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Relevant bibliographies by topics / Body language

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Academic literature on the topic 'Body language'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Body language"

1

Marcus, Jane, and Susan Rubin Suleiman. "Body/Language." Women's Review of Books 4, no. 3 (December 1986): 15. http://dx.doi.org/10.2307/4019901.

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Newnham, David. "Body language." Nursing Standard 29, no. 16 (December 17, 2014): 25. http://dx.doi.org/10.7748/ns.29.16.25.s30.

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Hubbard, Ruth, and Natalie Angier. "Body Language." Women's Review of Books 16, no. 9 (June 1999): 14. http://dx.doi.org/10.2307/4023277.

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Warhol, Robyn R., and Helena Michie. "Body Language." NOVEL: A Forum on Fiction 22, no. 2 (1989): 213. http://dx.doi.org/10.2307/1345804.

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Kalapács, Ildikó, and Ildiko Kalapacs. "Body Language." Frontiers: A Journal of Women Studies 18, no. 1 (1997): 132. http://dx.doi.org/10.2307/3347207.

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Alleva, Jessica M., Carolien Martijn, Anita Jansen, and Chantal Nederkoorn. "Body Language." Psychology of Women Quarterly 38, no. 2 (October 18, 2013): 181–96. http://dx.doi.org/10.1177/0361684313507897.

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O'Connor, Anne. "Body language." Nursery World 2016, no. 11 (May 30, 2016): 18–20. http://dx.doi.org/10.12968/nuwa.2016.11.18.

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Rawstrone, Annette. "Body language." Nursery World 2016, no. 6 (March 21, 2016): 28–29. http://dx.doi.org/10.12968/nuwa.2016.6.28.

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WILLIAMSON, KARINA. "BODY LANGUAGE." Essays in Criticism XLIV, no. 1 (1993): 52–60. http://dx.doi.org/10.1093/eic/xliv.1.52.

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Studer, Constance. "Body Language." American Journal of Nursing 102, no. 1 (January 2002): 45. http://dx.doi.org/10.1097/00000446-200201000-00022.

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Dissertations / Theses on the topic "Body language"

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Kim, Lynn. "Body Language." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587494555861933.

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Гладченко, Оксана Робертівна, Оксана Робертовна Гладченко, Oksana Robertivna Hladchenko, and I. Golysheva. "Body language in business." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/17152.

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Shan, Caifeng. "Inferring facial and body language." Thesis, Queen Mary, University of London, 2008. http://qmro.qmul.ac.uk/xmlui/handle/123456789/15020.

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Machine analysis of human facial and body language is a challenging topic in computer vision, impacting on important applications such as human-computer interaction and visual surveillance. In this thesis, we present research building towards computational frameworks capable of automatically understanding facial expression and behavioural body language. The thesis work commences with a thorough examination in issues surrounding facial representation based on Local Binary Patterns (LBP). Extensive experiments with different machine learning techniques demonstrate that LBP features are efficient and effective for person-independent facial expression recognition, even in low-resolution settings. We then present and evaluate a conditional mutual information based algorithm to efficiently learn the most discriminative LBP features, and show the best recognition performance is obtained by using SVM classifiers with the selected LBP features. However, the recognition is performed on static images without exploiting temporal behaviors of facial expression. Subsequently we present a method to capture and represent temporal dynamics of facial expression by discovering the underlying low-dimensional manifold. Locality Preserving Projections (LPP) is exploited to learn the expression manifold in the LBP based appearance feature space. By deriving a universal discriminant expression subspace using a supervised LPP, we can effectively align manifolds of different subjects on a generalised expression manifold. Different linear subspace methods are comprehensively evaluated in expression subspace learning. We formulate and evaluate a Bayesian framework for dynamic facial expression recognition employing the derived manifold representation. However, the manifold representation only addresses temporal correlations of the whole face image, does not consider spatial-temporal correlations among different facial regions. We then employ Canonical Correlation Analysis (CCA) to capture correlations among face parts. To overcome the inherent limitations of classical CCA for image data, we introduce and formalise a novel Matrix-based CCA (MCCA), which can better measure correlations in 2D image data. We show this technique can provide superior performance in regression and recognition tasks, whilst requiring significantly fewer canonical factors. All the above work focuses on facial expressions. However, the face is usually perceived not as an isolated object but as an integrated part of the whole body, and the visual channel combining facial and bodily expressions is most informative. Finally we investigate two understudied problems in body language analysis, gait-based gender discrimination and affective body gesture recognition. To effectively combine face and body cues, CCA is adopted to establish the relationship between the two modalities, and derive a semantic joint feature space for the feature-level fusion. Experiments on large data sets demonstrate that our multimodal systems achieve the superior performance in gender discrimination and affective state analysis.

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Vermeer, Leslie Anne. "Mina Loy, the language of the body, the language of attack." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22560.pdf.

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Wilson, Conor J. R. "Writing_making : object as body, language and material." Thesis, Royal College of Art, 2016. http://researchonline.rca.ac.uk/1764/.

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A turn away from language and the human mind as the dominant (or only) determinants of reality can be identified within many disciplines, including anthropology, philosophy and literature, reflecting a growing acceptance of human and non-human, living and non-living entities as real, complex and partially withdrawn agents in the world. In Object Oriented Ontology the definition of object is extended to include humans, who have no special ontological status. Timothy Morton proposes rhetoric as a means of drawing closer to other objects, of contacting the ‘strange stranger’; objects cannot be known directly, or fully, but can be explored through imaginative speculation. Drawing on Object Oriented Ontology, my project explores making - an intimate engagement between body and material - as a means of thinking the body as a (strange) object within a mesh of strange objects. Facture is documented as image and language, prompting a series of shifting, speculative questions: • Can writing be brought to making to generate new new approaches to craft production? • How might writing in response to making, or objects, be reintroduced into a making process as a form of feedback? • Can writing_making methods generate new approaches to writing (about) making and materials? • How might a combination of production, documentation and reflection be displayed as artwork/research? • Can making be seen as a means for contacting the ‘strange stranger’?

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Hetherington, F. M. L. "Language and the body : Merleau-Ponty's critique of the philosophy of language." Thesis, University of Essex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371176.

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Tiljander, Cristina. "Social gender norms in body language : The construction of stereotyped gender differences in body language in the American sitcom Friends." Thesis, Karlstad University, Karlstad University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1599.

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Nonverbal communication such as body language is a vital component of our communication, and since scholars agree that there are some notable differences in the way men and women use body language, the study of gendered nonverbal communication as a social construction is vital to our understanding of how we create gendered identities. The aim of this paper is to investigate how social gender norms concerning body language appear in constructed communication. By studying the body language of the characters in the American sitcom Friends, and with focus on leg postures, I examine how the show Friends enacts and represents stereotyped sex differences in body language. The study encompasses both the distribution of leg positions between the genders, and what these postures seem to accomplish in interaction. As for the relationship between gender and leg postures, I observed the sitting positions of the characters Chandler, Ross, Joey, Monica and Rachel in six episodes from the 1999/2000 season of Friends for the first study. For the analysis of leg postures in relation to the communicative situation, the entire corpus of ten episode recordings was used. Based on repeated inspection of scenes where leg positions could be studied in relation to gender and communication, systematic patterns were identified.

The results of the study are consistent with the findings of scholars like Vrugt and Luyerink (2000); women tend to sit in closed postures or with their legs crossed, which is regarded feminine, while men sit in wide positions with their legs spread, which is regarded masculine. Furthermore, the characters/actors in Friends seem to perform their gender roles partly by using different leg positions and wideness of postures. However, leg positions alone were not found to be decisive in the messages communicated, and emotions and stance were communicated using verbal and other non-verbal channels and cues. Instead, leg positions remained gender-stereotypical regardless of the message communicated, and men and women seem to communicate the same message using different leg positions. It is therefore concluded that leg positions are an inherent part of “doing gender”, but that leg positions as such are not necessarily related to the type of message or emotional stance that is communicated.

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Shi, Wenhua. "Paul's message of the cross as body language /." Tübingen : Mohr Siebeck, 2008. http://d-nb.info/988962217/04.

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Nicholls, B. L. "Languages of the body and the body of language : a comparative analysis of two beat writers and two Southern African writers." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343547.

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Kenner, Andrew N. "Consistencies in body-focused hand movements /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09PH/09phk358.pdf.

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Books on the topic "Body language"

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Criswell, Millie. Body language. Don Mills, Ont: HQN, 2004.

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Osborne, June. Body language. Bromley: MARC Europe, 1986.

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Stein, Jessica Max. Body Language. Brooklyn, NY: Jessica "Max" Stein, 2007.

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Group, Diagram, ed. Body language. Glasgow: HarperCollins, 2004.

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Lyle, Jane. Body language. London: Book Club Associates, 1990.

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Lucie, Bérubé, Dyck Sandra, and Carleton University Art Gallery, eds. Body language. Ottawa: Carleton University Art Gallery, 2000.

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Wainwright, Gordon R. Body language. Lincolnwood, Ill: NTC Pub. Group, 1993.

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Fang, You Ren Dong. Body language. Hong Kong: Zhinengjiaoyu, 2004.

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Robson, Pam. Body language. New York: Franklin Watts, 1997.

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Stuttard, Marie. Body language. Auckland: Shortland Publications, 1988.

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Book chapters on the topic "Body language"

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Wideman, Timothy H., Michael J. L. Sullivan, Shuji Inada, David McIntyre, Masayoshi Kumagai, Naoya Yahagi, J. Rick Turner, et al. "Body Language." In Encyclopedia of Behavioral Medicine, 247. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100195.

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Wetmore, Alex. "Body/Language." In Men of Feeling in Eighteenth-Century Literature, 26–67. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137346346_2.

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Cannon, R. J. C. "Body language." In Courtship and mating in butterflies: reproduction, mating behaviour and sexual conflicts, 160–80. Wallingford: CABI, 2020. http://dx.doi.org/10.1079/9781789242638.0160.

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Hess, Ursula. "Body Language." In Encyclopedia of Personality and Individual Differences, 527–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_647.

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Hess, Ursula. "Body Language." In Encyclopedia of Personality and Individual Differences, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_647-1.

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Stollznow, Karen. "Body Language." In Language Myths, Mysteries and Magic, 247–59. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137404862_26.

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Roebuck, Annette. "Body Language." In Rethinking Communication in Health and Social Care, 99–124. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-46495-8_5.

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Clark, Adele, and Jacqui Blades. "Body language." In Practical Ideas for Emotional Intelligence, 59–60. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-32.

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Hughes, Vera, and David Weller. "Body Language." In Self Presentation Skills, 1–19. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-11970-7_1.

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Kelly, Alex. "Body language." In Social Skills, 15–33. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315173405-2.

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Conference papers on the topic "Body language"

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Ermanov, Davron, and Munisa Saydullayeva. "USING BODY LANGUAGE IN LANGUAGE TEACHING." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/psld8751.

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This course paper studies what body language is, its importance in the classroom and why teachers should use it while teaching students. Especially when teaching foreign languages, the teacher's teaching body language has a great impact on the effectiveness of the lesson and understanding the lessons topic. In classroom, using body language can help the lesson to be interesting and interactive and students can easily learn and understand the basic meaning of the topic. It is an important method for teachers to learn about the students by noticing the students’ body language. Teachers can figure out whether students understand all that a teacher said and explained or not by watching the students’ expressions in their eyes, on their faces and noticing their actions. In this research, experiment was done with schoolchildren and the importance of body language was analyzed with questionnaire This study searches that foreign languages should be taught with using body language and it is one of the most significant aspects during teaching foreign languages and it was considered while experiment. It is effective for learners to understand and easily learn languages. In this course paper we are going to analyze and reveal the importance of body language and it is helpful in teaching methods that teachers use during the lesson, especially impact on progress of students and some points about using body language to EFL/ESL learners.

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Vinciarelli, Alessandro. "Body Language Without a Body." In MM '17: ACM Multimedia Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3133944.3133954.

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Tromp, Jolanda, and Dave Snowdon. "Virtual body language." In the ACM symposium. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/261135.261143.

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Knudsen, Tore, Agnieszka Billewicz, and Bianca Di Giovanni. "Digital body language." In NordiCHI'18: Nordic Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3240167.3240227.

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Brody, Arthur W., and Coert Olmsted. "Body language user interface (BLUI)." In Photonics West '98 Electronic Imaging, edited by Bernice E. Rogowitz and Thrasyvoulos N. Pappas. SPIE, 1998. http://dx.doi.org/10.1117/12.320130.

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Colibaba, Anca cristina, Irina Gheorghiu, Claudia elena Dinu, and Stefan Colibaba. "LANGUAGE LEARNING: MIND AND BODY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-236.

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The article is a study based on an innovative language learning method which has been applied by EuroEd Foundation within the Glottodrama European project. The Glottodrama is a very flexible methodology which addresses any level of knowledge and educational contexts combining theatrical as well as foreign language learning techniques in order to achieve real communication situations in the classroom. The method has been carried out on a group of foreign students studying at the School of medicine in Iasi and learning Romanian as a foreign language; in their theatrical and linguistic experience the students benefited from the presence of a drama and a language teacher. Both teachers ran the course and were also involved in designing its syllabus tailored to meet the medical students' needs; all the dramatic texts suggested were based on the doctor -patient communication. The Glottodrama method has stimulated our students (foreign students studying medicine in Iasi) to learn a foreign language (Romanian) by turning the common classroom into a theater company. The originality and the element of surprise of the method worked from the beginning enhancing students' participation in and contribution to the activities. The Glottodrama method has made students use and practice the language from the very beginning of the course The focus on communication with its verbal and non-verbal solutions has raised students' interest and highly increased their motivation. By getting involved body and mind in their learning the language and thus overcoming common psychological barriers the students learned how to use their body and voice in order to express themselves in a correct way. Video films were used as useful tools of reflection and error correction.

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Kaur, Husanpreet, Jyoti, Sanjana Devi, and Rahul. "Body Language Decoder Using Python." In 2024 5th International Conference for Emerging Technology (INCET). IEEE, 2024. http://dx.doi.org/10.1109/incet61516.2024.10593646.

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Wache, Julia. "The Secret Language of Our Body." In ICMI '14: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2663204.2666290.

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Yagdarova, N. S., and T. V. Lozhkina. "Dance as a language of body." In Научные тенденции: Филология, Культурология, Искусствоведение. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-26-04-2018-10.

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Diaz, Cristina, Angel Pascual Del Pobil, Azucena Garcia, Diana Castilla, and Ignacio Miralles. "Body Language for Mood Induction Procedures." In HRI '15: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2701973.2702024.

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Reports on the topic "Body language"

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Hurlstone, Lise. Performing Marginal Identities: Understanding the Cultural Significance of Tawa'if and Rudali Through the Language of the Body in South Asian Cinema. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.154.

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Edström, Jerker. Chess for Countering Backlash. Institute of Development Studies, March 2024. http://dx.doi.org/10.19088/backlash.2024.002.

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This Chess – Shatranj or Chaturanga - workshop exercise can be played in various ways. You can play this as an exercise – or a series of exercises – in a workshop setting. You can also do it at home or at your desk, to aid thinking and research. To play, name your ‘players’/’pieces’, and discuss and explore how they contest to reshape the spaces/sites of ‘the body’, ‘the family’ and ‘the nation’. Then, identify what kinds of language, narratives and tactics these different types of anti-feminist actors use about bodies, families and nations - and put it into the squares.

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PESSOA, Marcelo. Professor da UEMG Frutal propõe patente de novo alfabeto para a língua portuguesa e registra marca editorial no INPI. AKEDIA, 2022. http://dx.doi.org/10.33726/relatsearcher24477656v897a82022p01a01.

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After linguistic studies carried out over more than 20 years, as a function of teaching in Higher Education, Prof. Dr. Marcelo Pessoa developed a new alphabet for the Portuguese language, from which, at the end of 2019, he applied for a patent with the INPI (National Institute of Industrial Property), traceable by the Process Number: BR 20 2019 023894 7. The patent registration is still pending, however, in the same body, Marcelo has already obtained the registration of an editorial trademark, valid for 10 years, related to a scientific dissemination journal, born within the UEMG, traceable at the INPI by the Process No. 918420423.

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Young, Alys, Natalia Rodríguez Vicente, Rebecca Tipton, Jemina Napier, Sarah Vicary, and Celia Hulme. A Scoping Review of interpreter-mediated assessments under the Mental Health Act (1983) and international equivalents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0086.

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Review question / Objective: The purpose of this scoping review is to identify and evaluate available evidence concerning assessments under the Mental Health Act (1983) (MHA) (and international equivalents) which are carried out with the assistance of a spoken or signed language interpreter. ‘International equivalents’ refers to pieces of legislation in countries other than England and Wales that concern formal assessment for compulsory assessment and treatment, including hospital detention, with respect to a mental disorder. [Both the specific Act that applies to England and Wales and its international equivalents are henceforth referred to as MHA]. The guiding questions are: • What are the enablers and barriers to good practice in interpreter mediated MHA assessments? • To what extent and how might interpreter mediation support or impede the legal rights and best interests of those assessed under the MHA? The aim is to determine whether the body of research available to date is sufficient to inform evidence-based guidelines for interpreters and for mental health professionals, in particular those who have the duty to make decisions under the MHA, known in England and Wales as Approved Mental Health Professional (AMHPs), to work in a joint and effective manner.

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Chen, Jiankun, Yingming Gu, Lihong Yin, Minyi He, Na Liu, Yue Lu, Changcai Xie, Jiqiang Li, and Yu Chen. Network meta-analysis of curative efficacy of different acupuncture methods on obesity combined with insulin resistance. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0075.

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Review question / Objective: Population：Patients diagnosed as obesity with insulin resistance. Obesity reference: Consensus of experts on the Prevention and treatment of adult obesity in China in 2011 and Consensus of Chinese experts on medical nutrition therapy for overweight/obesity in 2016 were developed by the Obesity Group of Chinese Society of Endocrinology(CSE); BMI≥28. IR reference: According to the Expert opinions on insulin resistance evaluation published by Chinese Diabetes Society, HOMA-IR≥2.68 is regarded as the standard for the diagnosis of IR. Regardless of age, gender and course of disease. Patients diagnosed as obesity with insulin resistance. Intervention：Any kind of acupuncture, moxibustion, acupuncture+moxibustion, warm acupuncture, electropuncture, auricular point, acupoint application and acupoint catgut embedding. Comparison：Other acupuncture treatments, Drug therapy or blank control. Outcome：Primary outcomes: ①Fasting blood-glucose (FBG); ②Fasting serum insulin (FINS); ③Homeostasis model assessment-IR (HOMA-IR); ④Body Mass Index (BMI). Secondary outcomes: ①Waistline; ②Waist-hip ratio;③Triglyceride (TG); ④Total cholesterol (TC); ⑤High-density lipoprotein (HDL); ⑥Low-density lipoprotein (LDL). Study: Randomized controlled trials (RCTs) of different acupuncture methods in the treatment on obesity with insulin resistance, blind method and language are not limited. Randomized controlled trials (RCTs).

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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell, and Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in the 21st century where the combination of multisensory practices is both digital and multimodal. Unfortunately, while multimodal literacy has become an increasing focus in school curriculum, research has still largely remained focussed on the visual. The Sensory Orchestration for Multimodal Literacy Learning in Primary Education project, led by ARC Future Fellow Professor Kathy Mills, sought to address this research deficit. In addressing this gap, the project built an evidence base for understanding how students become critical users of sensory techniques to communicate through digital, virtual, and augmented-reality texts. The project has contributed to the development of new multimodal literacy programs and a next-generation approach to multimodality through the utilisation of innovative sensorial education programs in various educational environments including primary schools, digital labs, and art museums.

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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, June 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.

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Raychev, Nikolay. Can human thoughts be encoded, decoded and manipulated to achieve symbiosis of the brain and the machine. Web of Open Science, October 2020. http://dx.doi.org/10.37686/nsrl.v1i2.76.

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This article discusses the current state of neurointerface technologies, not limited to deep electrode approaches. There are new heuristic ideas for creating a fast and broadband channel from the brain to artificial intelligence. One of the ideas is not to decipher the natural codes of nerve cells, but to create conditions for the development of a new language for communication between the human brain and artificial intelligence tools. Theoretically, this is possible if the brain "feels" that by changing the activity of nerve cells that communicate with the computer, it is possible to "achieve" the necessary actions for the body in the external environment, for example, to take a cup of coffee or turn on your favorite music. At the same time, an artificial neural network that analyzes the flow of nerve impulses must also be directed at the brain, trying to guess the body's needs at the moment with a minimum number of movements. The most important obstacle to further progress is the problem of biocompatibility, which has not yet been resolved. This is even more important than the number of electrodes and the power of the processors on the chip. When you insert a foreign object into your brain, it tries to isolate itself from it. This is a multidisciplinary topic not only for doctors and psychophysiologists, but also for engineers, programmers, mathematicians. Of course, the problem is complex and it will be possible to overcome it only with joint efforts.

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Kelly, Luke. Emerging Trends Within the Women, Peace and Security (WPS) Agenda. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/k4d.2022.019.

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This report has identified emerging issues within the women, peace and security (WPS) agenda. Climate change has long been identified as a key cross-cutting issue and several potential avenues for WPS policy are identified. Other issues such as artificial intelligence (AI) have been highlighted as potentially relevant, but relatively little discussed with respect to WPS. The WPS agenda focuses on addressing the gendered impact of conflict and seeking to prevent conflict through increased women’s participation. In this report, WPS is understood as a body of UN Security Council resolutions (UNSCRs) and state national action plans (NAPs) labelled as WPS; as well as other UN and state policies using the language and ideas of WPS; and actions and ideas produced by civil society and academics inspired by the United Nations (UN) agenda or sharing ideas with it. The report focuses on new and emerging issues identified by academics and policymakers as relevant to the WPS agenda. Emerging trends and issues are broadly understood as: • Parts of the WPS agenda that are increasingly part of policies formulated by the UN, member states or civil society actors. • Parts of the WPS agenda that scholars or policymakers think have been neglected or not implemented sufficiently. • Re-interpretations of the framing of the WPS agenda. • New areas to which it is argued WPS should be applied. • Parallel international policy agendas with conceptual or legislative overlap with WPS. Emerging trends and issues are discussed with reference to their status in policy and implementation; normative debates about their place in the WPS agenda; and evidence on their implications for and applicability to certain contexts. The report does not seek to predict or assess the future trends or their relative importance, beyond highlighted existing interpretations of their status, implementation and potential implications. The report discusses a variety of emerging issues. These include issues where the WPS agenda has already been applied, but where its implementation –or lack thereof – has been criticised, such as in counterterrorism and arms control, or the conceptualisation of gender. The ability of WPS instruments to address changing forms of conflict has also been criticised. Issues to which it is argued that WPS should, and could, be applied more thoroughly, such as gang violence and trafficking, are discussed. The report includes new fields such as cybersecurity and AI, about which there is relatively little literature linked to WPS, but agreement that it may be relevant.

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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).

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