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The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners’ development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students’ learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students’ vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers’ perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically diverse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development.

The 2,3,7,8-tetrachlorodibenzodioxin (TCDD), a contaminant in Agent Orange released during the US-Vietnam War, led to a severe environmental crisis. Approximately, 50 years have passed since the end of this war, and vegetation has gradually recovered from the pollution. Soil bacterial communities were investigated by 16S metagenomics in habitats with different vegetation physiognomies in Central Vietnam, namely, forests (S0), barren land (S1), grassland (S2), and developing woods (S3). Vegetation complexity was negatively associated with TCDD concentrations, revealing the reasoning behind the utilization of vegetation physiognomy as an indicator for ecological succession along the gradient of pollutants. Stark changes in bacterial composition were detected between S0 and S1, with an increase in Firmicutes and a decrease in Acidobacteria and Bacteroidetes. Notably, dioxin digesters Arthrobacter, Rhodococcus, Comamonadaceae, and Bacialles were detected in highly contaminated soil (S1). Along the TCDD gradients, following the dioxin decay from S1 to S2, the abundance of Firmicutes and Actinobacteria decreased, while that of Acidobacteria increased; slight changes occurred at the phylum level from S2 to S3. Although metagenomics analyses disclosed a trend toward bacterial communities before contamination with vegetation recovery, non-metric multidimensional scaling analysis unveiled a new trajectory deviating from the native state. Recovery of the bacterial community may have been hindered, as indicated by lower bacterial diversity in S3 compared to S0 due to a significant loss of bacterial taxa and recruitment of fewer colonizers. The results indicate that dioxins significantly altered the soil microbiomes into a state of disorder with a deviating trajectory in restoration.

Supplementary Figures 1 A-B from Phosphorylation and Activation of Cell Division Cycle Associated 5 by Mitogen-Activated Protein Kinase Play a Crucial Role in Human Lung Carcinogenesis

Supplementary Figure Legends from Phosphorylation and Activation of Cell Division Cycle Associated 5 by Mitogen-Activated Protein Kinase Play a Crucial Role in Human Lung Carcinogenesis

Supplementary Tables 1-3 from Phosphorylation and Activation of Cell Division Cycle Associated 5 by Mitogen-Activated Protein Kinase Play a Crucial Role in Human Lung Carcinogenesis

We analyzed the gene expression profiles of clinical lung carcinomas using a cDNA microarray containing 27,648 genes or expressed sequence tags, and identified CDCA5 (cell division cycle associated 5) to be upregulated in the majority of lung cancers. Tumor tissue microarray analysis of 262 non–small cell lung cancer patients revealed that CDCA5 positivity was an independent prognostic factor for lung cancer patients. Suppression of CDCA5 expression with siRNAs inhibited the growth of lung cancer cells; concordantly, induction of exogenous expression of CDCA5 conferred growth-promoting activity in mammalian cells. We also found that extracellular signal-regulated kinase (ERK) kinase phosphorylated CDCA5 at Ser79 and Ser209 in vivo. Exogenous expression of phospho-mimicking CDCA5 protein whose Ser209 residue was replaced with glutamine acid further enhanced the growth of cancer cells. In addition, functional inhibition of the interaction between CDCA5 and ERK kinase by a cell-permeable peptide corresponding to a 20-amino-acid sequence part of CDCA5, which included the Ser209 phosphorylation site by ERK, significantly reduced phosphorylation of CDCA5 and resulted in growth suppression of lung cancer cells. Our data suggest that transactivation of CDCA5 and its phosphorylation at Ser209 by ERK play an important role in lung cancer proliferation, and that the selective suppression of the ERK-CDCA5 pathway could be a promising strategy for cancer therapy. Cancer Res; 70(13); 5337–47. ©2010 AACR.

PurposeThis study seeks to investigate the impact of supply chain integration (SCI) practices on economic performance in Vietnamese enterprises.Design/methodology/approachBased on data collected from 144 Vietnamese enterprises, this study employs partial least squares path modeling to analyze the direct and indirect relationships among external integration, information integration, process integration and economic performance.FindingsAnalytical results indicate that of the three SCI practices, external integration has a significant and positive impact on economic performance. Process integration and information integration, on the one hand, reveal insignificant direct impact on economic performance, and on the other, show significant indirect effect on economic performance through external integration.Originality/valueThis study sheds new light on the contribution of SCI to economic performance in developing economies and offers suggestions for not only local management but also foreign investors on the efficient allocation of resources to achieve higher economic performance.

The mainstreaming of English-as-an-additional-language (EAL) education necessitates collaboration between EAL teachers and content teachers to support EAL students’ learning in content areas. A question left open is how EAL and content teachers exercise relational agency through professional dialogue and collaborative practices. The current paper examined this question through the concept of relational agency grounded in sociocultural theory. Data include group interviews with and self-recorded collaborative conversations between an EAL teacher and a science teacher in planning and delivering science content in an Australian secondary school. Findings reveal professional dialogue and collaborative practices created mediational spaces for them to exercise relational agency. They actively worked together on a complex problem and shared motive, built and utilised common knowledge, and drew on relational expertise in responding to the demands of enhancing EAL students’ learning of language and content in the science classroom. Findings have implications for promoting teacher agency and quality collaboration.

This paper examines the collaborative practices of an English as an additional language (EAL) teacher and a content area teacher in meeting the needs of refugee students in a secondary science classroom. The study is based in Victoria, Australia. Drawing on a sociocultural perspective on mediated teacher work, the study gathered qualitative data primarily through two group interviews with the teachers in the middle and at the end of the school term. A secondary source of data includes relevant documents namely teaching materials, students’ work, and teachers’ notes. Content analysis of data shows two broad collaborative practices, including joint lesson planning and resources development and joint teaching. These collaborative practices were found to create structured mediational spaces that enabled them to effectively work together to meet the needs of refugee EAL students in their class. The study generates implications for content and EAL teachers in collaboratively addressing the needs of refugees in mainstream classrooms and for school leadership in supporting EAL and content teachers in this process.

This study examined the professional becoming activities of three final-year Vietnamese preservice teachers (PSTs) of English across the past, present and (imagined) future in different contexts. The study used narrative data from narrative frames and individual interviews and drew on third-generation cultural-historical activity theory (CHAT) to explore the participants’ language teacher identity construction in relation to the tensions they experienced in these activities and the ways in which they responded to the tensions emotionally and agentively. The findings from activity system analysis and thematic analysis suggested that tensions, emotion, agency and identity existed in unity as tensions triggered emotions that motivated attempts to resolve tensions and construct language teacher identity. Identity, in turn, guided the participants’ efforts in addressing the tensions and emotions. We discuss theoretical implications including a model of language teachers’ professional becoming that is grounded in the relationships among tensions–emotion–agency–identity and pedagogical implications for mediating language teacher identity development.

The paucity of published studies on language ‘teacher educators’ (TEs) work might be associated with a “devaluing” of their role, which is found to be manifested through “a lack of respect of teacher education and teacher educators within academia” resulting in Teaching English to Speakers of Other Languages TEs preferring to identify themselves as researchers, linguists or applied linguists instead. Teacher education is seen as the key to preparing better-qualified teachers who can meet the demands of the 21st century. Research into teacher education has thus gained momentum. In Vietnam, as well as other similar educational contexts in Asia, the demand for qualified English language TEs is of great significance. The literature reviewed so far demonstrates the importance of understanding TEs’ pedagogical orientations in their teacher education work and professional development. The studies have accumulatively highlighted the fundamental roles of TEs’ prior experiences, insider perspective, and contexts in understanding and developing their pedagogical orientations.

This chapter focuses on university-based Teaching English to Speakers of Other Languages/teacher educators’ (TESOL TEs) involved in a formal, accredited preservice TESOL education program in Australia. TESOL TEs play an essential role in preparing the next generation of teachers for working in increasingly diverse and dynamic TESOL contexts. TEs’ self-positioning, filtered through different lenses such as beliefs and role identification, has also been the subject of interest in a number of studies. In comparison with the studies that examine TEs’ self-positionings reviewed above, there are fewer studies on how other people view the role of a TE in TESOL. As a practicum focus TE, Joanne’s other- and self-positionings are mostly related to the practicum. Analysis of the data reveals that Joanne positions TESOL PSTs as facing a number of challenges during the practicum, and as a result, they need support during this critical time.

Gac Momordica cochinchinensis (Lour) Spreng, in Which Black-hybrid Gac and high-yield hybrid Gac are high-productivity, good quality, planted once for many harvesting years, contributing to improving economic efficiency. Research on trial planting of black-hybrid and high-yield hybrid Gac varieties in Tuyen Quang has initially shown positive results, plants grow and develop well, with a planting density of 500 trees/ha; well implement techniques of planting and making solid trusses; timely monitoring and control of pests and diseases. The results are more efficient and efficient than the local gac sticky variety (The real yield in the first year of the black-hybrid gac is 133,5 quintals/ha, the efficiency is 50.298.000 VND/ha; high-yield hybrid Gac reached 144,2 quintals/ha and the efficiency is 49.408.000 VND/ ha).

Silica nanoparticles (SiO2 NPs) synthesized by the Stober method were used as drug delivery vehicles. Doxorubicin hydrochloride (DOX·HCl) is a chemo-drug absorbed onto the SiO2 NPs surfaces. The DOX·HCl loading onto and release from the SiO2 NPs was monitored via UV-VIS and fluorescence spectra. Alternatively, the zeta potential was also used to monitor and evaluate the DOX·HCl loading process. The results showed that nearly 98% of DOX·HCl was effectively loaded onto the SiO2 NPs’ surfaces by electrostatic interaction. The pH-dependence of the process wherein DOX·HCl release out of DOX·HCl-SiO2 NPs was investigated as well. For comparison, both the free DOX·HCl molecules and DOX·HCl-SiO2 NPs were used as the labels for cultured cancer cells. Confocal laser scanning microscopy images showed that the DOX·HCl-SiO2 NPs were better delivered to cancer cells which are more acidic than healthy cells. We propose that engineered DOX·HCl-SiO2 systems are good candidates for drug delivery and clinical applications.

Although teacher beliefs are well-researched in the second language teacher education field, most studies used survey methods to identify teachers’ beliefs rather than examining the relationship between beliefs and instructional practice. Recently, research on second language teaching placement has focused on how the realities of the placement shape the development of preservice teachers’ beliefs. However, how preservice teachers’ prior beliefs influence their professional learning during the practicum remains underexplored. Given the widely acknowledged importance of teacher beliefs in the work of language teachers, this gap needs to be filled. Underpinned by a sociocultural perspective on teacher learning and drawing primarily on data from interviews, the qualitative case study reported in this chapter investigated the pedagogical beliefs that three preservice English as an additional language (EAL) teachers had during their school-based placements in Australia and how these influenced their professional learning during the placement. The study found that beliefs related to language teaching and learning played an influential role in shaping the preservice teachers’ professional experiences, and the influence manifested differently across the three participants due to the interface between their beliefs and other personal and contextual factors. The findings offer implications for supporting preservice EAL teachers in effectively socialising into the profession.

The paper proposes a theoretical model that depicts a shop owner’s behavior in the market for safe vegetables under informational asymmetry between sellers and buyers. In the model, the shop owner claims his shop provides safe vegetables and is maximizing profit by mixing ordinary vegetables with safe vegetables. The buyers make their decision about buying or not buying vegetables from the shop based on their own belief in the information supplied by the sellers. The results from numerical studies show that low credibility leads to limited efficiency of inspection activities. Raising credibility can make the whole society better off, including the sellers as well as the buyers. In addition, the ratio of safe vegetables as well as the total sale of genuinely safe vegetables will also increase. Hence, the paper calls for a trustworthy inspection system so that consumers can have higher trust in the credibility of the information they receive.

This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during ...

This article investigates the effect of the firm information environment, characterized by the analyst characteristics, on firms’ capital structure choices and whether this effect varies according to country-level institutional environments. Using a comprehensive international data set that covers 19 939 firms across 41 countries between 2000 and 2010, we document two key findings. First, firms with lower analyst coverage, higher forecast dispersion and higher forecast errors have higher leverage. Second, the effect of the firm information environment on corporate leverage is attenuated in countries with stronger governance mechanism and better information transparency. This result suggests that a firm’s information environment is an important factor influencing its capital structure decision and that country-level institutional environments matter to this effect.

This final chapter reflects on the key themes of this book and offers recommendations for theory, practice, and research in English language teaching professional experience. From a sociocultural perspective, it highlights the importance of comprehensively and systematically taking into account the personal and social dimensions of professional experience and their nested relationships in research and practice. Implications are discussed in terms of developing an effective knowledge base for English language teaching and the conditions for more productive professional experiences. The chapter discusses the research contributions of the book along with research limitations. It ends with directions for future research on professional experience in English language teacher education.

While mentoring can be an essential source of support for teacher learning during the professional experience (Chap. 5), this chapter presents another research example to demonstrate that it can be a source of tensions and negative emotions that have strong influence on preservice teachers’ learning. Qualitative data from interviews, stimulated recall, and reflections show that some tensions and emotions motivate change to satisfy the professional experience requirements while others inhibit productive learning. With insights into personal and contextual sources of such tensions and emotions, the chapter discusses implications for research and practice with a view to developing productive professional experience in English language teacher education in Australia and other neoliberal contexts.

This qualitative study explores the ways in which the work of English-as-an-additional-language (EAL) teachers is understood by preservice teachers (PSTs) and in-service teachers (ISTs) of EAL. The PSTs were completing a Master of Teaching programme at a large university in Australia, which would qualify them to work as EAL teachers. They were asked to reflect on the role of the EAL teacher before and after a three-week practicum. The ISTs, who are EAL practitioners in secondary schools in the state of Victoria, were each asked in an interview to reflect on their role as an EAL teacher. Results indicate that the PSTs demonstrated some level of understanding of the complexities of teaching EAL based on their theoretical knowledge and limited exposure to EAL in context. The ISTs’ reflection was based more specifically on their contextualised teaching experiences. The chapter discusses implications for EAL teacher education in terms of supporting growth in professional understandings and teacher identity.

This chapter reports case studies on the professional identity development of three preservice teachers of English language during the professional experience in Australian secondary schools. This chapter reveals the support and challenges inherent in the professional experiences and examines how such support and challenges inhibit and/or facilitate identity development among the preservice teachers. It also shows how personal histories of preservice teachers such as their cultural and linguistic backgrounds and prior experiences contribute to their different identity development trajectories. The findings provide implications for researching teacher identity and supporting preservice English language teachers in developing productive teacher identities during the professional experience.

This chapter provides an Australia-based research example that examined the mentoring relations between school-based teacher educators and preservice teachers of English language in different school contexts. With the support of rich qualitative data from interviews, stimulated recall, and reflections, the chapter argues that mentoring by school-based mentor teachers is a key source of support to foster productive professional experience. It specifically reveals personal and contextual factors shaping the nature of the mentoring relations and how these relations facilitated professional experience. The chapter discusses implications for teacher educators, institutions, and schools in creating a supportive professional learning environment for both mentor teachers and preservice teachers.

This chapter introduces the use of a school-based model of English language teaching professional experience in Australia. It presents a case study on the design and delivery of the English language teaching professional experience at a major Australian university. The chapter offers insights into how the professional experience is structured and implemented and how preservice teachers are supported by the university and schools involved. It then discusses implications for developing professional experience and partnerships that foster professional growth for preservice English language teachers and teacher educators.

This chapter presents a critical review of the contemporary literature on teacher cognition and professional experience in language teacher education and highlights a shift in the field towards a sociocultural perspective on language teacher learning. It argues that a sociocultural perspective is powerful in understanding language teachers’ learning in the age of neoliberalism because it places the complexities of contextual and personal issues at the centre of this research. Of significant importance in this epistemological shift is the teacher cognition literature, which reveals that teachers’ past experiences, beliefs, expectations, knowledge, and the contexts of their teaching are highly influential in shaping their practices. The chapter also engages with the literature on professional experience, which is an essential site of teacher learning. Based on that, it highlights the use of an increasingly common learning communities model of professional experience in which preservice teachers have opportunities built into their professional experience for engaging in reciprocal learning partnerships with their peers, school-based mentor teachers, and university lecturers as well as its underlying sociocultural perspective. The chapter then identifies theoretical and research gaps and concludes that a sociocultural theoretical framework is powerful in addressing these gaps.

This opening chapter presents an overview of the current status of English language teaching and teacher education in neoliberal contexts. It suggests that across the globe, English competency has been considered human capital for pursuing economic advancement, enhanced status and prestige, and transnational mobility. In the age of neoliberalism, it is essential for English language teacher education to prepare preservice teachers for working in dynamic and diverse contexts and to recognise the personal diversities that they bring to teacher education and shape their professional learning. The chapter highlights the need for empirical research to examine the complexities and diversities of the contextual and personal dimensions of teacher learning to better inform practice in English language teacher education in these contemporary contexts. Due to transnational flows, Australia presents an empirical setting to interrogate such complex issues because of its large culturally and linguistically diverse populations of English language learners and preservice teachers and a broad range of contexts for practice. Understanding how preservice teachers learn to teach English language in Australia can offer insights that could transcend the Australian context.

This chapter argues that a sociocultural perspective is a powerful theoretical framework to support research on preservice teacher learning in the English language teaching professional experience. The chapter first critically engages with the relevant principles of sociocultural theory and then discusses the implications that a sociocultural theoretical framework has for the research on English language teacher cognition. Discussion emphasises that sociocultural theory highlights the importance of social interactions and historicity in learning and development and the need to consider personal and contextual issues in a comprehensive, systematic manner. The chapter ends with the methodological specifics of the research in this book in the light of a sociocultural theoretical framework.

This chapter reports a study on the pedagogical learning experience of preservice English language teachers during their Australian professional experiences. Drawing on a sociocultural perspective, the study examines the personal and contextual factors that shape the preservice teachers’ appropriation of pedagogical tools. Analysis of interviews, audio-recorded lessons, lesson plans, teaching materials, and self-reflection reveals appropriation of a number of pedagogical tools including instructional activities, means of scaffolding, lesson plans, games, and theoretical knowledge about EAL teaching. Influential personal and contextual factors include personal motivation, prior professional and educational experiences, and mentoring support. The study generates implications for supporting preservice teachers in effectively transforming theoretical knowledge into practical skills and understandings.

Informed by a sociocultural perspective on second language teacher education, the present qualitative study investigates three preservice teachers' (PSTs) writing instruction during the English as an Additional Language (EAL) practicum in Australian secondary schools in relation to the multidimensional context of the practicum and the PSTs' personal backgrounds. Sources of data included individual interviews with the PSTs and their school mentors, lesson plans and recordings, teaching materials, the PSTs' self-reflections, and analysis of the schools' EAL programs. Data analysis revealed that the main factors shaping PSTs' writing instruction included the EAL programs at the schools, school teachers and the mentors support, EAL students' background, proficiency levels and responses to tasks, and the PSTs' knowledge, prior education and work experiences. Based on the findings, the paper discusses implications for enhancing the quality of EAL teacher education, especially for promoting productive coursework and placement experiences for PSTs.

We investigate whether and how ex-ante liquidity risk affects realized stock returns during the global financial crisis of 2008–2009 in international equity markets. We find that stocks with higher pre-crisis return exposure to global market liquidity shocks experience larger price reductions during the crisis period. Our findings provide further insight into the comprehensive picture of the effect of liquidity risk on asset prices, especially in an international context and under different market conditions.