Histology and Cell Biology: An Introduction to Pathology 5th Edition 2020

Linking basic science to clinical application throughout, Histology and Cell Biology: An Introduction to Pathology, 5th Edition, helps students build a stronger clinical knowledge base in the challenging area of pathologic abnormalities. This award-winning text presents key concepts in an understandable, easy-to-understand manner, with full-color illustrations, diagrams, photomicrographs, and pathology photos fully integrated on every page. Student-friendly features such as highlighted clinical terms, Clinical Conditions boxes, Essential Concepts boxes, concept mapping animations, and more help readers quickly grasp complex information. Features new content on cancer immunotherapy, satellite cells and muscle repair, vasculogenesis and angiogenesis in relation to cancer treatment, and mitochondria replacement therapies. Presents new material on ciliogenesis, microtubule assembly and disassembly, chromatin structure and condensation, and X chromosome inactivation, which directly impact therapy for ciliopathies, infertility, cancer, and Alzheimer’s disease. Provides thoroughly updated information on gestational trophoblastic diseases, molecular aspects of breast cancer, and basic immunology, including new illustrations on the structure of the T-cell receptor, CD4+ cells subtypes and functions, and the structure of the human spleen. Uses a new, light green background throughout the text to identify essential concepts of histology – a feature requested by both students and instructors to quickly locate which concepts are most important for beginning learners or when time is limited. These essential concepts are followed by more detailed information on cell biology and pathology. Contains new Primers in most chapters that provide a practical, self-contained integration of histology, cell biology, and pathology – perfect for clarifying the relationship between basic and clinical sciences. Identifies clinical terms throughout the text and lists all clinical boxes in the table of contents for quick reference. Helps students understand the links between chapter concepts with concept mapping animations on Student Consult™ – an outstanding supplement to in-class instruction. Student Consult™ eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.

A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2

Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies containing 3,841 participants in total. Effect sizes were recorded for the effect of various PA and/or phonics instructional interventions on word and pseudo word reading. Results demonstrated that L2 PA and phonics instruction has a moderate effect on L2 word reading ( g = 0.53) and a large effect on pseudo word reading ( g = 1.51). Moderator analyses revealed effects of a number of moderators including testing method, type of PA/phonics intervention, and context where the intervention occurred. Based upon these conclusions, policymakers and educators can provide beginning learners of English as an L2 with PA and phonics instruction that will enable them to read, understand and enjoy English better. Future research should also strive to adhere to more stringent standards of excellence in educational research.

Begrijpelijkheid en accent bij beginnende NT2-leerders

In social interaction, foreign language accent and comprehensibility impact how we perceive our conversational partners. In recent years, research interest in these constructs has been on the rise, while many issues remain underexposed. These issues include the relationship between comprehension and accent on the one hand, and background variables of both learner and assessor on the other. Since most research to date has been conducted with highly educated and advanced learners of English as a second or foreign language, we do not know to what extent those results can be generalised to a wider population that includes beginning learners of Dutch as a second language from various educational backgrounds. In addition, little research has been done into the comparability of the judgements of trained and non-trained assessors. In the current study, we compared the judgments of four trained evaluators with the intuitive judgments of 272 non-trained evaluators (first-year students at various Educational Bachelor’s Programmes in Primary Education). The first group of raters evaluated the speaking performance of 116 learners of Dutch as a second language using standardised criteria, the second group used more subjective criteria. The results show that the two groups of evaluators make very similar judgements and that these judgements are mainly related to two background variables: the nature of the NT2 course the learners followed (also an indicator of prior education and cognitive ability) and the level of language proficiency of the course.

A Qualitative Analysis of Using Games Learning Programs to Improve Elementary Teachers’ Application of STEM Capabilities

This study used CodeMonkey, an online learning platform through which elementary teachers can learn programming while playing games and experience how to integrate STEM into their courses. The study analyzed and examined their experiences using a qualitative research method. According to the research results, learning programming while playing games can encourage beginners to go all in. There are also complete guidelines on the teaching platform, so beginning learners can quickly become familiar with the interactive model, which stimulates their curiosity and changes the traditional learning method of teaching by teachers and received by students. On the whole, learning programming itself is a rigid subject. At the fundamental stage, learners can be greatly interested in learning it. However, if learners cannot understand the learning goals, the advantages gained from their self-confidence and joy of learning will no longer exist. Among beginners to the novel model of learning programming while playing games, there is no obvious difference in learning effectiveness between male and female students. Learners who actively seek to solve problems during the learning process can achieve better learning efficacy.

A Qualitative Analysis of Using Games Learning Programs to Improve Elementary Teachers’ Application of STEM Capabilities

This study used CodeMonkey, an online learning platform through which elementary teachers can learn programming while playing games and experience how to integrate STEM into their courses. The study analyzed and examined their experiences using a qualitative research method. According to the research results, learning programming while playing games can encourage beginners to go all in. There are also complete guidelines on the teaching platform, so beginning learners can quickly become familiar with the interactive model, which stimulates their curiosity and changes the traditional learning method of teaching by teachers and received by students. On the whole, learning programming itself is a rigid subject. At the fundamental stage, learners can be greatly interested in learning it. However, if learners cannot understand the learning goals, the advantages gained from their self-confidence and joy of learning will no longer exist. Among beginners to the novel model of learning programming while playing games, there is no obvious difference in learning effectiveness between male and female students. Learners who actively seek to solve problems during the learning process can achieve better learning efficacy.

„Ist es B2-Niveau genug?“

This contribution focuses on the use of the multifunctional German word form es in the learner corpora MERLIN and DISKO (1,452 texts; 3,700 manually annotated occurrences of es). These corpora cover a wide proficiency range (A1-C1), and they include an L1 control group. Due to its multiple functions, using es is assumed to be challenging for learners. After laying out its main functional features, this paper first addresses the question of whether the frequency patterns of es actually differ between L1 und L2 texts, which is shown to be true only for beginning learners, and whether differences related to learners’ L1 can be observed, which seems to be the case. Secondly, the study links the emerging use of different es types and their relative frequencies to CEFR proficiency levels. A third focus regards the accuracy of es usage, which is generally high but differs among the various es functions, with anaphoric es presenting the greatest challenge for learners. A closer look at interlanguage structures reveals that learners often omit compulsory es and that they use redundant es in peculiar syntactic slots. Furthermore, the use of anaphoric es without clear textual reference regularly encumbers the reading process of the texts.

Developing beginning language learners’ (meta-)cultural understanding via student-led Linguistic Landscape research

Practitioners of additional-language (AL) education have consistently argued for the pedagogical benefits of engaging students in Linguistic Landscape (LL) research. The potential of how LL study may contribute to students’ development in (meta-)cultural understanding is yet to be explored. Additionally, while a number of present studies target students at the intermediate or advanced level, student-led LL research projects designed for learners with beginning AL proficiency are under-explored. This paper seeks to fill these gaps by offering a study of undergraduate students learning Chinese and those learning Korean in their first year in the United States. Analysis of student work and pre- and post-project survey data demonstrates that engaging beginning learners of AL in LL research enables them to develop enriched and nuanced understanding of cultural authenticity as well as a deeper appreciation of their target culture. In other words, it is beneficial for promoting their meta-cultural as well as culture-specific learning.

Native language, L2 experience, and pitch processing in music

The current study investigated how the role of pitch in one’s native language and L2 experience influenced musical melodic processing by testing Turkish and Mandarin Chinese advanced and beginning learners of English as an L2. Pitch has a lower functional load and shows a simpler pattern in Turkish than in Chinese as the former only contrasts between presence and the absence of pitch elevation, while the latter makes use of four different pitch contours lexically. Using the Musical Ear Test as the tool, we found that the Chinese listeners outperformed the Turkish listeners, and the advanced L2 learners outperformed the beginning learners. The Turkish listeners were further tested on their discrimination of bisyllabic Chinese lexical tones, and again an L2 advantage was observed. No significant difference was found for working memory between the beginning and advanced L2 learners. These results suggest that richness of tonal inventory of the native language is essential for triggering a music processing advantage, and on top of the tone language advantage, the L2 experience yields a further enhancement. Yet, unlike the tone language advantage that seems to relate to pitch expertise, learning an L2 seems to improve sound discrimination in general, and such improvement exhibits in non-native lexical tone discrimination.