cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.5281/zenodo.10322287
title: Bodily Maps of Spontaneous Thought

description: Data and scripts for Shin, Lux, Kim, & Woo (2023)
Bodily Maps of Spontaneous ThoughtHyemin Shin*, Byeol Kim Lux*, Hong Ji Kim, Choong-Wan Woo§  *co-first authors§corresponding author: Choong-Wan Woo (choongwan.woo@gmail.com)
Preprint: biorxiv
All scripts are written in Matlab and has been tested on Matlab version 2020b.
Dependencies

CanlabCore
CocoanCORE
Time

Expected install time is approximately 5 minutes.
Expected run time is around an hour in total.
Main scripts
The following are the major scripts that allow you to regenerate the results and figures of the manuscript. The order follows the results as they appeared in the manuscript. Additional external toolboxes and data shared from previous works have been included in the 'external' subfolder. The data shared from previous works were cited in the manuscript.

bodymap_1_across_model.m
bodymap_2_within_model.m
bodymap_3_nummenmaa.m
bodymap_4_heartcluster_1.m
bodymap_4_heartcluster_2.m
bodymap_5_somatotopy.m
To use these scripts, download and unzip the provided zipfile. Open the code in Matlab and set the current folder to the unzipped folder. Add the path to the current folder and its subfolders. The necessary data and functions to run the scripts has been saved in the folders. You can also find some interim results that are already included.
Abstract
The intricate relationship between the body and the mind has long been recognized, but the specific bodily representations of spontaneous thought remain elusive. Here, we developed and validated predictive models of spontaneous thought based on body maps using the emBODY and Free-Association Semantic tasks. Our valence and self-relevance models demonstrated robust prediction performances across three test datasets, with the valence model accurately decoding the bodily topography of emotions and feelings. Model weight patterns revealed the significance of peripheral limbs and heart area in predicting valence, while the head area played a crucial role in predicting self-relevance. Furthermore, we investigated the neurobiological underpinnings of body map representations using fMRI and ECG data and found evidence for the reflection of body map responses in central and autonomic nervous system activities. Overall, this study provides insights into the bodily representations of spontaneous thought, highlighting the interconnected relationships between the body and the mind.
DOI: 10.6084/m9.figshare.24781911
title: <b>Resilience Despite Adversity: Exploring the COVID-19's Impact on Neonatal Postgraduate Residents in China Using a Mixed-Methods Study</b>

description: · COVID-19 disrupted neonatology training in China, affecting education, experiences, and well-being.· Online learning was helpful but challenging, with less hands-on practice and engagement.· Clinical skills and exposure declined, but new competencies like pandemic management were learned.· Neonatal care quality was unchanged, as shown by stable prognosis and re-admissions.· Innovative and adaptive approaches and lifelong learning are key for neonatal training.
DOI: 10.6084/m9.figshare.24781911.v1
title: <b>Resilience Despite Adversity: Exploring the COVID-19's Impact on Neonatal Postgraduate Residents in China Using a Mixed-Methods Study</b>

description: · COVID-19 disrupted neonatology training in China, affecting education, experiences, and well-being.· Online learning was helpful but challenging, with less hands-on practice and engagement.· Clinical skills and exposure declined, but new competencies like pandemic management were learned.· Neonatal care quality was unchanged, as shown by stable prognosis and re-admissions.· Innovative and adaptive approaches and lifelong learning are key for neonatal training.
DOI: 10.5281/zenodo.10323184
title: The Translation of Cultural Referents in African Feminist Discourse

description: This corpus-based research investigated the problem of translating cultural referents from an African feminist context into English. It was based on the premise that due to the inherent differences in the two cultures, the translation exists in a space of deviation. Hence, cultural referents in Calixthe Beyala's (2000) Comment cuisiner son mari à l'africaine were identified and classified under Santamaria's (2010:522) five ideological categories, namely history, social structure, cultural institutions, social universe and material culture. Thereafter, the strategies for translating them were identified and the space of existence of the translations was investigated. Toury's (1985) Descriptive Translation Studies (DTS) and Lazar's (2005) Feminist Critical Discourse Analysis were applied for data collection and analyses to identify, describe, and explain 20 excerpts which embed cultural referents (five from each ideological category). For literary analyses, post-structuralist, formalist, biographical and sociological criticism were applied. Deconstruction, manipulation and communicative/functional translation theories were amenable to the research, while post-modern and cultural theories were applied for feminist analyses. The findings revealed that the translator mostly used hijacking and oblique translation to render cultural referents from French into English. The translations produced by these strategies were judged, according to Von Flotow's (1998) criteria, to determine if they were shoddy, inaccessible/elitistor theoretically incongruent/hypocritical translations. The conclusion arrived at was that the rendering of cultural referents in the target text was, indeed, a complete deviation due to loss or gain, untranslatability, the problem of equivalence, issues with decoding and recoding as well as lapses attributable to the fundamental linguistic and cultural differences between the source and target languages. This confirmed the assumption that the translation of cultural referents in the novel exists as a heterotopia of deviation. It was, therefore, recommended that to adequately render cultural referents in feminist discourse, precedence should be given to the text-in-situation, that is, extralinguistic elements that condition text interpretation and reformulation, that are conditioned by cultural and linguistic differences between the author and translator.
DOI: 10.5281/zenodo.10323185
title: The Translation of Cultural Referents in African Feminist Discourse

description: This corpus-based research investigated the problem of translating cultural referents from an African feminist context into English. It was based on the premise that due to the inherent differences in the two cultures, the translation exists in a space of deviation. Hence, cultural referents in Calixthe Beyala's (2000) Comment cuisiner son mari à l'africaine were identified and classified under Santamaria's (2010:522) five ideological categories, namely history, social structure, cultural institutions, social universe and material culture. Thereafter, the strategies for translating them were identified and the space of existence of the translations was investigated. Toury's (1985) Descriptive Translation Studies (DTS) and Lazar's (2005) Feminist Critical Discourse Analysis were applied for data collection and analyses to identify, describe, and explain 20 excerpts which embed cultural referents (five from each ideological category). For literary analyses, post-structuralist, formalist, biographical and sociological criticism were applied. Deconstruction, manipulation and communicative/functional translation theories were amenable to the research, while post-modern and cultural theories were applied for feminist analyses. The findings revealed that the translator mostly used hijacking and oblique translation to render cultural referents from French into English. The translations produced by these strategies were judged, according to Von Flotow's (1998) criteria, to determine if they were shoddy, inaccessible/elitistor theoretically incongruent/hypocritical translations. The conclusion arrived at was that the rendering of cultural referents in the target text was, indeed, a complete deviation due to loss or gain, untranslatability, the problem of equivalence, issues with decoding and recoding as well as lapses attributable to the fundamental linguistic and cultural differences between the source and target languages. This confirmed the assumption that the translation of cultural referents in the novel exists as a heterotopia of deviation. It was, therefore, recommended that to adequately render cultural referents in feminist discourse, precedence should be given to the text-in-situation, that is, extralinguistic elements that condition text interpretation and reformulation, that are conditioned by cultural and linguistic differences between the author and translator.
DOI: 10.5281/zenodo.10323256
title: Modeling Equatorial Plasma Bubbles with SAMI3/WACCM-X: September 2017 Storm
DOI: 10.5281/zenodo.10323257
title: Modeling Equatorial Plasma Bubbles with SAMI3/WACCM-X: September 2017 Storm
DOI: 10.6084/m9.figshare.24781482
title: Untitled Item

description: <pre>This repository contains the datasets used to train and validate a microservices anomaly detection model, which can detect anomalies in both services and applications.</pre>
DOI: 10.6084/m9.figshare.24781482.v1
title: Untitled Item

description: <pre>This repository contains the datasets used to train and validate a microservices anomaly detection model, which can detect anomalies in both services and applications.</pre>
DOI: 10.5281/zenodo.10323294
title: A Harmonized Code System for Cameroon Pidgin English

description: Cameroon Pidgin English is widely spoken in Cameroon. Some people even have it as a mother tongue. Cameroon Pidgin English is informally used among family, friends, clients and also in some churches. Cameroon Pidgin English is not only spoken but also written. We find this written version in WhatsApp chats, sms', billboards and christian literature. The researcher noticed that in all these avenues, the orthography versions of Cameroon Pidgin English are many. Some versions have English language orthography, others have an orthography similar to our Cameroon languages, others are spelt exactly the way they are pronounced. Examples are as follows: "God he go join all people for all country, and he go give them peace for God he king - country." (Extract from a Catholic Sunday Missal). In this version, the orthography is mostly English. Consider another example from a WhatsApp group chat: "I see as e di progress and e b di still type na e weh I say make I wait. But e b like sey e don land. "In another, "A hear say torning coco go dey for Sunday. "These differences in orthography are of interest to the researcher.  Data were collected from WhatsApp group chats, sms', billboards, christian literature and random translations from some individuals. This study attempts to describe the differences in orthography and raise an awareness of a need for a unified code system for Cameroon Pidgin English. It is true that developing some Cameroonian native languages will help preserve the languages. It is also true that upgrading the use of the English language will solve some language problems, given the decline of the English language in the country (Abang E. (2020)). However, it should be noted that Cameroon Pidgin English has become the mother tongue of many Cameroonians. Cameroon Pidgin English is used by many Cameroonians and has the structure and some vocabulary of some Cameroonian native languages. Therefore practically, Cameroonians identify more with their Pidgin English than with the standard English language. It is with this argument that this study justifies its preeminence over the study of the English language.
DOI: 10.5281/zenodo.10323295
title: A Harmonized Code System for Cameroon Pidgin English

description: Cameroon Pidgin English is widely spoken in Cameroon. Some people even have it as a mother tongue. Cameroon Pidgin English is informally used among family, friends, clients and also in some churches. Cameroon Pidgin English is not only spoken but also written. We find this written version in WhatsApp chats, sms', billboards and christian literature. The researcher noticed that in all these avenues, the orthography versions of Cameroon Pidgin English are many. Some versions have English language orthography, others have an orthography similar to our Cameroon languages, others are spelt exactly the way they are pronounced. Examples are as follows: "God he go join all people for all country, and he go give them peace for God he king - country." (Extract from a Catholic Sunday Missal). In this version, the orthography is mostly English. Consider another example from a WhatsApp group chat: "I see as e di progress and e b di still type na e weh I say make I wait. But e b like sey e don land. "In another, "A hear say torning coco go dey for Sunday. "These differences in orthography are of interest to the researcher.  Data were collected from WhatsApp group chats, sms', billboards, christian literature and random translations from some individuals. This study attempts to describe the differences in orthography and raise an awareness of a need for a unified code system for Cameroon Pidgin English. It is true that developing some Cameroonian native languages will help preserve the languages. It is also true that upgrading the use of the English language will solve some language problems, given the decline of the English language in the country (Abang E. (2020)). However, it should be noted that Cameroon Pidgin English has become the mother tongue of many Cameroonians. Cameroon Pidgin English is used by many Cameroonians and has the structure and some vocabulary of some Cameroonian native languages. Therefore practically, Cameroonians identify more with their Pidgin English than with the standard English language. It is with this argument that this study justifies its preeminence over the study of the English language.
DOI: 10.5281/zenodo.10323417
title: Using Reward Contingency as a Language Teaching Strategy to Novices

description: There are several strategies to enhance language teaching. One of the strategies is pressure (Rau etal., 2006; Lane and Ferreira, 2008; Repak, 2012). In a previous study, four types of pressure were tested on language learners: ego relevance, monitoring pressure, punishment contingency and reward contingency (Abang, 2018). In that study, no type of pressure had a negative impact on performance in language learning. However, reward contingency was seen to have the highest positive impact on performance in language learning. This thus motivated the researcher to investigate the impact of reward contingency on performance in language learning, in the case of novices. Judge and Bono (2000) defined reward contingency as, "providing an adequate exchange of valued resources for followers support." In other words, reward contingency denotes, offering praises, extra marks, awarding hard work with privileges. The present study seeks to demonstrate how reward contingency can enhance performance in language teaching and learning to novices. Novices here refers to language learners who do not use the target language often. In the case of this study French speaking students of ENSET (L'École Normale Supérieure de l'Enseignement Technique) Douala, learning English language, were subjects of the study. We had 95 participants who were divided into an experimental group and a control group. Research instruments were an observation chart, pre-test and post-test. Data were analyzed using descriptive statistics. It was concluded that reward contingency improved class interaction and encouraged the students to ask questions in class.
DOI: 10.5281/zenodo.10323418
title: Using Reward Contingency as a Language Teaching Strategy to Novices

description: There are several strategies to enhance language teaching. One of the strategies is pressure (Rau etal., 2006; Lane and Ferreira, 2008; Repak, 2012). In a previous study, four types of pressure were tested on language learners: ego relevance, monitoring pressure, punishment contingency and reward contingency (Abang, 2018). In that study, no type of pressure had a negative impact on performance in language learning. However, reward contingency was seen to have the highest positive impact on performance in language learning. This thus motivated the researcher to investigate the impact of reward contingency on performance in language learning, in the case of novices. Judge and Bono (2000) defined reward contingency as, "providing an adequate exchange of valued resources for followers support." In other words, reward contingency denotes, offering praises, extra marks, awarding hard work with privileges. The present study seeks to demonstrate how reward contingency can enhance performance in language teaching and learning to novices. Novices here refers to language learners who do not use the target language often. In the case of this study French speaking students of ENSET (L'École Normale Supérieure de l'Enseignement Technique) Douala, learning English language, were subjects of the study. We had 95 participants who were divided into an experimental group and a control group. Research instruments were an observation chart, pre-test and post-test. Data were analyzed using descriptive statistics. It was concluded that reward contingency improved class interaction and encouraged the students to ask questions in class.
DOI: 10.5281/zenodo.10323516
title: A Critical Review of Theories and Approaches to Interpreter Training Programme Evaluation

description: The number of programmes offering interpreter training courses has tremendously increased over the years and in many parts of the world. Caminade and Pym (1995) list more than 250 university programmes in more than 60 countries, but since the 1990s, many more programmes have beenset up, in particular in China where the government has recently decided to set up MTIs, Masters in Translation and Interpreting (Gile, 2009:17). This has led to programme evaluation becoming increasingly relevant as a research sub-area, both for students and researchers interested in interpreter training as a research area. Given this developing interest, the current review sets out to present the various theories, models, methods, and approaches that have been developed from the 1960s till the 2000s to guide programme evaluation, especially training programme evaluation. They are presented and discussed in detail to enable researchers in the sub-area to make informed choices depending on the purpose of the evaluation and its expected outcomes. Until more tools emerge, this contribution may stand as a handbook for researchers in need of theoretical tools to evaluate complete training programmes or specific aspects related to that, especially in the area of interpretation. This attempt is all the more useful as conference interpretation is a relatively young academic discipline. It is the author's hope that this contribution provides the new pool of researchers who are emerging and specialising in interpretation research in Cameroon and beyond with a useful and ready-to-use tool for interpreter training programme evaluation.
DOI: 10.5281/zenodo.10323517
title: A Critical Review of Theories and Approaches to Interpreter Training Programme Evaluation

description: The number of programmes offering interpreter training courses has tremendously increased over the years and in many parts of the world. Caminade and Pym (1995) list more than 250 university programmes in more than 60 countries, but since the 1990s, many more programmes have beenset up, in particular in China where the government has recently decided to set up MTIs, Masters in Translation and Interpreting (Gile, 2009:17). This has led to programme evaluation becoming increasingly relevant as a research sub-area, both for students and researchers interested in interpreter training as a research area. Given this developing interest, the current review sets out to present the various theories, models, methods, and approaches that have been developed from the 1960s till the 2000s to guide programme evaluation, especially training programme evaluation. They are presented and discussed in detail to enable researchers in the sub-area to make informed choices depending on the purpose of the evaluation and its expected outcomes. Until more tools emerge, this contribution may stand as a handbook for researchers in need of theoretical tools to evaluate complete training programmes or specific aspects related to that, especially in the area of interpretation. This attempt is all the more useful as conference interpretation is a relatively young academic discipline. It is the author's hope that this contribution provides the new pool of researchers who are emerging and specialising in interpretation research in Cameroon and beyond with a useful and ready-to-use tool for interpreter training programme evaluation.
DOI: 10.34740/kaggle/dsv/7162594
title: Vehicles On The Highway Dataset
DOI: 10.5281/zenodo.10323619
title: From Training to Professional Practice and Vice-Versa: Sight Translation as a Specialisation Subject in the Interpreter Training Programme of the Advanced School of Translators and Interpreters (ASTI)

description: The remarkable increase in the number of interpretation training programmes across the world for the past twenty or thirty years (Gile, 2009) has given way to an increasing interest in evaluating these programmes. This evaluation, while it may not be comprehensive, should an evaluation ever be so, can simply be limited to considering a particular aspect of a programme. Sight translation is a fairly common exercise present in interpreter training programmes. However, its relevance and/or its pedagogical weight are sometimes questioned according to the context and level in the training process. This article aims at contributing to this debate. It therefore takes as case study, the interpreter training programme of the Advanced School of Translators and Interpreters (ASTI) of the University of Buea in Cameroon and based on statistical data, looks into the place occupied by sight translation in the professional practice by graduates of this programme, between 2008 and 2015. The results, which are quite edifying, are supportive of maintaining and even reinforcing this exercise in the programme, given the peculiarity of the Cameroonian professional context and the African context in general.
DOI: 10.5281/zenodo.10323618
title: From Training to Professional Practice and Vice-Versa: Sight Translation as a Specialisation Subject in the Interpreter Training Programme of the Advanced School of Translators and Interpreters (ASTI)

description: The remarkable increase in the number of interpretation training programmes across the world for the past twenty or thirty years (Gile, 2009) has given way to an increasing interest in evaluating these programmes. This evaluation, while it may not be comprehensive, should an evaluation ever be so, can simply be limited to considering a particular aspect of a programme. Sight translation is a fairly common exercise present in interpreter training programmes. However, its relevance and/or its pedagogical weight are sometimes questioned according to the context and level in the training process. This article aims at contributing to this debate. It therefore takes as case study, the interpreter training programme of the Advanced School of Translators and Interpreters (ASTI) of the University of Buea in Cameroon and based on statistical data, looks into the place occupied by sight translation in the professional practice by graduates of this programme, between 2008 and 2015. The results, which are quite edifying, are supportive of maintaining and even reinforcing this exercise in the programme, given the peculiarity of the Cameroonian professional context and the African context in general.
DOI: 10.5281/zenodo.10158798
title: Hermarchus_encoding_critical_edition

description: XML-TEI encoding for a critical edition of Hermarchus genealogy in Porph. De Abst. I, 7-12