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© 2020 J. Stuart-Smith, M. Sonderegger, and J. Mielke. This is an open-access OSF project which is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License. This permits you to share — copy and redistribute the material in any medium or format, and/or adapt — remix, transform, and build upon the material, provided that you do not use the material for commercial purposes, and that you give appropriate credit to the copyright owners, provide a link to the license, and indicate if changes were made. No use, distribution or reproduction is permitted which does not comply with these terms. (https://creativecommons.org/licenses/by-nc/4.0/). The Universities of Glasgow, McGill and North Carolina make no warranty whatsoever in relation to these materials including as to accuracy, quality or fitness for any particular purpose, and accept no liability in relation to the use of the materials or anything associated with such use.

Additional file 2 (Informed Consent Form for Tumour Analysis) PDF Format. Copy of the consent form given to participants for tumour analysis.

Vowels are typically characterized in terms of their static position in formant space, though vowels have also been long-known to undergo dynamic formant change over their timecourse. Recent studies have demonstrated that this change is highly informative for distinguishing vowels within a system, as well as providing additional resolution in characterizing differences between dialects. It remains unclear, however, how both static and dynamic representations capture the main dimensions of vowel variation across a large number of dialects. This study examines the role of static, dynamic, and duration information for 5 vowels across 21 British and North American English dialects, and observes that vowels exhibit highly structured variation across dialects, with dialects displaying similar patterns within a given vowel, broadly corresponding to a spectrum between traditional ‘monophthong’ and ‘diphthong’ characterizations. These findings highlight the importance of dynamic and duration information in capturing how vowels can systematically vary across a large number of dialects, and provide the first large-scale description of formant dynamics across many dialects of a single language.

Additional file 3 (Informed Consent Form for the Main T rial) PDF Format. Copy of the consent form given to participants for the main trial.

Additional file 4 (The SPIRIT Checklist) PDF Format. Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT): a checklist for a set of scientific, ethical and administrative elements recommended to be listed in a protocol [39].

Additional file 1 (Nivolumab Treatment Management) PDF Format. Criteria that should be assessed when considering delaying, discontinuing or restarting nivolumab treatment in relation to adverse events and infusion related events.

This paper, fifth in a series produced by the Science and Mathematics Education Information Analysis Center, is based on an address given at the 44th Annual Meeting of the National Association for Research in Science Teaching by an Assistant Superintendent of the Cleveland Public Schools. Curriculum developers have tended to view curriculum as segments of subject matter, ignoring "how, for what purpose, to whom and by whom it is to be learned and taught." Criteria for judging curricula in terms of authenticity, inclusiveness, and teachability are discussed, and a need for evolving, not static, curriculum models indicated. The role of the school, of teachers, of university education and subject-matter scholars, technicians and evaluators in designing and implementing curricular change is considered, and the necessity of partnership emphasized. (AL)

The teacher center, in this paper, is defined as an "institution established within an educational renewal site designed to facilitate change in instructional personnel primarily through inservice education and training experience." The authors advise that teacher centers must attend not only to the development and remediation of teaching skills but also to the personal style and value patterns of each teacher. A center is seen as requiring "close and continuing" cooperation among school systems, colleges, and universities, with additional assistance from professional associations and community agencies. Teacher preparation objectives, needs assessments that are central to the development of a center, and training needs are sketched. (LP/JA)