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This paper proposes an embedded Internet of Things (IoT) system for bioreactor sensor integration, aimed at optimizing temperature and turbidity control during cell cultivation. Utilizing an ESP32 development board, the system makes advances on previous iterations by incorporating superior analog-to-digital conversion capabilities, dual-core processing, and integrated Wi-Fi and Bluetooth connectivity. The key components include a DS18B20 digital temperature sensor, a TS-300B turbidity sensor, and a Peltier module for temperature regulation. Through real-time monitoring and data transmission to cloud platforms, the system facilitates advanced process control and optimization. The experimental results on yeast cultures demonstrate the system's effectiveness at maintaining optimal growth, highlighting its potential to enhance bioprocessing techniques. The proposed solution underscores the practical applications of the IoT in bioreactor environments, offering insights into the improved efficiency and reliability of culture cultivation processes. [ABSTRACT FROM AUTHOR]

Kalmegh (Andrographis paniculata) is an important medicinal plant belonging to the Acanthaceae family and used for the treatment of many diseases. This study is focused on determining the critical limit for the cultivation of A. paniculata in sodic soil. A pot experiment was conducted with different exchangeable sodium percentages (ESPs) to determine the critical limit for the cultivation of A. paniculata in sodic soil. The critical limit, 16 ESP, was found for A. paniculata grown in sodic soil. Overall, increasing trends in N, P, K, Ca, Mg, Na, Zn, Fe, Cu, Mn, Cr, and Mo and a decreasing trend in Ni and Se were observed in all part of the plant due to increasing sodicity levels. The determination of the critical limit for the cultivation of A. paniculata in sodic soil is an important aspect of this paper. The nutrients and heavy metal profiling with the extreme levels of sodicity will be useful to study the nutrient utilization pattern for the nutrient management strategy of A. paniculata. [ABSTRACT FROM AUTHOR]

Objective: In spite of the fact that pluralistic education has formally found its own way into the World educational systems, seemingly, ESP teaching system of Iran is almost devoid of pluralistic principles. This study aimed at exploring Iranian psychology teachers' perceptions of pluralistic English for Specific Purposes (ESP) teaching in Iran. Methods: In so doing, it benefited from a grounded theory approach. The participants of the present study consisted of 20 Iranian male and female psychology teachers who were selected through purposive sampling from those teachers who were teaching ESP in different branches of the field of psychology at different universities in Iran including Allameh Tabataba'i University, University of Tehran, Tarbiat Modares University, Shahid Rajaee University, Shahid Chamran University, Hormozgan University, Isfahan University, and Shiraz University. To collect the data, a semi-structured interview was used. Results: According to the results of thematic analysis, several themes were extracted as Iranian psychology teachers' perceptions of pluralistic English for Specific Purposes (ESP) teaching in Iran which were mainly related to ESP teaching methods, assessment procedures, and content. Some of the extracted themes included Using Diverse Methods of ESP Teaching, Developing ESP Courses based on the Students' Needs, and Teaching ESP Students to be Creative. Conclusions: The findings have some implications for ESP teachers and students in the field of psychology, ESP materials developers, and researchers. [ABSTRACT FROM AUTHOR]

This article addresses how code-switching facilitates language acquisition in an online legal English classroom for Arabic-speaking learners. The study aims to describe and analyze the use of code-switching as a facilitative resource for second language acquisition, particularly within the context of the online classroom. The article holds significance in two key areas: first, it contributes to the existing literature on code-switching between Arabic and English in language learning contexts. Second, it addresses a gap in research by focusing on an underexplored context: online legal English classes for Arabic-speaking learners, a topic which has not been widely researched. Applying Conversation Analysis to fragments from the online class, the findings reveal that code-switching serves as a vital resource for learners in comprehending complex legal concepts by drawing on their first language (L1) knowledge (in this case, Arabic). It also facilitates word searching, collaborative learning, and effective negotiation of meaning, aiding in the overall second language (L2) acquisition process. [ABSTRACT FROM AUTHOR]

There have been many studies dealing with the interconnections between the utilization of language learning strategies and the overall academic achievement of EFL learners. Our research aims to investigate whether there is some correlation between the implementation of cognitive strategies, metacognitive strategies, and academic achievement in an ESP context. The study sample incorporated 170 undergraduates studying in business administration programs at the university where we are teaching. We used the Strategy Inventory of Language Learning Strategies (SILL) put together by R. Oxford to examine the implementation of CSs and MCSs by the learners. We generated the results with the help of descriptive and inferential statistics. We compared the data received with the students’ GPAs by using the Pearson correlation coefficient. The findings revealed that students make use of both CSs and MCSs fairly highly. MCSs are used more than CSs. There is a remarkably useful correlation between GPA and most of the CSs and MCSs examined. The findings and recommendations of this research will contribute to the ongoing literature and they will help in updating ESP syllabi and teaching techniques of vocational and practical programs that require ESP. [ABSTRACT FROM AUTHOR]

This paper aims at showing the paramount importance of sensing cultural similarities and differences for understanding and communicating with people belonging to different cultures, especially in a business environment. Teachers have become increasingly aware of the role played by interculturality, intercultural education, cross-cultural communication, the attitude towards prejudice, stereotypes and conflicts. In this respect, certain EU documents have been discussed, anthropologists’ opinions have been provided, and a case study has been presented. This case study is based on the idea that the English business teaching process and the studens’ language skills could also be improved by incorporating intercultural communication elements. Several activities and techniques that could support the insertion of intercultural communication in business English teaching (such as the use of authentic materials, role plays and simulations, project-based learning, and the use of various online tools) are briefly presented for this purpose.

Background and Aims: Postoperative pain after hip surgeries in children could be classified as severe, requiring combined intra- and postoperative opioid analgesia with regional blocks. This study was carried out to investigate ultrasound-guided pericapsular nerve group (PENG) block versus ultrasound-guided erector spinae plane (ESP) block for pain management after paediatric hip surgery. The primary objective was to assess the time of the first request for morphine rescue analgesia. Methods: In this randomised study, 56 children scheduled for elective unilateral hip surgery were distributed randomly to ESP and PENG groups. Intraoperative haemodynamics, fentanyl consumption, postoperative pain measurement, morphine consumption, time of first rescue analgesia, adverse effects and parents’ satisfaction score were studied. The primary outcome was the time of the first request for morphine rescue analgesia. The Chi-square test, Student’s t-test and the Mann–Whitney U test were used, where applicable, to compare the groups. Results: The time to first rescue analgesia was significantly longer in Group ESP than in Group PENG (P < 0.001), with significantly higher postoperative morphine consumption in Group PENG than in Group ESP (P = 0.04). The pain scores of Group ESP were lower than those of Group PENG at 2 and 4 h postoperatively (P = 0.006 and P < 0.001, respectively). At 8 h postoperatively, the score was significantly higher in Group ESP than in Group PENG (P = 0.005). Other outcomes were comparable between both groups (P > 0.05). Conclusion: ESP and PENG could be both effective for intraoperative and postoperative analgesia in paediatric hip surgeries, but the ESP block prolonged the time of first rescue analgesia more than the PENG block.

Developing academic ESP courses in a hybrid mode has come to the forefront of the educational agenda due to social and economic reasons: technological advance followed by the emergence of new communication, business and education technologies; new generations of learners who grow up in virtual reality rather than in real life; commercialisation of education; changes in workplaces and business organisations; a pandemic that resulted in increased use of the electronic and hybrid modes of interacting and working. In light of these circumstances, the research on the key actors in the educational process - learners and teachers - has gained importance and has become the reason to initiate a study of these actors' attitudes and perceptions with regard to the academic ESP courses in a hybrid mode. The article presents and discusses the results from a survey conducted within this study and related to the preparation of reference criteria for course design in terms of parameters. Data analysis has implications for the educational sector in terms of language and subject course development, as well as of the introduction of relevant policies in higher education.

Introduction. Today, universities face the task of establishing cooperation with business, including in the field of creating language courses for advanced training within the framework of the transfer of educational technologies. The author presents a unique experience in the development of language training courses “English for lawyers” (Financial University under the Government of the Russian Federation, 2023). Theoretical analysis. Conducting the comparative analysis of the problem allowed the author to conclude that the appeal to the CLIL-approach in ESP teaching through the tools of online pedagogy is justified. The client-oriented educational track constituted the uniqueness of this course. Empirical analysis. Consideration of the problem of using the CLIL-approach allowed us to identify the effectiveness of the selected methods: communicative, case study, inverted classroom, development of critical thinking, etc. in the field of ESP teaching. Conclusion. The use of the CLIL-approach in the ESP training of practicing lawyers is effective and justified in terms of language proficiency development. Such courses allow one to see trends in the labor market and make appropriate adjustments to the educational tracks of universities.

Abstract Research suggests that English for Specific Purposes (ESP) students in English-as-a-Foreign-Language (EFL) contexts have difficulties understanding the passages in technical English textbooks of various fields of study including computer software engineering. Few experimental studies to date have investigated the effect of an online hybrid reading intervention on the reading comprehension performance of these students. To fill this gap, the present experimental study sought to assist these students with comprehending the passages of an ESP textbook entitled ''Technical English for Computer Software Engineers'', developed for computer software engineering students of a non-profit university in Babol, Iran. In doing so, an 8-session online hybrid reading intervention featuring cognitive and metacognitive strategies was administered to an experimental group (n = 30) of ESP students, while the control group (n = 30) followed the conventional approach to teaching the reading skill. To track the participants' reading comprehension, International English Language Testing System (IELTS) reading tests were used before and after the intervention. Results showed that the treatment led to a statistically significant difference between the two groups in terms of the reading comprehension and strategy use. In addition, the teachers' and students' perceptions with regard to the whole textbook were reported. Findings bear pedagogical significance for all the stakeholders.

Abstract Background The insulin/insulin-like signalling (IIS) pathway is common in mammals and invertebrates, and the IIS pathway is unknown in Fasciola gigantica. In the present study, the IIS pathway was reconstructed in F. gigantica. We defined the components involved in the IIS pathway and investigated the transcription profiles of these genes for all developmental stages of F. gigantica. In addition, the presence of these components in excretory and secretory products (ESPs) was predicted via signal peptide annotation. Results The core components of the IIS pathway were detected in F. gigantica. Among these proteins, one ligand (FgILP) and one insulin-like molecule binding protein (FgIGFBP) were analysed. Interestingly, three receptors (FgIR-1/FgIR-2/FgIR-3) were detected, and a novel receptor, FgIR-3, was screened, suggesting novel functions. Fg14-3-3ζ, Fgirs, and Fgpp2a exhibited increased transcription in 42-day-old juveniles and 70-day-old juveniles, while Fgilp, Fgigfb, Fgsgk-1, Fgakt-1, Fgir-3, Fgpten, and Fgaap-1 exhibited increased transcription in metacercariae. FgILP, FgIGFBP, FgIR-2, FgIR-3, and two transcription factors (FgHSF-1 and FgSKN-1) were predicted to be present in FgESPs, indicating their exogenous roles. Conclusions This study helps to elucidate the signal transduction pathway of IIS in F. gigantica, which will aid in understanding the interaction between flukes and hosts, as well as in understanding fluke developmental regulation, and will also lay a foundation for further characterisation of the IIS pathways of trematodes.

This study aims to identify the desired outcomes students seek after mastering English and determine the conducive learning environment and instructional materials that can enhance their motivation for language acquisition. A quantitative research method used in which the researchers administer a questionnaire to the participants. The questionnaire consisted of two categorizes namely, Learning Need Analysis (LNA) and Target Situation Analysis (TSA). 20 active participants from college students at five semester of Family Welfare Education (FEW) department at Universitas Pendidikan Ganesha involved in this research. The findings need to be considered to enhance the learning environment for students and provide tailored materials suited to their respective fields of study. This approach can also help increase their future careers, addressing any existing motivation deficits. [ABSTRACT FROM AUTHOR]

The paper presents an overview of teaching English vocabulary in the context of 21st century advancements and challenges, within the field of English language teaching and outside. It takes review of 21st century learning components comprised of learning competencies, learning modalities, ICT, and infrastructure in relevance to English language teaching in general and English vocabulary teaching in particular. It discusses different approaches and techniques of vocabulary teaching. It argues that vocabulary is foundational blocks of language. Mastering vocabulary is indispensable in (second) language learning. Besides methods of vocabulary teaching, learners’ personal trait such as motivation and self-efficacy are also crucial in mastering English vocabulary. [ABSTRACT FROM AUTHOR]

This study aims to explore the need for reading skills among undergraduate students in office administration at Kapalong College of Agriculture Sciences and Technology, Maniki, Kapalong, Davao del Norte. This research seeks to evaluate how well these students comprehend and interact with English texts, which is critical for their course requirements and professional readiness. The subjects for this study were one-hundred-fifty students of office administration discipline in the final semester at the institution. Survey Questionnaires were administered to the population to gather quantitative data on their reading proficiency, preferences, and challenges encountered while engaging with English texts. The findings of the research indicate significant gaps in the reading skills required by office administration students. Many participants reported challenges in understanding technical vocabulary and complex sentence structures found in academic materials and industry-related documents. These findings suggest that there is a need for targeted reading instruction within the curriculum for office administration programs. It is suggested that the findings of the study may be utilized for designing an English language course, namely "English for Office Administration" that suits the target needs of undergraduate students to develop their reading skills in the English language for this specialized discipline in the local college. Keywords: ESP; EAP; Needs Analysis; Reading Skills. [ABSTRACT FROM AUTHOR]

In today's landscape of language education, the integration of digital literacy (DL) with English for Specific Purposes (ESP) has gained significant importance. In an increasingly digitised world, proficiency in digital literacy is becoming indispensable for effective communication and language acquisition. This article presents a systematic review synthesising insights from various scholarly publications to clarify the crucial importance of digital literacy skills in enhancing the effectiveness of ESP instruction and improving learning outcomes. Drawing upon a range of empirical studies and theoretical frameworks, the researcher explores the multifaceted impacts of digital literacy on ESP learners, educators, and instructional practices. The analysis highlights the significant impact of incorporating digital tools, resources, and teaching methods into ESP programs. It emphasises how they contribute to authentic language application, improved communication skills, and the advancement of professionals in specialised fields. By considering various viewpoints and empirical data, studies consistently demonstrate the effectiveness of integrating digital literacy into ESP programs. This fosters strong information literacy, digital tool proficiency, and effective communication and collaboration skills in ESP learners. [ABSTRACT FROM AUTHOR]

Background and Aims: Postoperative pain after hip surgeries in children could be classified as severe, requiring combined intra- and postoperative opioid analgesia with regional blocks. This study was carried out to investigate ultrasound-guided pericapsular nerve group (PENG) block versus ultrasound-guided erector spinae plane (ESP) block for pain management after paediatric hip surgery. The primary objective was to assess the time of the first request for morphine rescue analgesia. Methods: In this randomised study, 56 children scheduled for elective unilateral hip surgery were distributed randomly to ESP and PENG groups. Intraoperative haemodynamics, fentanyl consumption, postoperative pain measurement, morphine consumption, time of first rescue analgesia, adverse effects and parents' satisfaction score were studied. The primary outcome was the time of the first request for morphine rescue analgesia. The Chi-square test, Student's t-test and the Mann--Whitney U test were used, where applicable, to compare the groups. Results: The time to first rescue analgesia was significantly longer in Group ESP than in Group PENG (P < 0.001), with significantly higher postoperative morphine consumption in Group PENG than in Group ESP (P = 0.04). The pain scores of Group ESP were lower than those of Group PENG at 2 and 4 h postoperatively (P = 0.006 and P < 0.001, respectively). At 8 h postoperatively, the score was significantly higher in Group ESP than in Group PENG (P = 0.005). Other outcomes were comparable between both groups (P > 0.05). Conclusion: ESP and PENG could be both effective for intraoperative and postoperative analgesia in paediatric hip surgeries, but the ESP block prolonged the time of first rescue analgesia more than the PENG block. [ABSTRACT FROM AUTHOR]

Despite the wealth of productive ESP/EAP research on promotional genres over the past decade, such research has yet to spotlight Diversity, Equity, and Inclusion Statements (DEISs) for academic job application purposes in U.S. higher education. To address this gap, this study systematically analyzes the rhetorical features of 80 DEISs and explores the perceptions of faculty administrators, ESP/EAP writing teachers, and novice writers regarding the genre analysis findings. A step-driven rhetorical move analysis targeting the frequency and distribution of rhetorical moves/steps, as well as patterns in inter- and intra-move sequences within the DEISs, was implemented. The analysis unveiled five reoccurring moves, each consisting of multiple steps, with varying frequencies across different texts. It also identified a mixture of circular, linear, and somewhat disorganized patterns in inter-move sequences. Furthermore, through subsequent semi-structured interviews with three faculty members and one L2 student writer, the study revealed a consensus among the interviewees regarding the practical value of the genre analytic findings, particularly for ESP/EAP writing instruction and professional assessment. Meanwhile, it highlighted the interviewees' mixed reactions concerning specific rhetorical features of the DEISs and their collective doubts surrounding the writing and use of DEISs. • Five rhetorical moves structure diversity, equity, and inclusion statements (DEISs). • Steps present writers' understandings, experiences, competence, and plans for DEI. • Circular, linear, or somewhat disorganized patterns sequence the five moves. • Practitioners positively interpret the findings' value in pedagogy and assessment. • They problematize DEISs for their rationale, genre norms, and expectations. [ABSTRACT FROM AUTHOR]

It is asserted that task-based instruction improves the environment and makes it easier to teach English. Due to this, many EF language teachers and syllabus developers have recently turned their attention to task-based language education. With a focus on Business English instruction in Moroccan universities, this study examined ESP (English for Specific Purposes) teaching within the paradigm of taskbased language teaching. For that purpose, information from a total of 234 students and 21 teachers was gathered using questionnaires. First, questionnaires were created to gather learners' opinions on the impact of the given assignments on their language development, learning processes, and skill acquisition. This study also tried to investigate how instructors felt about using a task-based approach in ESP classes. The findings indicate that both students and instructors have positive opinions and attitudes concerning (TBLT). They believed that the inclusion of this method, specifically ESP, in language instruction creates favorable teaching and learning conditions because it engages students in tasks that are pertinent to their academic and professional needs. As a result, it is advised to use a task-based approach over an extended length of time and in a manner that is most appropriate while taking into account the talents of different students in a specific classroom. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore the communicative features of teacher talk in English for General Purposes (EGP) vs. English for Academic Purposes (EAP) classes in Iranian contexts based on the Self-Evaluation Teacher Talk (SETT) framework. Design/methodology/approach: For the purposes of this study, EAP and EGP classes run by three language instructors and three content instructors were observed and interviews with teacher participants were conducted. The data were analyzed by content analysis, and emerging overarching themes were recorded. Findings: The findings of this study indicate that the translation of texts into Persian was the dominant theme in classes run by content instructors who were less aware of the communicative features of teacher talk. However, one of the content instructors who was familiar with the communicative features of teacher talk as well as general language instructors were found to be highly aware of the potential of their teacher talk to encourage communication in his classes. The innovative and communicative features in the language/content instructor suggest the importance of teacher agency in bringing change in education at the micro-level. This study has implications for various agencies involved in teaching EAP, EGAP and English for Specific Purposes (ESAP), raising awareness regarding the communicative features of teacher talk as a driving force leading learners and teachers to more communicative opportunities in language classrooms. The findings suggest that teacher talk is an essential component of classroom discourse, shaping students' linguistic and academic development, and that teacher agency is crucial in promoting communicative opportunities in language education. To boost communication, the authors recommend translanguaging with a focus on both communication and optimal use of the mother tongue in EAP classes. Originality/value: There is little empirical evidence on the communicative aspects of teacher talk in higher education. This study can inspire more parallel research on EAP settings in higher education with a focus on communication and teacher talk features. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the impact of synchronous real and virtual teaching modes on students' abilities in English for Specific Purposes (ESP) for presentation. It uses an experimental research design, with the first semester at Bina Nusantara University, Indonesia, as the participants. There were 30 students in the experimental group and 30 in the control group attending the ESP business presentation course. The students' presentation skills of structure, delivery, and gesture were the skills tested by integrating specific topics of local Indonesian knowledge: Pancasila, local tourist destinations, and free topic. The Wilcoxon signed-rank test was used for data analysis taken from the pre-and post-test scores from both groups. The results demonstrated that both modes of teaching had a positive effect on the overall presentation skills of both groups. However, there were variations in the improvement of specific presentation skills across different topics. Comparing both modes of teaching, the synchronous virtual mode of teaching has shown promise in developing students' presentation abilities, but attention should be given to addressing limitations and optimizing teaching strategies for comprehensive skill development. This study contributes to the understanding of the impact of synchronous real and virtual modes of teaching on students' presentation skills in the context of ESP and has practical implications for educators and course designers involved in ESP instruction. Incorporating a synchronous mode of teaching can be a valuable approach to developing students' presentation skills when combined with the integration of local Indonesian knowledge and diverse topics. [ABSTRACT FROM AUTHOR]

Background: Atopic dermatitis (AD) is a chronic, relapsing inflammatory skin disease with skin barrier defects and a misdirected type 2 immune response against harmless antigens. The skin microbiome in AD is characterized by a reduction in microbial diversity with a dominance of staphylococci, including Staphylococcus epidermidis (S. epidermidis). Objective: To assess whether S. epidermidis antigens play a role in AD, we screened for candidate allergens and studied the T cell and humoral immune response against the extracellular serine protease (Esp). Methods: To identify candidate allergens, we analyzed the binding of human serum IgG4, as a surrogate of IgE, to S. epidermidis extracellular proteins using 2-dimensional immunoblotting and mass spectrometry. We then measured serum IgE and IgG1 binding to recombinant Esp by ELISA in healthy and AD individuals. We also stimulated T cells from AD patients and control subjects with Esp and measured the secreted cytokines. Finally, we analyzed the proteolytic activity of Esp against IL-33 and determined the cleavage sites by mass spectrometry. Results: We identified Esp as the dominant candidate allergen of S. epidermidis. Esp-specific IgE was present in human serum; AD patients had higher concentrations than controls. T cells reacting to Esp were detectable in both AD patients and healthy controls. The T cell response in healthy adults was characterized by IL-17, IL-22, IFN-γ, and IL-10, whereas the AD patients’ T cells lacked IL-17 production and released only low amounts of IL-22, IFN-γ, and IL-10. In contrast, Th2 cytokine release was higher in T cells from AD patients than from healthy controls. Mature Esp cleaved and activated the alarmin IL-33. Conclusion: The extracellular serine protease Esp of S. epidermidis can activate IL-33. As an antigen, Esp elicits a type 2-biased antibody and T cell response in AD patients. This suggests that S. epidermidis can aggravate AD through the allergenic properties of Esp. Graphical abstract [ABSTRACT FROM AUTHOR]

LoRa systems are emerging as a promising technology for wireless sensor networks due to their exceptional range and low power consumption. The successful deployment of LoRa networks relies on accurate propagation models to facilitate effective network planning. Therefore, this review explores the landscape of propagation models supporting LoRa networks. Specifically, we examine empirical propagation models commonly employed in communication systems, assessing their applicability across various environments such as outdoor, indoor, and within vegetation. Our investigation underscores the prevalence of logarithmic decay in most empirical models. In addition, we survey the relationship between model parameters and environmental factors, clearing their nuanced interplay. Analyzing published measurement results, we extract the log-distance model parameters to decipher environmental influences comprehensively. Drawing insights from published measurement results for LoRa, we compare them with the model's outcomes, highlighting successes and limitations. We additionally explore the application of multi-slope models to LoRa measurements to evaluate its effectiveness in enhancing the accuracy of path loss prediction. Finally, we propose new lines for future research in propagation modelling to improve empirical models. [ABSTRACT FROM AUTHOR]

Background: The insulin/insulin-like signalling (IIS) pathway is common in mammals and invertebrates, and the IIS pathway is unknown in Fasciola gigantica. In the present study, the IIS pathway was reconstructed in F. gigantica. We defined the components involved in the IIS pathway and investigated the transcription profiles of these genes for all developmental stages of F. gigantica. In addition, the presence of these components in excretory and secretory products (ESPs) was predicted via signal peptide annotation. Results: The core components of the IIS pathway were detected in F. gigantica. Among these proteins, one ligand (FgILP) and one insulin-like molecule binding protein (FgIGFBP) were analysed. Interestingly, three receptors (FgIR-1/FgIR-2/FgIR-3) were detected, and a novel receptor, FgIR-3, was screened, suggesting novel functions. Fg14-3-3ζ, Fgirs, and Fgpp2a exhibited increased transcription in 42-day-old juveniles and 70-day-old juveniles, while Fgilp, Fgigfb, Fgsgk-1, Fgakt-1, Fgir-3, Fgpten, and Fgaap-1 exhibited increased transcription in metacercariae. FgILP, FgIGFBP, FgIR-2, FgIR-3, and two transcription factors (FgHSF-1 and FgSKN-1) were predicted to be present in FgESPs, indicating their exogenous roles. Conclusions: This study helps to elucidate the signal transduction pathway of IIS in F. gigantica, which will aid in understanding the interaction between flukes and hosts, as well as in understanding fluke developmental regulation, and will also lay a foundation for further characterisation of the IIS pathways of trematodes. [ABSTRACT FROM AUTHOR]

The Department of Police Sciences at the Academy of the Police Force in Bratislava is one of the key departments that provide education and training in the central subjects preparing students for their future law enforcement occupation. Covering theoretical, practical and legal aspects of the performance of public order police activities in the field of road safety, security of premises, responding to reports of crimes, dealing with public disorder, police canine service and other related issues makes it one of the most complex fields in police education. The Department of Foreign Languages of the Academy of the Police Force in Bratislava has reflected the topics related to public order police in its specialised police English textbook - English for Police I - in several chapters, thus providing the students with the necessary material to gain and extend their knowledge of the related specialised lexis as well as language skills. The present article provides an insight into the relation and reflection of the key police subjects in the English language textbook designed for the students of the Academy of the Police Force. [ABSTRACT FROM AUTHOR]

English for Specific Purposes means learning English based on students' needs. This research focuses on developmental research that aims to develop English for Specific Purposes book for Chemistry Education Department students of Musamus University and also to know the effectiveness of the book on the student's ability in English. The ADDIE Research and Development (R&D) model was used in this research. This ESP book was developed based on the problem and the need of the students in Chemistry Education at Musamus University. This developmental research consisted of five stages including analysis, design, development, implementation, and evaluation. The first was an analysis which means the researcher found out the need of the students before developing the book. The second was designed that prepared the content of the book. The third is a developmental stage that developed the content of the book which consisted of 12 chapters and doing the validation. The fourth is the implementation of the book in the teaching and learning process. The last was doing a trial of the book to know its effectiveness. The students of chemistry education were given the pre-test and post-test based on the content of the book. The pre-test was given before implementing the book while the post-test was given after implementing the book. The results of the ESP book that has been made indicate the following points: 1) the book based on the student's need, 2.) the content of the book was based on learning objectives and the experts gave good comments on the book content, 3.) The mean score for the pretest was 75.77, while the mean score for the post-test was 80.54. The result of this research can be concluded that English for Chemistry Students book was worthy and could improve the English ability of Chemistry Education Department students at Musamus University. Thus, this book can be a reference in the teaching and learning process. [ABSTRACT FROM AUTHOR]

Mechanical failures can cause Electric Submersible Pump (ESP) disruptions, shortening their lifespan. Despite improvements in run-time, unexpected failures still result in significant production deferment and loss, especially for oil & gas production equipment in Tuban East Java (TEJ) field. Therefore, we used Reliability Centered Maintenance (RCM) to analyze FMEA, employing two methods: Montgomery and Runger's (MGR) and Bernard's approaches. The MGR approach provided a better prediction of the failure rate. The ESP flat cable has the highest RPN, requiring maintenance of US$59,342 for an ideal 509-day period. [ABSTRACT FROM AUTHOR]

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to find out the needs and to design a course for the political sciences based on need analysis. To achieve this goal, a need analysis approach was employed with survey and interview to the social and political science students of Hasanuddin University and the professionals of political sector in the Banyumas Regional Government. The data collected were analysed using language-centred course design approach. The study highlights the specific language skills and communication needs in politics. It provides insights for designing a tailored ESP course by recommending relevant materials, authentic political texts, and interactive activities to enhance language proficiency and political literacy. The implications of this research are significant for English language educators, curriculum designers, and policymakers in the field of political education. By addressing the specific needs of students and providing them with appropriate language support, this study is beneficial to contribute to the academic and professional success of students in the political sector with English. [ABSTRACT FROM AUTHOR]

Developing academic ESP courses in a hybrid mode has come to the forefront of the educational agenda due to social and economic reasons: technological advance followed by the emergence of new communication, business and education technologies; new generations of learners who grow up in virtual reality rather than in real life; commercialisation of education; changes in workplaces and business organisations; a pandemic that resulted in increased use of the electronic and hybrid modes of interacting and working. In light of these circumstances, the research on the key actors in the educational process – learners and teachers – has gained importance and has become the reason to initiate a study of these actors’ attitudes and perceptions with regard to the academic ESP courses in a hybrid mode. The article presents and discusses the results from a survey conducted within this study and related to the preparation of reference criteria for course design in terms of parameters. Data analysis has implications for the educational sector in terms of language and subject course development, as well as of the introduction of relevant policies in higher education. [ABSTRACT FROM AUTHOR]

A general trend in adult education across the disciplines has been the gradual shift from teaching specialized knowledge to developing various skills. The inclusion of professional skills in the area of Languages for Specific Purposes (LSP) is often based on the results of complex needs analyses of the target situation that leads to effective course design both for in-service and pre-service learners. While major law schools have recently started putting a greater emphasis on the training of legal skills, the present article suggests that some of those legal skills can be effectively developed in the ELP (English for Legal Purposes) classroom as well, i.e. among L2 learners of specialist language. That holds particularly for the soft skill of linguistic mediation. Promoted by CEFR, mediation is characterized by the situation when an expert speaker needs to overcome a communicative gap arising from a difference in the technical or linguistic knowledge of the interlocutors. The present article shows how a sample activity can be used for teaching linguistic mediation in the ELP classroom and how it can serve as an opportunity for enhancing students’ critical self-reflection. It describes a custom-made activity – a role-played lawyer-client interview – and analyses students’ subsequent comments on the activity. The paper suggests that self-reflection is deeper if the theory is supplied after the task and that such a practice enhances students’ learning process. It is suggested that the findings are applicable not only to teachers’ syllabus design and classroom activities design but also more generally to pedagogic theory, e.g. the field of LSP teacher training.

Electric Submersible Pump (ESP) is one of the most critical oil & gas equipment in Tuban East Java (TEJ) field. This research applies Reliability Centered Maintenance (RCM) to oil & gas to optimize maintenance methods for ESP at the TEJ field. The RCM was applied based on the historical failure events at equipment which caused Loss Production Opportunity (LPO). Start with Pareto chart, the RCM followed by Failure Modes and Effect Analysis (FMEA) that produced the Risk Priority Number (RPN) for the 80% problems. The last step provided the optimum maintenance periods using Weibull’s statistic. The result shows that flat cable in ESP has the highest RPN. Flat cable requires an optimum maintenance period of 509 days and a total cost of US$59,342. The total cost consists of Periodic Maintenance (PM) and Risk costs.

The aim of this study is to show why speaking English while practicing, focusing on, and promoting language learning plays such an important role in conceiving an empirical ESP course. It also looks into how ESP classes are viewed by engineering students as a means of preparing them for both professional and academic communication. A questionnaire is conducted on 104 Civil and Mechanical engineering students at Ovidius University of Constanta. In addition to being questioned about their expectations, learning goals, and perceived initial level of proficiency, students were also asked about how well they felt they had developed the various skills, how well their initial learning objectives had been met, and how well they thought the ESP course had prepared them for professional and academic communication on a global scale. The empirical evidence collected based on both quantitative and qualitative research methods will show that speaking is regarded as the utmost significant skill among all since it is needed to enter the labor market swiftly after being integrated. Since ESP is thought to be a means of acquainting students with discourse particular to their field of study, to improve the courses and bring them closer to learners' perceived requirements and specialized communication practices, it is imperative to determine how to make them even more beneficial to students.

This research focuses on the needs analysis and perspectives in evaluating English for Specific Purposes (ESP) courses designed for medical students. The study intends to identify the medical students’ perceptions of the frequency and importance of using English language skills. Two different instruments, questionnaires and semi-structured interviews, were used to collect data. Respondents included 186 medical students, 4 ESP lecturers, and 10 Department of Medicine (DM) Subject Matter lecturers at Ibb University in Yemen. In this study, quantitative data were collected from three different subject groups (n=200) by means of three versions of the questionnaire. Correspondingly, some follow-up interviews, which were organised with a group of these three informants (n=29), complemented the data collection procedure. The collected data was analysed via the SPSS software package, followed by a qualitative data thematic analysis of semi-structured interviews. The findings showed some differences in which medical students believed the most frequent skills used are Listening and Reading, while their ESP and DM Subject Matter lecturers believed that medical students use Writing and Listening. The results revealed that although most of the English language skills and sub-skills in target needs were considered important or very important by all the participants, there were discrepancies in the preferences and priorities. The findings of this study are expected to be used as reference material for further research and give valuable considerations which may provide useful information for the ESP course designers to meet the target English needs of medical students in Yemen.

Abstract Background Currently, antibiotic-resistant strains of Enterococcus are considered to be one of the critical health challenges globally. This study aimed to investigate the antibiotic susceptibility pattern, biofilm formation capacity, and virulence genes of enterococci isolated from different sources. Methods In this cross-sectional study, environmental and fecal samples were collected from the hospital environment, volunteers, and hospital staff from October 2018 to August 2019. The isolates were identified by morphological and biochemical tests (gram staining, catalase, bile resistance, esculin hydrolysis, carbohydrate fermentation, growth in 6.5% NaCl, Pyrrolidonyl arylamidase, arginine dehydrolase), and PCR for ddl gene. An antimicrobial susceptibility test was performed by the standard disk agar diffusion method according to the Clinical and Laboratory Standards Institute (CLSI) guidelines. Quantitative microplate assays were used to assess biofilm production. The bacterial DNAs were extracted by alkaline lysis method and polymerase chain reaction technique was used detect the esp, ace, and efaA virulence genes. Results Out of 145 isolates, 84 (57.9%) were identified as E. faecalis and 61 (42.1%) as E. faecium. Resistance to kanamycin and quinupristin-dalfopristin was 82.1% (69/84) and 85.7% (72/84), respectively, in E. faecalis isolates. Out of 61 E. faecalis isolates, 38 (62.4%) were resistant to kanamycin. Among the E. faecalis isolates, esp was the most dominant virulence gene (73.80%), followed by efaA, and ace, which were detected in 60.71%, and 30.95% isolates, respectively. In total, 68.27% of the strains were biofilm producers. Further, esp and efaA genes were more frequently found among E. faecalis strains with moderate and strong biofilm biomass. Conclusions According to the findings of our study, enterococci strains isolated from different samples possess distinctive patterns of virulence genes. The esp, ace, and efaA genes were more prevalent among E. faecalis than E. faecium. Besides, the high level antibiotic resistance of normal flora and environmental enterococci strains is alarming the researchers.

A novel and efficient approach for a tandem oxidative synthesis of quinazolin-4(3H)-one from 2-aminobenzonitrile and benzyl alcohol has been unveiled via Cu2(CO3)(OH)2. Herein CuSO4.5H2O accompanied by egg shell powder is used for the easy preparation of Cu2(CO3)(OH)2. The reported method portrays a wide range of substrate scope with good to excellent yield and the given reaction proceed at room temperature within 12 h. Single crystal of one of the synthesized quinazolin-4(3H)-ones was analysed through single crystal X-ray diffraction (SC-XRD). Some of the compounds reported here are also known to possess various pharmaceutical activities. Eventually the newly prepared catalyst was applied for propargylamine synthesis via a multi component reaction. Perceiving all the advantages, present protocol is conceivably considered as clean, cost-effective and sustainable over reported procedures used for synthesis of quinazolin-4(3H)-ones and propargyl amines.

The segregation of glycosylphosphatidylinositol-anchored proteins (GPI-APs) to distinct domains on the plasma membrane of eukaryotic cells is important for their correct cellular function, but the mechanisms by which GPI-APs are sorted are yet to be fully resolved. An extreme example of this is in African trypanosomes, where the major surface glycoprotein floods the whole cell surface while most GPI-APs are retained in a specialised domain at the base of the flagellum. One possibility is that anchor attachment signals direct differential sorting of proteins. To investigate this, we fused a monomeric reporter to the GPI-anchor insertion signals of trypanosome proteins that are differentially sorted on the plasma membrane. Fusions were correctly anchored by GPI, post-translationally modified, and routed to the plasma membrane, but this delivery was independent of retained signals upstream of the ω site. Instead, ω−minus signal strength appears key to efficacy of GPI addition and to GPI-AP cellular level. Thus, at least in this system, sorting is not encoded at the time of GPI anchor addition or in the insertion sequence retained in processed proteins. We discuss these findings in the context of previously proposed models for sorting mechanisms in trypanosomes.

This study introduces a pedagogical framework incorporating multiliteracies, a new literacy concept proposed by the New London Group (1996, A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u), and glocalised marketing, the adaptation of marketing strategies to fit local markets, within an English for Specific Purposes (ESP) setting. The article first reviews ESP research that adopts a multimodal approach and outlines the main features of a multimodal pedagogical framework, which is then expanded to encompass a pedagogy of multiliteracies and glocalised marketing for an English for advertising and marketing curriculum. In doing so, the framework is further connected with disciplinary literacy, a subject-specific skill set combining knowledge construction and language communication that can be cultivated through the pedagogy. The study presents findings from multimodal projects and surveys completed by 28 university students from a university in Taiwan. Using case study analysis, the study investigates the effectiveness of the pedagogical framework in promoting multimodal meaning-making practices and assesses participants’ perceptions of the learning benefits of this approach. The study hopes to provide pedagogical insights for ESP teachers to cultivate learners’ communicative competence in a digitalised and globalised society. [ABSTRACT FROM AUTHOR]

Previous studies on blended learning (BL) have explored students' satisfaction, perception, and motivation. However, there remains a notable gap in the literature concerning the impact of group collaboration on students' learning experiences within blended learning environments. Using a qualitative approach, this study explores what 30 Thai English as a foreign language (EFL) vocational students think about their blended learning environment and how working in groups improves their learning. Findings from the interviews revealed that group collaboration is crucial for communication, understanding the topic, completing tasks, and building relationships and trust among students. Specifically, the research highlights how collaborative efforts foster greater student engagement, accountability, and a sense of community within blended learning environments. It also contributes significantly to the existing body of knowledge, underscoring the essential nature of group collaboration within BL settings. The findings hold valuable implications for teachers, curriculum developers, and policymakers, suggesting avenues for leveraging blended learning and group collaboration to optimize language learning outcomes and enrich the overall educational experience for students. [ABSTRACT FROM AUTHOR]

The ubiquitous nature and diffusion of songs sung in English has meant that a great number of EFL and ESP students are listening to English and acquiring some notions about the language almost subconsciously. Such songs have also been incorporated into English as an L2 practice for, probably, almost as long as English has been taught as a foreign language. However, sometimes they are used as filler exercises or only as an exercise to keep the students happy. Slowly, songs have been gaining more acceptance as a valid didactic tool to be used in various moments of the general English L2 lesson and for various functions (Tegg 2018). This article reports on a project to use songs in English for Specific purposes lessons at an Italian university with students of two Master degree courses (Social Work and Social Policy; Sociology and Social Research). During the English modules, songs from various artists were specifically chosen and language-learning exercises devised around them to be used in almost every lesson for different learning objectives: these included introducing a new subject, presenting and revising grammar, learning individual words or short phrases including idiomatic expressions, as lead-ins to discussions. At the end of the course, the students completed a questionnaire aimed at eliciting their opinions about the use of songs in ESP lessons. The results indicate that the use of popular songs is an effective tool in an ESP lesson and that their inclusion can help motivate students as well as help them learn. [ABSTRACT FROM AUTHOR]

English for Specific Purposes (ESP) syllabuses based on students' needs are assumed to be interesting and motivating to students as they maximise language learning. This is because they contribute to preparing students for specific targets in their prospective profession or academic study. This study aimed at revealing Saudi tour guides target needs for English language, determining whether an existing ESP syllabus taught to tourism students in a public Saudi university meets these needs, and proposing an English for Tour Guides (ETG) to address those needs. The study adopted the qualitative approach by using an interview with four tourism companies' managers and document analysis. It draws on the results of the needs analysis (NA) reported by Aldosari et al. (2023) who investigated the target needs of about 50 Saudi tour guides for English. Results showed that the tour guides need speaking, listening, vocabulary, pronunciation, and grammar. Introducing oneself and others, greeting, giving directions/instructions, and informing are the most recurrent language functions. In addition, we found that the syllabus that is taught to tour guides in a Saudi university does not meet their needs for English language. The study concluded by proposing an ETG syllabus based on the reported needs. [ABSTRACT FROM AUTHOR]

English-medium instruction has become a prevalent strategy for increasing the internationalization opportunities of Saudi universities and the international employability of their graduates. The findings of an interview (12 professors and 30 students) and an observation of three established Science, Social Science, and Engineering master's degree programs at a major Saudi university in Riyadh are presented in this article. In order to facilitate the implementation of English-taught master's degree programs, the purpose of this study was to identify the perspectives, experiences, and obstacles of higher education stakeholders regarding English-medium instruction. Findings showed that English-medium instruction is generally preferred by both professors and students. Although the need for support measures was not as high as expected, certain challenges remain, which can be addressed through focused initiatives. Notable issues include stakeholder unhappiness, a high workload for students, varying degrees of prior knowledge among students. The research highlights how crucial it is to include English for Specific Purposes (ESP) instruction in the curriculum and recommends adding more tools and resources to support teacher development. These measures could involve voluntary participation and incentive programs. [ABSTRACT FROM AUTHOR]

The present research aims to investigate the practice of real-time or synchronous written corrective feedback (SWCF) delivery via Google Docs as a platform to deliver feedback, known as a linguistic feedback tool (LiFT) in ESP (English for Specific Purposes) classes, students' preferences and viewpoints of SWCF. The research employed a qualitative case study involving 15 students from an advanced English correspondence course in a non-English department of a private university in Depok, West Java, Indonesia. Open-ended questionnaires, document analysis, and semi-structured interviews were used to gather the data. The findings revealed that auto-generated and human feedback are used to deliver SWCF via Google Docs, inferring that those features can build students' awareness of language aspects, content, and context in composing professional documents. Direct feedback was delivered more frequently, regarding the learning time efficiency and the students' ability to identify errors. Further, the students preferred frequent SWCF, direct and indirect feedback, and correcting delivery methods. Finally, they considered that SWCF delivered via Google Docs assists them in improving letter accuracy. Their preferences and viewpoints might allow the lecturer to choose appropriate feedback delivery strategies and material reinforcement. The present research implies a balanced use of auto-generated and human feedback from LiFT in SWCF delivery. Evaluating the effectiveness of SWCF delivery via Google Docs for different levels of achievers in ESP classes might be a potential area of future research. Other LiFTs' infusion into ESP classes is also worth researching to provide language instructors with alternative applications for SWCF delivery. [ABSTRACT FROM AUTHOR]

The article discusses the views of English for Specific Purposes (ESP) teachers and students on the use of mobile devices in language learning. The study involved surveys and interviews with 40 business students and 12 ESP teachers. The results showed that most participants had a positive attitude towards using mobile devices, particularly smartphones, in their learning. However, teachers expressed concerns about students' mobile usage and recommended training and support. The study suggests that integrating mobile devices into language learning can be beneficial, but it is important to provide teachers with guidance and assistance. [Extracted from the article]

Many conformers of 3-aminopropionitrile are known. Due to the biomedical importance of 3-aminopropionitrile a full investigation of structural, vibrational, and other associated properties of all possible conformers was performed. The geometrical structures, relative stability, and vibrational frequencies of the gauche and trans 3-aminopropionitrile conformers have been studied using ab initio (CCSD/6-311+G(d,p)) and DFT (B3LYP and M06 functionals at 6-311+G(d,p) and aug-cc-pVDZ basis set) calculations. The conformational and vibrational studies of 3-aminopropionitrile molecule were presented here are in very good interpretation of the calculated data compared with very poor interpretation in previous studies. The results showed that the gauche 2 conformer is more stable by 0.19 kcal/mol than gauche 1, outlined as enthalpy change ΔH between the conformers, at CCSD/6-311+G(d,p). Additionally, the population analysis shows that the gauche conformers are more prevalent than the trans conformers in the gas phase, present at 72.8%, with gauche 2 being the dominating gauche conformer at 40.1%. These results are in good agreement with earlier experimental and theoretical conclusions. All minima conformers' thermodynamic characteristics have also been studied. The relevant bond lengths, bond angles, and dihedral angles were calculated at a different level of theory for all possible conformers. The geometrical outcomes of the conformers agree very well with the previous experimental results. Electrostatic potential surface (ESP) has been used to interpret the structure-activity relationship. The atomic charges are examined, together with the energy difference between HOMO (Highest Occupied Molecular Orbital) and LUMO (Lowest Unoccupied Molecular Orbital). Additionally, the HOMO-LUMO energy gap and other relevant molecular properties are computed. The most stable conformers' stabilization energy has been determined by the Natural Bond Orbital (NBO) analysis. [ABSTRACT FROM AUTHOR]

Background & Objective: In the field language, teaching written corrective feedback (WCF) has attracted considerable attention as a beneficial pedagogical technique. The present study aimed to determine the short-term and long-term effectiveness of WCF strategies for ameliorating English for specific purposes (ESP) nursing students' writing ability in English nursing reports. Materials & Methods: In this quasi-experimental study, the researcher employed convenience sampling to select 93 intermediate-level learners from three intact classes at a university of medical sciences in Iran as participants based on their results on the Oxford Placement Test. The researcher then assigned these classes to three experimental groups, including direct WCF, indirect WCF, and meta-linguistic WCF groups. He administered a writing pre-test to all groups. Subsequently, each of these groups received their pertinent WCF treatment in 10 sessions. Following the completion of the treatment, a post-test was administered to all of the groups. The researcher conducted a follow-up test one month after the post-test. Finally, SPSS 24 was used to analyze the data. Results: The results highlighted the fact that the meta-linguistic WCF proved more effective than the direct and indirect WCF strategies (p < 0.05. Furthermore, the direct WCF strategy had a more positive effect on the ESP nursing students' writing ability in comparison with the indirect WCF strategy (p < 0.05). Conclusion: These results may provide the ESP teacher educators, syllabus designers, and instructors guiding principles regarding the use of WCF in ESP nursing students' writing courses. [ABSTRACT FROM AUTHOR]