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Abstract: This paper describes a MEMS oscillator capable of operation at atmospheric pressure, based on a square-extensional mode single crystal silicon resonator. The resonator is actuated by differential capacitive driving and the motion of the structure is transduced piezoresistively. This transduction scheme successfully mitigates the effects of capacitive feedthrough and enhances the motional signal at micron scale transduction gaps. The oscillator demonstrates an Allan deviation of close to 1 ppm at an integration time of 200 seconds for an output power level of 0 dBm. [ABSTRACT FROM AUTHOR]

Abstract: The adaptation of micro- and nanomechanical resonators as mass balances for biochemical sensing has received much attention in recent years due to the potential for very high resolution and electrical readout of target analyte in a label-free format. However, several implementation challenges arise from the necessity of operation in compatible biological buffer solutions. These challenges include minimizing undesired effects of fluid-structure interaction and buffer interference with signal transduction. Electrical readout of the sensor response is complicated by coupling to the electrical properties of the buffer solution and voltage limitations due to the possibility of undesired electrochemical reactions on the sensor surface. To address this problem we propose a novel dual resonator platform, wherein electrical transduction and sensing are spatially separated onto two different mechanically coupled resonators. In this work, we demonstrate the functionality of the dual resonator system as a mass sensing platform, with a mass responsivity of 37 Hz/ng. [ABSTRACT FROM AUTHOR]

Research has shown both the potential advantages of translanguaging pedagogy in English for Academic Purposes (EAP) contexts and some challenges facing teachers. However, there is still paucity of research on how to provide professional support for teachers to develop translanguaging pedagogy. This article focuses on a design-based research (DBR) study in which a teacher collaborated with a researcher in an EAP course at a university in China to co-develop teacher capacity in using translanguaging pedagogy. Findings from classroom observations, researcher-teacher lesson co-planning meetings, post-lesson sharing sessions and interviews have shown changes in the teacher's beliefs and practices of using translanguaging pedagogy and several challenges she encountered, particularly the conflicts between the monolingual ideology in traditional TESOL discourses and the recent translanguaging pedagogical principles. This article suggests that researcher-teacher collaboration can be an effective strategy in helping in-service EAP teachers to reflect on and change their beliefs and practices while the process could be discursive. It calls for further explorations with teachers on principles that value multilingual speakers' full linguistic and semiotic repertoires in teaching and learning EAP and investigations of how these principles can be realized for emerging EAP programs in universities in China and other similar contexts. [ABSTRACT FROM AUTHOR]