Search

This study utilizes a systematic review process to synthesize research on content and language integrated learning (CLIL) teachers' self-reported needs and professional development. In order to draw connections between these two areas of research and highlight gaps, this study adopted a framework composed of seven competences: linguistic, pedagogical, scientific knowledge, organizational, interpersonal, collaborative, and reflective. Six electronic databases were used, and a forward and backward search was conducted. After considering inclusion criteria, 43 articles were included, with 33 studies for teachers' needs, nine for professional development, and one for accounting for both. The findings of the review showcase that not all competences have received equal coverage in the literature. In some cases, teachers' reported needs within a competence were not addressed in the professional development literature. Further, the reports of many competences seem to be general, suggesting future work may need to examine each competence in more depth.

This research synthesis describes, critiques, and synthesizes intervention studies related to the academic vocabulary acquisition of post-secondary English learners. Using the article matrix and the constant-comparative methods of analysis (Boeije, 2002), this critical synthesis aims to provide a knowledge point on general academic vocabulary; further research on the need for discipline-specific academic vocabulary at the post-secondary level is still needed. Findings regarding best practices include: a) embedded academic vocabulary learning intervention should be integrated with explicit, isolated word learning; b) technology is most effective when combined with other well-established aspects of vocabulary instruction; c) receptive vocabulary gains are highest when pairing the learning and assessment modes (i.e., receptive vs. productive) and pursuing consistency over structure; and d) specific tools base for both researchers and practitioners moving forward. The research focus in the field up-to-this- and materials, such as using a concordance or dictionary, can significantly enhance productive academic vocabulary.

Lexical stress plays a critical role in multisyllabic word reading in English. However, assignment of English lexical stress, which is neither fixed nor marked in writing, can pose significant challenges for English learners and has not been well-understood. The present study aims to fill the research gap by studying sensitivity to lexical stress cues and its contribution to their word reading performance among young English-language learners whose first language is Korean. The fundamental differences in prosodic systems between Korean and English provide theoretical significance of studying how bilingual children having no lexical stress in their first language process English lexical stress. This study focuses on two major cues to English lexical stress: morphological and orthographic cues. Findings revealed that the participants are sensitive to the two stress cues, with better performance with orthographic cues to stress assignment. However, no statistically significant correlations were found among variables on stress cue sensitivity with those on reading.

Photothermal therapy (PTT) has garnered considerable attention as an attractive treatment tool for cancer due to precisely selective treatment and minimal side effects. The primary challenge of PTT, which hinders its widespread application, is the limited therapeutic depth. This limitation arises from optical scattering in biological tissues, causing inadequate heat distribution within the deep tissue. To overcome this challenge, ultrasound‐assisted PTT (ULTRA‐PTT) is proposed that leverages the temporary formation of gas bubbles induced by ultrasound within the light propagation path. These bubbles act as optical clearing agents, effectively reducing optical scattering in biological tissues. To facilitate ULTRA‐PTT, a dedicated handpiece consisting of a ring‐shaped ultrasound transducer and a laser delivery module is developed. In‐vivo experiments show that ULTRA‐PTT statistically outperforms conventional PTT in melanoma treatment, mostly due to its ability to deliver sufficient laser energy to deep‐seated cancer cells. These findings underscore the potential of ULTRA‐PTT to expand the clinical applications of PTT beyond local tumors occurring in superficial tissue. [ABSTRACT FROM AUTHOR]

Ultrasound-induced optical clearing microscopy (US-OCM) addresses limited imaging depth in optical microscopy, caused by light scattering in biological tissues. It uses ultrasound-induced gas bubbles to better image biological samples. However, controlling the bubble location using only ultrasound is challenging. This study introduces a novel method, "optrasound," combining optical and ultrasound energies for precise bubble control. It presents the ultrasound field and uses a focused laser to trigger bubble formation. Optrasound-induced deep microscopy improves light beam width by 3.39 times at a depth of 350 µm because the gas bubbles reduce light scattering. This technique can precisely localize a bubble cloud while matching the US-OCM performance. [ABSTRACT FROM AUTHOR]

AbstractGaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a federally funded college readiness program developed to minimize the inequalities in pursuing postsecondary education. This is a systematic review that analyzed 13 studies on the educational outcomes of GEAR UP and identified activities that are positively correlated with educational outcomes. The results showed that included among the studies observed were positive contributions of GEAR UP on academic, behavioral, social, and employability outcomes. Further, academic and community activities such as tutoring and college tours were positively associated with college-going expectations, college-readiness assessment scores, and high school grade point average (GPA). Additional studies are urgently needed to include different subgroups of historically underrepresented groups and to investigate how GEAR UP continues to influence college persistence. [ABSTRACT FROM AUTHOR]