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As a language teacher, teacher educator and researcher, to me the name Rebecca Oxford has always been synonymous with language learning strategies across the world and specifically the theme of its teachability. Rebecca has always stated that the language teacher's role includes strategy instruction even if it achieves only partial success. Research has focused almost exclusively on how reading comprehension strategies, the focus of this study, can be taught to learners, but the preparedness of pre-service teachers to teach reading strategies has seldom been the focus within initial teacher education programs. The purpose of this study was to determine participants' perceptions of teaching within a mixed reality simulation environment with a specific focus on the explicit instruction of reading comprehension strategies. A case study approach was utilized, and ten second-year pre-service teachers enrolled for the Bachelor of Education (B.Ed) degree as well as one mentor teacher and one teacher educator were purposefully selected to participate in the study. The results indicated that the themes corresponded with the activities during the different stages of a mixed reality simulation action review cycle and included show and tell, collaborative brainstorming, deconstruction of the core teaching practice, anxiety and disbelief, pause and redo, coaching and feedback and focused reflection.

Abstract We employ the Multi-Scale Log-Periodic Power Law Singularity Confidence Indicator (MS-LPPLS-CI) approach to identify positive and negative bubbles in the short-, medium, and long-term for the Indian stock market, using weekly data from November 2003 to December 2020. We use a nonparametric causality-in-quantiles approach to analyze the predictive impact of monetary policy shocks on bubble indicators. We find, in general, strong evidence of predictability across the entire conditional distribution for the two monetary policy shock factors, with stronger impacts for negative bubbles. Our findings have critical implications for the Reserve Bank of India, academics, and investors.

Because of the scattered pieces of documents both in Khmer and English about the education systems in Cambodia from the prehistoric period to the present, we have tried to collect all the related documents to review and then combined them into one piece. The combined piece from this review makes it a lot easier for all the researchers and readers who want to know about the education system in Cambodia from the past to the present since the piece has highlighted all the stages of the education process in Cambodia along with the review from the look into the history of Cambodia. This article also looks into the future of the education strategic plan (ESP) in Cambodia based on the policy of the Royal Government of the Kingdom of Cambodia and ESP put forth by the Ministry of Education, Youth and Sport (MoEYS).

Background: Concerns have been raised about the inconsistency and quality of pre-service teacher preparation, especially in reading literacy. Mixed-reality simulations can potentially revolutionise initial teacher education by offering realistic, risk-free practice opportunities to master reading practices. Objectives: This study explores pre-service teachers' perceptions of: (1) interacting with avatars; (2) teaching core reading skills, particularly eliciting background information on informational text; and (3) using an action review cycle within a mixed-reality simulation environment. Method: A qualitative exploratory case study design was used in this study in order to document pre-service teachers' perceptions of engaging within a mixed-reality simulation environment. A purposive sampling strategy was used to select participants for this study. Data were analysed using thematic analysis. Results: Findings reveal that pre-service teachers valued interacting with the avatars and appreciated the unique focus on eliciting learners' background knowledge, a core reading practice. They typically teach full lessons with limited genuine engagement during microteaching opportunities, making this an interesting experience. They highlighted the mixed-reality simulation's features, such as pausing, redoing, and receiving immediate feedback. The simulator allowed them to concentrate on skill mastery rather than staging lessons for grades. Conclusion: This study concludes that pre-service teachers' skill development benefits from deliberate practice opportunities designed to enhance complex skills. Mixed-reality simulations could reshape how student teachers are prepared for reading instruction. Contributions: This research contributes to the understanding of pre-service teachers' perspectives on teaching core reading practices in a mixed-reality simulation environment.

Two paleopteran and four polyneopteran insects are described from the Moscovian, Pennsylvanian, of coal slag heaps of Avion and Bruay-la-Bussière, Pas-de-Calais, Northern France, namely the spilapterid paleodictyopteran Spilaptera sp., Megasecoptera indet., a new caloneurodean Fusiogramma minuta gen. et sp. nov., an Archaeorthoptera indet., a new paoliid Avionpaolia amansfossilia gen. et sp. nov., and a Paoliida gen. et sp. indet. These new taxa confirm the important paleodiversity of the late Carboniferous insect assemblage from this area. Small insects are especially diverse and abundant in materials from Avion. Unfortunately, these coal slag heaps are now closed. We postulate that more efficient policy of field research should be applied to save the important insect assemblages of the area.

Since various curriculum versions have been implemented in the post-apartheid era, achievement results in high-stakes mathematics examinations are still structured along socio-economic status lines. Continuing professional development (CPD) for mathematics teachers is widely viewed as a mechanism to address this issue. This study uses a specific CPD project to explore the question, “Are three decades-long enough to enhance achievement outcomes in high-stakes mathematics examinations for learners from low socio-economic status environments?” Bricolage is employed as the underlying research framework due to the multifaceted nature of CPD. In one of the residential institutes in 2018, a 7-item questionnaire, based on features of effective CPD and containing four ordinal response categories, was administered to 55 participating teachers (30 females and 25 males). To acknowledge the complex nature of CPD, themes were developed and primarily analysed using descriptive statistics. The analysis revealed that, although mathematics teachers respond favourably to practising previously taught material, there are factors that hinder the sustainability of such an approach. It is concluded that 30 years is not a sufficient timespan to expect significant change. It is recommended that drastic measures be taken regarding the continuing professional development of mathematics teachers to address disparities along class and racial lines.

The field of performing arts presents an often unpredictable area for career development. Yet many people are drawn to this field as their chosen career trajectory. This study examines the life-career experiences that shape performing artists' trajectories within the framework of career construction theory. Using a qualitative multiple case study design, data was generated by Career Interest Profiles (CIP), career construction interviews (CCI), life-design counseling, and publicly available information. Thematic analysis uncovered two primary themes: the unique journey of performing artists in constructing their careers and the trajectory of career development, which highlights the factors influencing perceived success or failure and the essential 'survival skill set. The research offers theoretical insights and practical understanding of protean careers in demanding industries.

Joint reflection amongst teachers is a valuable way to learn from colleagues. The study explored the joint reflection by a primary school mathematics subject team where video-stimulated recall was used as a reflective tool. The research question that guided the study was: what is the influence of joint reflection on the professional development of a mathematics subject team, using video-stimulated recall as a reflective tool? The study leaned on teacher collaboration as a learning context for teachers and used the community of practice as a theoretical framework. The qualitative study used joint video-reflective sessions as data collection instruments where a mathematics subject team of six primary school teachers participated. Lessons of two teachers were video-recorded and played to the subject team and they then jointly reflected on the lessons. The themes that emerged from the data included initial discomfort to share their views about another colleagues' lesson; learner involvement in lessons; strengthening mathematics concepts; and learning from each other. The study found that colleagues learned from each other, that better ways of doing were suggested and that the analysis of the video was like a two-edged sword where those who presented the lesson learned as well as those who watched the lessons.

We investigated the mediating effect of vocational identity in the relationship between mindfulness and career adaptability among graduates in the early career stage. A quantitative survey research design was used to obtain data from 200 participants who were graduates from a higher education institution in South Africa. Variance-based structural equation modelling (SEM) was employed to investigate the conceptual model. Vocational identity acted as a mediator in the relationship between mindfulness and career adaptability. More specifically, a full mediation model was supported. We found that mindfulness does not have a direct relationship with career adaptability. However, being mindful predicts vocational identity, which in turn predicts career adaptability.

The acquisition of passives is well-studied in many languages, with evidence of crosslinguistic differences in the age at which passives are acquired. The aim of this study is to add to the existing knowledge of child acquisition of passives by providing data from Afrikaans and isiXhosa, two under-researched and typologically different languages spoken in South Africa. Comprehension and production data were collected from first language speakers (27 Afrikaans; 29 isiXhosa) from low socioeconomic backgrounds at the beginning and end of their Grade 1 year (aged 6;0 to 7;6). Picture selection and sentence completion tasks of the Receptive and Expressive Activities for Language Therapy were used to collect comprehension and production data, respectively, on short/full passives with actional verbs, reversible passives, and passives containing perceptual and psychological verbs. Comprehension of short passives with actional verbs were fully acquired by the isiXhosa L1 groups and reversible passives were approaching mastery by the beginning of Grade 1, but not the comprehension or production of any other types of passives constructions, by neither the isiXhosa nor the Afrikaans L1 group. By the end of the Grade 1 year, the isiXhosa group had acquired full comprehension and production of all passive types, whereas the Afrikaans group had fully acquired comprehension of both short and full passives with actional verbs but not yet passive production. Language group differences are thought to be related, in part, to differences in passive morphosyntax.

Despite the formidable treatment challenges of pancreatic ductal adenocarcinoma (PDAC), considerable progress has been made in improving drug delivery via pioneering nanocarriers. These innovations are geared towards overcoming the obstacles presented by dysplastic stroma and fostering anti-PDAC immune reactions. We are currently conducting research aimed at enhancing chemotherapy to stimulate anti-tumor immunity by inducing immunogenic cell death (ICD). This is accomplished using lipid bilayer-coated nanocarriers, which enable the attainment of synergistic results. Noteworthy examples include liposomes and lipid-coated mesoporous silica nanoparticles known as silicasomes. These nanocarriers facilitate remote chemotherapy loading, as well as the seamless integration of immunomodulators into the lipid bilayer. In this communication, we elucidate innovative ways for further improving chemo-immunotherapy. The first is the development of a liposome platform engineered by the remote loading of irinotecan while incorporating a pro-resolving lipoxin in the lipid bilayer. This carrier interfered in stromal collagen deposition, as well as boosting the irinotecan-induced ICD response. The second approach was to synthesize polymer nanoparticles for the delivery of mutated KRAS peptides in conjunction with a TLR7/8 agonist. The dual delivery vaccine particle boosted the generation of antigen-specific cytotoxic T-cells that are recruited to lymphoid structures at the cancer site, with a view to strengthening the endogenous vaccination response achieved by chemo-immunotherapy.

Background: Cancer is the main cause of morbidity and mortality worldwide, and its symptoms can affect an individual’s life holistically. Objectives: Our study aimed to determine the health-related quality of life (HRQoL) of individuals dealing with cancer in the Free State, South Africa. Method: A descriptive, cross-sectional study design utilising the standardised Functional Assessment of Cancer Therapy – General (FACT-G) questionnaire as well as a self-developed sociodemographic and general health information questionnaire was used in this study. The study was conducted at the Universitas Annex Oncology Clinic. Results: A total of 507 participants were conveniently sampled. The median age was 53 years with 73.8% being female. The FACT-G’s overall score ranged from 11.7 to 108, with a median of 76.7 (interquartile range [IQR] 63–89.5). The Social or Family Well-Being subscale indicated the highest median of 22.2 and the Emotional Well-Being subscale the lowest of 18. The Physical Well-Being subscale found that 61.8% of individuals felt forced to spend time in bed and 53.4% experienced nausea. The Functional Well-Being subscale showed that 70.3% of individuals accepted their illness and 51.6% enjoyed their life. Conclusion: Our study highlights the importance of using a clinical assessment tool to determine the influence of cancer on the individual’s HRQoL. Involvement of the individual’s family and friends during management, as well as identifying the need for psychosocial support, is crucial for positively influencing HRQoL. Clinical implications: The FACT-G is a valuable tool in guiding physiotherapists and other healthcare professionals with patients’ cancer-related treatment experiences.