and will also help with writing a Master's or Doctoral thesis in English.
eBook
Bridging the skills gap : innovations in Africa and Asia
This volume examines the skills development agenda for youth by exploring two key questions for sustainable livelihoods: What are the skills needed for employability in developing countries, especially in Africa and Asia? And, what skills do today's students and secondary school leavers possess? An introductory chapter sets the stage for the discussion and analysis to follow by reviewing in broad terms the current research on relevant topics such as global youth unemployment, the relationship between skills and economic growth, and the expansion of secondary education. The following chapters synthesize a series of background studies focused on Africa, South Asia and South-East Asia, including both a general overview and an in-depth look at several countries. The chapters introduce innovative models for skills delivery, and highlight some of the key elements of successful skills models, including multi-stakeholder partnerships, updated pedagogy, and innovative financing mechanisms. Each of the book's five core chapters covers a specific theme, and each is supplemented by case studies to illustrate the successes, challenges, and lessons learned in real-world examples.
Book
Enrichir la comprehension de l'identite professionnelle du personnel enseignant du secteur technique au collegial par une prise en compte de la recherche sur la formation professionnelle : resultats d'une revue narrative systematisee
Unlike vocational and technical education (VTE), the topic of professional identity (PI) among teachers in technical education at the college level has received scant research attention. This article aims to deepen the understanding of the PI of teachers in technical education at a CEGEP (College d'enseignement general et professionnel) level by analyzing the results of research in vocational and technical training in Quebec, Canadian, and international contexts. It presents the results of a systematized review conducted in doctoral research. All the articles included in this review (n = 61) were analyzed using a mixed coding approach. The results show that teachers define themselves more by their disciplinary expertise than by their pedagogical expertise. Conversely, an identity based solely on the pedagogical dimension can lead to a weak actualization of professional knowledge. Therefore, the development of a dual identity integrating both pedagogical and professional dimensions is essential to adapt to changes in the world of work and education. This PI is dynamically constructed through social and individual factors via a process of interpretation and reinterpretation of experiences arising from practice.
Journal Article
Peer Review Statement
All papers published in this volume have been reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.• Type of peer review: Double Anonymous• Conference submission management system: Morressier• Number of submissions received: 42• Number of submissions sent for review: 34• Number of submissions accepted: 31• Acceptance Rate (Submissions Accepted / Submissions Received × 100): 73.8• Average number of reviews per paper: 2.3870967741935485• Total number of reviewers involved: 41• Contact person for queries:Name: hosam mostafaEmail: icee@mtc.edu.egAffiliation: Military Technical College
Journal Article
Peer Review Statement
All papers published in this volume have been reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.• Type of peer review: Double Anonymous• Conference submission management system: Morressier• Number of submissions received: 68• Number of submissions sent for review: 49• Number of submissions accepted: 44• Acceptance Rate (Submissions Accepted / Submissions Received × 100): 64.7• Average number of reviews per paper: 2• Total number of reviewers involved: 35• Contact person for queries:Name: Prof. Dr. Shawky HegazyEmail: shawkyhegazy@mtc.edu.egAffiliation: Military Technical College - Conference Rapporteur
Journal Article
Wicked, incomplete, and uncertain : user support in the wild and the role of technical communication
\"How to document technologies that may hybridize into forms that not even their designers would have anticipated, and offers insight into the evolving role of a technical writer in an age of increasing user reliance on YouTube tutorials, message boards, and other resources for guidance\"--Provided by publisher.
Book
Large Language Models for Clinical Narrative Processing: Methods, Applications, and Challenges
Large language models (LLMs) have rapidly advanced natural language processing and are increasingly used to analyze clinical narratives. Their ability to extract information, summarize records, and support clinical workflows makes them potential tools for enhancing documentation efficiency and the secondary application in the analysis of electronic health record (EHR) data. The aim of this work is to synthesize recent evidence on methodological approaches and applications of LLMs for clinical narrative processing, and to assess their performance, benefits, limitations, and implications for clinical practice. Across 2022–2026 studies, LLMs demonstrated strong performance in information extraction, summarization, triage prediction, section classification, and synthetic text generation, often surpassing traditional machine-learning models. Overall, LLMs improved the conversion of unstructured notes into actionable clinical insights, reduced documentation burden, and supported decision-making tasks. Key challenges included hallucinations, variable reproducibility, sensitivity to prompting, domain adaptation gaps, and limited transparency. Our findings indicate that LLMs show substantial promise for transforming clinical narrative processing, but safe adoption requires rigorous evaluation and continuous model auditing. This work provides a structured, non-systematic synthesis of representative studies and is intended as a high-level overview of emerging applications rather than a comprehensive systematic review.
Journal Article