We're All in the Same Boat. A Multi-Cultural and Pre-Vocational ESL Curriculum for Intermediate ESL Students.

ERIC Educational Resources Information Center

Batt, Karen

This curriculum manual combines the teaching of English as a second language (ESL) with multicultural and prevocational education. The materials provide students with information about immigration, how immigrants fit into the economic system and society, and how different cultures and races have evolved. Goals are to give students the opportunity…

Situational Dialogues in a Community College: English as a Second Language Curriculum

ERIC Educational Resources Information Center

Klinghoffer, Curtis L.

2008-01-01

A tuition-free, vocational, English as a second language (ESL) program offered at a large community college suffers from high attrition as well as student dissatisfaction with curriculum. The purpose of this quasi-experimental, longitudinal study was to assess the effectiveness of a specific ESL curriculum supplement as an intervention to…

Housekeeping ESL. Workplace Literacy Curriculum for Hotels.

ERIC Educational Resources Information Center

Van Duzer, Carol; And Others

This curriculum for hotel employees is based on the analyses of worksite tasks and interactions. Hotel housekeepers were observed on the job, supervisors were consulted, and existing resources were reviewed to determine the language and basic skills needed to effectively and efficiently perform job duties. Twelve curriculum units were developed,…

Implementing Reform Curriculum: Voicing the Experiences of an ESL/Mathematics Teacher

ERIC Educational Resources Information Center

Celedon-Pattichis, Sylvia

2010-01-01

The purpose of this 18-month case study is to highlight the successes and challenges that an ESL/mathematics teacher encountered as she made a shift from traditional mathematics curriculum to a standards-based curriculum as part of a statewide systemic initiative. The study was conducted in an urban, public middle school in Central Texas that…

Letters from Home: An Exhibit-Building Project for the ESL Classroom.

ERIC Educational Resources Information Center

National Postal Museum, Washington, DC. Education Dept.

This curriculum is designed to be a flexible enrichment project for adult English-as-a-Second-Language (ESL) education by harnessing the dynamic power of letters for language learning purposes. The goals of the project are to help teachers assisting students in developing communication skills, encourage social interaction as a means of building…

Project ESL-SEDAC. O.E.E. Annual Evaluation Report, E.S.E.A. Title VII. 1982-83.

ERIC Educational Resources Information Center

Tobias, Robert; And Others

During 1982-83, the first of three projected program cycles, the Title VII English as a Second Language, Special Education Developmental Approach Curriculum Project (ESL-SEDAC) provided direct instruction to 246 handicapped limited English proficient students in schools throughout New York City. Resource assistance, staff development, and parent…

Project ESL/Careers Curriculum. Final Report 1983-1984.

ERIC Educational Resources Information Center

Atlantic Community Coll., Mays Landing, NJ.

This curriculum guide was developed at Atlantic Community College as part of a program to facilitate the training of persons with limited English-speaking ability for jobs, especially jobs in Atlantic City casinos. The project aimed to teach job skills and life coping skills along with English. The curriculum guide contains 10 units. Approximately…

National Workplace Literacy Program. Final Report.

ERIC Educational Resources Information Center

Illinois Eastern Community Colleges, Olney.

The Snap-On Tools Workplace Literacy Grant developed a curriculum for training adult workers in technical math and reading, English as a Second Language (ESL), and blueprint reading. Curriculum development was based on a workplace audit. Reading levels increased an average of 0.8 of a grade level. Flexibility and implementation of adult student…

Canada's Golden Horseshoe: An ESL/Geography Module (Teacher's Guide).

ERIC Educational Resources Information Center

Allen, Patrick; Howard, Joan

A teacher's guide to an English as a second language (ESL) and geography module entitled "Canada's Golden Horseshoe" is presented. ESL modules are multimedia kits designed to integrate the study of ESL and communication skills in specific subject areas of the curriculum. This module deals with a geographical region, important both to…

Reaching teen farm workers with health and safety information: an evaluation of a high school ESL curriculum.

PubMed

Teran, S; Strochlic, R; Bush, D; Baker, R; Meyers, J

2008-04-01

While childhood agricultural injury has long been recognized as an important public health issue, most research has focused on family farms and there have not been many interventions targeting hired youth. This study evaluated the impact of a high school English as a Second Language (ESL) curriculum, designed to provide teen agricultural workers with the knowledge and tools to protect their health and safety in the fields. Using a quasi-experimental design, the research consisted of two intervention groups and a comparison group, and included over 2,000 students from communities that lead California in agricultural production. The research findings revealed that the curriculum had significant impact in terms of increases in knowledge and attitudes, and nearly half of those interviewed after a summer of working in the fields reported implementing new behaviors to protect their health and safety. The curriculum also had extended effects in the broader community, as the majority of students reported sharing the new information with others. The study found that a school-based ESL curriculum is an effective intervention to reach and educate teen farm workers and that ESL classes can serve as a much-needed access point for young farm workers.

Folklore in ESL/EFL Curriculum Materials.

ERIC Educational Resources Information Center

Pedersen, E. Martin

It is argued that folklore can and should have a primary place in curriculum for English as a Second Language (ESL) and English as a Foreign Language (EFL). Folklore has the following advantages--it: is a form of literature in which language, arts, and culture intersect; fosters understanding and acceptance of the foreign language and culture; can…

An Adult ESL Curriculum.

ERIC Educational Resources Information Center

South Carolina Literacy Resource Center, Columbia.

This curriculum framework for adult literacy was written by 21 South Carolina adult English-as-a-Second-Language (ESL) instructors, as submitted to the South Carolina Literacy Resource Center. It is based on current theories in the fields of adult education and second language acquisition and is designed to be flexible so that it may be adapted to…

Preparing Students for Education, Work, and Community: Activity Theory in Task-Based Curriculum Design

ERIC Educational Resources Information Center

Campbell, Chris; MacPherson, Seonaigh; Sawkins, Tanis

2014-01-01

This case study describes how sociocultural and activity theory were applied in the design of a publicly funded, Canadian Language Benchmark (CLB)-based English as a Second Language (ESL) credential program and curriculum for immigrant and international students in postsecondary institutions in British Columbia, Canada. The ESL Pathways Project…

Stuck in the Remedial Rut: Confronting Resistance to ESL Curriculum Reform

ERIC Educational Resources Information Center

Shapiro, Shawna

2011-01-01

This article presents a case study of a university ESL program that was highly resistant to reform, despite substantial evidence that its curriculum and policies were ineffective. The author draws on surveys, interviews, and participant observation to show how remediation served not only as an instructional model, but as an institutional identity…

Prenatal Care: A Content-Based ESL Curriculum.

ERIC Educational Resources Information Center

Hassel, Elissa Anne

A content-based curriculum in English as a Second Language (ESL) focusing on prenatal self-care is presented. The course was designed as a solution to the problem of inadequate prenatal care for limited-English-proficient Mexican immigrant women. The first three sections offer background information on and discussion of (1) content-based ESL…

More Water, Madam? An ESL Curriculum for Service Helpers in Full-Service and Fast-Food Restaurants.

ERIC Educational Resources Information Center

Cwach, Marlin Day; Gravely, Mary Liles

This document, which was developed as a cooperative effort between the business and education communities in Denver, presents an English-as-a-second-language curriculum for service helpers in full-service and fast food restaurants. The curriculum consists of five lessons targeted toward high intermediate to advanced nonnative speakers who work in…

From Theory to Practice: A Set of Garment-Related ESL Curriculum.

ERIC Educational Resources Information Center

Chan, Ha Yin

This document describes how a set of workplace literacy curricula was developed for Chinese garment workers in New York City. First, it discusses the goal of the workplace literacy program and the nature of the population served. Then, it proceeds to discuss rationale and research procedures of how the curriculum was being developed. A set of…

Implementing Task-Oriented Content-Based Instruction for First- and Second-Generation Immigrant Students

ERIC Educational Resources Information Center

Santana-Williamson, Eliana

2013-01-01

This article discusses how the ESL program at an ethnically/linguistically diverse community college (between San Diego and the Mexican border) moved from a general, grammar-based ESL curriculum to a content-based instruction (CBI) curriculum. The move was designed to better prepare 1st- and 2nd-generation immigrant students for freshman…

For a Song: Music across the ESL Curriculum.

ERIC Educational Resources Information Center

Lems, Kristin

This paper in the form of an outline addresses the use of songs and instrumental music throughout the English-as-a-Second-Language (ESL) curriculum. The rationale for using music in general, and specifically using popular songs and instrumental music, are noted. Criteria for selection of music for classroom use are listed, and a taxonomy is…

Optimizing an Immersion ESL Curriculum Using Analytic Hierarchy Process

ERIC Educational Resources Information Center

Tang, Hui-Wen Vivian

2011-01-01

The main purpose of this study is to fill a substantial knowledge gap regarding reaching a uniform group decision in English curriculum design and planning. A comprehensive content-based course criterion model extracted from existing literature and expert opinions was developed. Analytical hierarchy process (AHP) was used to identify the relative…

Learners' Lives as Curriculum: Six Journeys to Immigrant Literacy.

ERIC Educational Resources Information Center

Weinstein, Gail, Ed.

This videotape and workbook offer a framework for developing curriculum and materials that speak to the most basic and most pressing issues in English language learners' lives. They are based on the belief that English-as-a-Second-Language (ESL) and literacy classrooms could and should be settings where adults find opportunities to develop…

Un currículo interdisciplinario de base teórica para enseñar inglés como segunda lengua1

PubMed Central

Fuentes, Brenda O.; Mas, Francisco Soto; Mein, Erika; Jacobson, Holly E.

2013-01-01

Among Hispanic immigrants in the United States (US), learning English is considered necessary for economic and social achievement. As a consequence, there is a high demand for English as a Second Language (ESL) classes. Despite the recognized benefits of ESL programs, both at the individual and social levels, more research is needed to identify education strategies that effectively promote all aspects of learning English as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specifically designed for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum as well as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate that the participants significantly improved their English proficiency (L2). Qualitative results suggest that participants were positively impacted by both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It can be concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults. PMID:25284915

Redesigning nursing tutorials for ESL students: a pilot study.

PubMed

San Miguel, Caroline; Townsend, Lisa; Waters, Cheryl

2013-04-01

Increased enrolments of Bachelor of Nursing (BN) students who speak English as a second language (ESL) can help create a multilingual and culturally diverse workforce that is better prepared to meet the needs of increasingly diverse health populations. However, although ESL enrolments are increasing, attrition rates for ESL students tend to be higher than those of native speakers of English, partly due to academic failure. At the same time, concerns have been expressed in some quarters about the low levels of English language of entering students. As it is unlikely that language entry levels to university will be raised, sustainable programmes that help ESL students better meet the academic challenges they may face need to be developed. So far, models of ESL support have been mostly an adjunct to their degree, voluntary and not well attended. This paper discusses a model using tutorials integrated into the first year nursing curriculum that were specifically designed for ESL students with low levels of English language proficiency. The paper also examines students' perceptions of such tutorials, which they found beneficial to their learning.

Food and Beverage Industry ESL Workplace Literacy Curriculum for Hotels.

ERIC Educational Resources Information Center

Van Duzer, Carol; And Others

The Workplace Literacy Curriculum for Food and Beverage was developed for English-as-a-Second-Language classes for workers in participating hotels in Arlington County, Virginia, through a national workplace literacy grant with the cooperation of the Arlington County Chamber of Commerce. It is based on an analysis of tasks and interactions at the…

Digital Storytelling in ESL Instruction: Identity Negotiation through a Pedagogy of Multiliteracies

ERIC Educational Resources Information Center

Vinogradova, Polina

2011-01-01

This qualitative descriptive exploratory study investigated how a pedagogy of multiliteracies can be introduced to the ESL curriculum using digital stories and explored the ways ESL learners negotiate their identities through the multimodality of this narrative genre. The study was based on the premise that in language education it is crucial to…

Becoming Sociocultural Mediators: What All Educators Can Learn from Bilingual and ESL Teachers

ERIC Educational Resources Information Center

Nieto, Sonia

2017-01-01

In this article, the author focuses specifically on how what she calls non-specialist teachers (i.e., those who are neither bilingual nor ESL teachers) can benefit from the practices of bilingual and ESL teachers, and how teacher educators can incorporate this knowledge in their curriculum and pedagogy. To do so, she uses examples from research…

The Literacy Line! A Handbook for Creating and Implementing a Work Site Job Specific Literacy Program [and] Some People Work in the Vineyard [Curriculum].

ERIC Educational Resources Information Center

Napa Valley Unified School District, Napa, CA.

The materials include a handbook for development of worksite, job-specific literacy programs and a sample curriculum for vineyard workers in California. The handbook describes the Literacy Line! project, a mobile unit to carry English-as-a-Second-Language (ESL) and job-specific literacy instruction to employees at wineries and vineyards in the…

A Cardiovascular Health Intervention for Spanish Speakers: The Health Literacy and ESL Curriculum.

PubMed

Soto Mas, Francisco; Schmitt, Cheryl L; Jacobson, Holly E; Myers, Orrin B

2018-02-10

Spanish speakers in the United States are in need of effective interventions that address both cardiovascular disease (CVD) and health literacy. However, the literature lacks interventions that have used and evaluated a strategies that focus on both, particularly at the community level. The aim of this study was to explore the effect of a health literacy curriculum on cardiovascular health behavior among Spanish speaking adults. It used a randomized controlled pre-posttest design. Participants included Hispanic adults with a low-to-intermediate level of English proficiency. The intervention group received the health literacy and English as a second language (ESL) Curriculum with CVD specific content, while the control group received a conventional ESL curriculum. Tools included the Spanish Cardiovascular Health Questionnaire (CSC), the test of functional health literacy in adults (TOFHLA), and the Combined English Language Skills Assessment. Analysis of change scores included independent sample t test and multiple linear regression. A total of 155 participants completed the study. There was a significant greater improvement for the intervention group in change of CSC score from pretest to posttest (P = 0.049) compared to controls. The study also found significantly improved TOFHLA (P = 0.011), however it did not find a relationship between changes in CVD behavior and health literacy or English proficiency. The Health Literacy and ESL Curriculum constitutes a valuable resource for addressing the cardiovascular health, literacy, and language needs of Spanish-speaking adults. Interventions that take a multilevel education and health approach may be more effective in addressing the needs of immigrants. Research should further explore the interactions between CVD behavior, health literacy, and English proficiency.

Young Children Learning English as a Second Language: An Intensive Summer Program.

ERIC Educational Resources Information Center

Sowers, Jayne

This paper describes the development and implementation of an intensive summer course in English as a Second Language (ESL) designed for children aged 4-5. Planning included development of a curriculum and instructional materials based on theory and practice in the teaching of young children, English language learning and instruction, and…

MINNETESOL Journal, Volumes 1-12.

ERIC Educational Resources Information Center

MINNETESOL Journal, 1994

1994-01-01

The 12 volumes of the professional journal contain articles on a wide variety of topics on classroom techniques, curriculum design, class activities, and research in English-as-a-Second-Language (ESL) teaching at all educational levels. General topics include: communicating with ESL students; current events in the classroom; cultural test bias;…

Workplace Education Partnerships: Compromises, Promises, and Practices.

ERIC Educational Resources Information Center

Hellman, Linda

A Pima County (Arizona) adult workplace education program in English as a Second Language (ESL) is outlined. Salient elements in program design, student recruitment and program marketing, student assessment, instructional methods, and program evaluation are noted, and the topical content of the ESL curriculum is charted. Tasks/competencies and…

Evaluation of a hepatitis B educational ESL curriculum for Chinese immigrants.

PubMed

Taylor, Victoria M; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Coronado, Gloria; Yasui, Yutaka; Bajdik, Christopher; Hislop, Gregory

2009-01-01

According to recent census data, 1,216,600 Canadians are of Chinese descent, and over 80% of Chinese Canadians are foreign born. Approximately 10% of Chinese immigrants are chronic carriers of hepatitis B, compared with less than 0.5% of the general population. English as a second language (ESL) classes provide ready access for individuals with limited English proficiency who are not reached by English language health education materials and media campaigns. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B ESL educational curriculum for Chinese immigrants. Five community-based organizations that provide ESL education in the greater Vancouver area participated in the study. Forty-one ESL classes (which included 325 Chinese students) were randomly assigned to experimental or control status. A follow-up survey, conducted six months after randomization, assessed knowledge about hepatitis B. Generalized estimating equations were used to analyze the data. Follow-up surveys were completed by 298 (92%) of the students. At follow-up, experimental group students were significantly (p < 0.05) more likely than control group students to know that immigrants have higher hepatitis B infection rates than people who were born in Canada; hepatitis B can be spread during childbirth, during sexual intercourse and by sharing razors; hepatitis B is not spread by sharing eating utensils; and hepatitis B infection can cause cirrhosis and liver cancer. Our findings indicate that ESL curricula can have a positive impact on health knowledge among Chinese immigrants with limited English. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups, as well as other health topics.

"Is Everybody Getting It?": Sustained Support for English as a Second Language Students

ERIC Educational Resources Information Center

Henderson, Paulette A.

2009-01-01

As English as Second Language (ESL) students move past their first college year toward degree completion, they may find themselves struggling on their own. This article describes one community college's approach to supporting ESL students throughout their academic career. English as a Second Language Across the Curriculum (ESLAC) provides…

44+ Ways To Integrate Telephone Messages in an Adult ESL Curriculum.

ERIC Educational Resources Information Center

Bello, Tom

An approach to adult English-as-a-Second-Language (ESL) teaching that incorporates everyday telephone use skills is described, and a series of related class activities is outlined. The discussion begins with a method and form for assessing student needs and learning styles. Subsequent sections present specific activities in several categories:…

Development of a Contextualized ESL Bridge Curriculum. Promising Practice

ERIC Educational Resources Information Center

Office of Community College Research and Leadership, 2010

2010-01-01

Black Hawk College (BHC) is a comprehensive community college serving all or part of nine counties and a population of approximately 224,510 residents in a mostly rural area of north-west Illinois. This practice was fully developed and implemented for the Shifting Gears (SG) initiative during the 2007-08 academic years. Heeding BHC's strategic…

Multilevel ESL Curriculum Guide.

ERIC Educational Resources Information Center

Berry, Eve; Williams, Molly S.

The guide was developed as a resource for the adult English-as-a-Second-Language teacher with classes of mixed language proficiency, and to accompany a teacher workshop. It consists of a brief introductory section to orient teachers to the approach and materials suggested, and a series of separate classroom activities for language skill…

Choice-Based Art Education in an ESL Kindergarten Classroom

ERIC Educational Resources Information Center

Anderson, Autumn

2016-01-01

The purpose of this study was to measure the effects of a Choice-Based art curriculum with students in an ESL (English as a Second Language) kindergarten classroom. Of specific interest to the researcher there was a strong correlation between students using visual aids and communication skills to set their own art making goals. Through action…

Tightening the Grip over an Elusive System: Innovative Practices

ERIC Educational Resources Information Center

Vennakkadan, Abdul Latheef; Irudayasamy, Julius

2014-01-01

The present study examines the need for a specific approach to spelling instruction in ELT curriculum for ESL/EFL learners as it is an area where the L2 learners encounter a lot of learning difficulties or experience both inter/intra linguistic transfer. The study further explores the rationale for combating the spelling difficulties of ESL/EFL…

Postgraduate Diploma Collaborative Assignment: Implications for ESL Students and Curriculum Design

ERIC Educational Resources Information Center

Grant, T.

2008-01-01

The commerce faculty at the University of Cape Town (UCT) offers a 1-year, postgraduate management diploma that is regarded as a mini-MBA. It appeals to a wide variety of mainly English-as-second language (ESL) students. In the past, core course diploma lecturers in marketing, tourism and leisure, enterprise management and sport management…

Evaluation of a Hepatitis B Educational ESL Curriculum for Chinese Immigrants

PubMed Central

Taylor, Victoria M.; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Coronado, Gloria; Yasui, Yutaka; Bajdik, Christopher; Hislop, Gregory

2010-01-01

Objectives According to recent census data, 1,216,600 Canadians are of Chinese descent, and over 80% of Chinese Canadians are foreign born. Approximately 10% of Chinese immigrants are chronic carriers of hepatitis B, compared with less than 0.5% of the general population. English as a second language (ESL) classes provide ready access for individuals with limited English proficiency who are not reached by English language health education materials and media campaigns. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B ESL educational curriculum for Chinese immigrants. Methods Five community-based organizations that provide ESL education in the greater Vancouver area participated in the study. Forty-one ESL classes (which included 325 Chinese students) were randomly assigned to experimental or control status. A follow-up survey, conducted six months after randomization, assessed knowledge about hepatitis B. Generalized estimating equations were used to analyze the data. Results Follow-up surveys were completed by 298 (92%) of the students. At follow-up, experimental group students were significantly (p<0.05) more likely than control group students to know that immigrants have higher hepatitis B infection rates than people who were born in Canada; hepatitis B can be spread during childbirth, during sexual intercourse and by sharing razors; hepatitis B is not spread by sharing eating utensils; and hepatitis B infection can cause cirrhosis and liver cancer. Conclusion Our findings indicate that ESL curricula can have a positive impact on health knowledge among Chinese immigrants with limited English. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups, as well as other health topics. PMID:20209742

Tensions Between Validity and Outcomes: Teacher Assessment of Written Work of Recently Arrived Immigrant ESL Students

ERIC Educational Resources Information Center

Arkoudis, Sophie; O'Loughlin, Kieran

2004-01-01

This article reports on a collaborative study involving ESL teachers in an Australian English Language Centre as they work through some of their concerns about reliability and validity in their assessment practices. The focus of this article is on how teachers work with the Curriculum Standards Framework (CSF) as an assessment tool. The discussion…

Shakespeare as a Second Language: Playfulness, Power and Pedagogy in the ESL Classroom

ERIC Educational Resources Information Center

Cheng, Astrid Yi-Mei; Winston, Joe

2011-01-01

This article presents an argument for the inclusion of Shakespeare in the senior high school ESL (English as a Second Language) curriculum in Taiwan, to be taught through a physical, participatory pedagogy in line with the approaches of drama education in general and those currently being promoted by the education department of the UK-based Royal…

Multi-Purpose English Class: A Workshop on the Use of Literary Works of Art on Student-Centred Principles.

ERIC Educational Resources Information Center

Uemichi, Isao S.

This workshop text encourages the use of literature in a student-centered curriculum of English as a second language (ESL). The first section discusses the role of the teacher in the student-centered approach and outlines the reasons for using English-language literature in the Japanese university ESL course. The second section emphasizes the…

ESL Students' Perceptions of the Use of Higher Order Thinking Skills in English Language Writing

ERIC Educational Resources Information Center

Ganapathy, Malini; Kaur, Sarjit

2014-01-01

The transformation of the education curriculum in the Malaysia Education Development Plan (PPPM) 2013-2025 focuses on the Higher Order Thinking (HOT) concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. HOT skills encourage students to apply, analyse,…

Celebrating International Women's Day, March 8. A Curriculum Sample. Women's Issues Series, Vol. I.

ERIC Educational Resources Information Center

Refugee Women's Alliance, Seattle, WA.

The Refugee Women's Alliance, a nonprofit organization helping refugee and immigrant women achieve self-sufficiency in the United States, has developed a class integrating English-as-a-Second-Language (ESL) instruction and discussion of family issues, child-rearing, and related problems in a new cultural context. The project focuses on developing…

Examining Multiple Readings of Popular Culture by ESL Students in Hong Kong

ERIC Educational Resources Information Center

Luk, Jasmine; Hui, Diane

2017-01-01

The integration of popular culture into English language learning has recently been formalised in the Hong Kong New Senior Secondary curriculum, with the development of critical reading indicated as one of the key objectives. Whether and how students respond to popular culture texts is, however, under-researched. The present paper reports findings…

Navigating Uncharted Waters: An Accelerated Content-Based English for Academic Purposes Program

ERIC Educational Resources Information Center

Hernandez, Kelly; Thomas, Michelle; Schuemann, Cynthia

2012-01-01

In 2008, Miami Dade College received a $1.9 million Title V grant from the US Department of Education to develop an Accelerated Content-Based English for Academic Purposes (EAP) track called Project ACE for ESL students. The ACE curriculum is anchored by the principles of flexibility, contextualization, and faculty buy-in--critical matters given…

Crossword Puzzles and Conversation: An Approach to Teaching Pre-Employment and On-the-Job Communication Skills to Adult (Refugee) ESL Students. Special Experimental Demonstration Project--Adult Education.

ERIC Educational Resources Information Center

Larsen, R. Ann

This curriculum guide is intended to help high school and adult refugees master the preemployment and on-the-job English as a Second Language (ESL) communication skills that are essential to survival in the workplace. The following topics are covered in the individual lessons: job application, occupations and duties, help wanted ads, job…

Hepatitis B ESL education for Asian immigrants.

PubMed

Taylor, Vicky M; Gregory Hislop, T; Bajdik, Christopher; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Yasui, Yutaka

2011-02-01

Asian communities in North America include large numbers of immigrants with limited English proficiency. Hepatitis B virus (HBV) infection is endemic in most Asian countries and, therefore, Asian immigrant groups have high rates of chronic HBV infection. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B English as a second language (ESL) educational curriculum for Asian immigrants. Eighty ESL classes were randomized to experimental (hepatitis B education) or control (physical activity education) status. Students who reported they had not received a HBV test (at baseline) completed a follow-up survey 6 months after randomization. The follow-up survey assessed recent HBV testing and HBV-related knowledge. Provider reports were used to verify self-reported HBV tests. The study group included 218 students who reported they had not been tested for HBV. Follow-up surveys were completed by 180 (83%) of these students. Provider records verified HBV testing for 6% of the experimental group students and 0% of the control group students (P = 0.02). Experimental group students were significantly (P < 0.05) more likely than control group students to know that immigrants have high HBV infection rates, HBV can be spread during sexual intercourse and by sharing razors, and HBV infection can cause liver cancer. Our ESL curriculum had a meaningful impact on HBV-related knowledge and a limited impact on HBV testing levels. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups and other health topics, as well as other intervention approaches to increasing levels of HBV testing in Asian immigrant communities.

Hepatitis B ESL Education for Asian Immigrants

PubMed Central

Taylor, Vicky M.; Hislop, T. Gregory; Bajdik, Christopher; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Yasui, Yutaka

2010-01-01

Objectives Asian communities in North America include large numbers of immigrants with limited English proficiency. Hepatitis B virus (HBV) infection is endemic in most Asian countries and, therefore, Asian immigrant groups have high rates of chronic HBV infection. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B English as a second language (ESL) educational curriculum for Asian immigrants Methods Eighty ESL classes were randomized to experimental (hepatitis B education) or control (physical activity education) status. Students who reported they had not received a HBV test (at baseline) completed a follow-up survey six months after randomization. The follow-up survey assessed recent HBV testing and HBV-related knowledge. Provider reports were used to verify self-reported HBV tests. Results The study group included 218 students who reported they had not been tested for HBV. Follow-up surveys were completed by 180 (83%) of these students. Provider records verified HBV testing for 6% of the experimental group students and 0% of the control group students (p=0.02). Experimental group students were significantly (p<0.05) more likely than control group students to know that immigrants have high HBV infection rates, HBV can be spread during sexual intercourse and by sharing razors, and HBV infection can cause liver cancer. Conclusion Our ESL curriculum had a meaningful impact on HBV-related knowledge and a limited impact on HBV testing levels. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups and other health topics, as well as other intervention approaches to increasing levels of HBV testing in Asian immigrant communities. PMID:20559696

Family Violence: A Curriculum Sample. Women's Issues Series, Vol. II.

ERIC Educational Resources Information Center

Refugee Women's Alliance, Seattle, WA.

The materials in this curriculum sample are written as an English-as-a-Second-Language (ESL) lesson for immigrants and refugees, designed to begin discussion of family violence. An introductory section outlines issues related to discussion of family violence in the classroom setting, including the importance of opening lines of communication and…

Curriculum Guide, English as a Second Language, Kindergarten through Grade Twelve.

ERIC Educational Resources Information Center

Berrios, Ana Teresa; And Others

This curriculum guide provides a detailed description of the program in English as a second language (ESL) in the Newark Public Schools. After an introduction that describes the audiolingual method of teaching foreign languages and that defines briefly the cognitive approach to language instruction and the "silent way," the guide…

English as a Second Language for Adults: A Curriculum Guide.

ERIC Educational Resources Information Center

Selman, Mary; And Others

To help improve English as a Second Language (ESL) programs for adult learners, this curriculum guide provides informative materials for the teacher and 30 sections of lessons suitable for adaptation by the teacher. Teacher information includes materials on language teaching and learning, use of the guide, needs assessment, adapting lesson plans,…

The Health Literacy and ESL study: a community-based intervention for Spanish-speaking adults.

PubMed

Soto Mas, Francisco; Ji, Ming; Fuentes, Brenda O; Tinajero, Josefina

2015-04-01

Although Hispanics have a documented high risk of limited health literacy, there is a scarcity of research with this population group, and particularly with Hispanic immigrants who generally confront language barriers that have been related to low health literacy. The National Action Plan to Improve Health Literacy identified community-based English-language instruction as a strategy that can facilitate a health literate society. However, the literature lacks discussion on this type of intervention. This randomized control trial aimed to test the feasibility of using conventional English-as-a-second-language (ESL) instruction for improving health literacy among Spanish-speaking adults. Objectives included the development, implementation, and evaluation of a health literacy/ESL curriculum. The Test of Functional Health Literacy in Adults (TOFHLA) in English was used to assess health literacy levels. Analyses included independent sample t test, chi-square, and multiple linear regression. A total of 155 people participated. Results showed a significantly higher increase in the TOFHLA posttest score in the intervention group (p = .01), and noticeable differences in health literacy levels between groups. Results indicate that ESL constitutes a promising venue for improving health literacy among Spanish-speaking adults. Incorporating health literacy-related content may provide additional benefits.

The Health Literacy and ESL Study: A Community-Based Intervention for Spanish-Speaking Adults

PubMed Central

MAS, FRANCISCO SOTO; JI, MING; FUENTES, BRENDA O.; TINAJERO, JOSEFINA

2015-01-01

Although Hispanics have a documented high risk of limited health literacy, there is a scarcity of research with this population group, and particularly with Hispanic immigrants who generally confront language barriers that have been related to low health literacy. The National Action Plan to Improve Health Literacy identified community-based English-language instruction as a strategy that can facilitate a health literate society. However, the literature lacks discussion on this type of intervention. This randomized control trial aimed to test the feasibility of using conventional English-as-a-second-language (ESL) instruction for improving health literacy among Spanish-speaking adults. Objectives included the development, implementation, and evaluation of a health literacy/ESL curriculum. The Test of Functional Health Literacy in Adults (TOFHLA) in English was used to assess health literacy levels. Analyses included independent sample t test, chi-square, and multiple linear regression. A total of 155 people participated. Results showed a significantly higher increase in the TOFHLA posttest score in the intervention group (p = .01), and noticeable differences in health literacy levels between groups. Results indicate that ESL constitutes a promising venue for improving health literacy among Spanish-speaking adults. Incorporating health literacy-related content may provide additional benefits. PMID:25602615

Assistant Chef Program. Curriculum Outline, Orientation, Safety and Sanitation.

ERIC Educational Resources Information Center

Saint Augustine Coll., Chicago, IL.

Instructor materials are provided for an assistant chef program intended for English as a second language (ESL) or bilingual (Spanish speaking) students. A curriculum outline includes a listing of the tasks to be mastered in the program. Other contents include key terms from the production and service area of food service in the areas of…

Policy in Practice: The Implementation of Structured English Immersion in Arizona

ERIC Educational Resources Information Center

Lillie, Karen E.; Markos, Amy; Estrella, Alexandria; Nguyen, Tracy; Trifiro, Anthony; Arias, M. Beatriz; Wiley, Terrence G.; Peer, Karisa; Perez, Karla

2010-01-01

This study examines the implementation and organization of the state mandated curriculum in the 4-hour SEI block in 18 K-12 classrooms in 5 different districts. We focus on the effects of grouping by language proficiency, the delivery of the structure-based ESL curriculum, the provision of resources and limiting of access to grade-level…

Fidelity to and Satisfaction with Prescribed Curriculum in an Arab Educational Context: ESL Teachers' Perspective

ERIC Educational Resources Information Center

Ellili-Cherif, Maha; Hadba, Hala Mohamed

2017-01-01

Educational institutions in the Arab Gulf are requiring rapid changes to enhance English language learning to keep up with globalization and economic growth. This urges the need for investigating policy changes such as effectiveness in curriculum orientations and their impact on the actual process of teaching in order to gauge how educational…

Curriculum Documents and Practice in the NZ Polytechnic Sector: Consensus and Dissensus

ERIC Educational Resources Information Center

Melles, Gavin

2008-01-01

In New Zealand the polytechnic sector embraces a range of post-compulsory education fields. Fields as diverse as nursing, business, social work and English as a Second Language (ESL) may co-exist on polytechnic campuses and are subject to similar curriculum documentation processes. The common competency-based framework and discourse of such…

Project Work English Competency-Based Curriculum: Survival-Level One.

ERIC Educational Resources Information Center

Northwest Educational Cooperative, Des Plaines, IL.

This guide outlines a curriculum designed to provide English-as-a-Second-Language (ESL) life-skills instruction for refugees in the Chicago metropolitan area, concentrating on the Level One survival skills. Non-Southeast Asians account for more than half of those served, all of whom receive, or are at risk of receiving, public assistance. Most are…

MELT Bibliography. Materials Correlated with the Core Curriculum Competencies of the Mainstream English Language Training Project, Office of Refugee Resettlement.

ERIC Educational Resources Information Center

Brod, Shirley, Comp.; Sample, Barbara J.

This bibliography is intended to assist teachers and administrators involved in competency-based, English as a second language (ESL) instruction. The materials included in the bibliography have been correlated with the core curriculum competencies of the Mainstream English Language Training (MELT) Project. The guide is divided into three parts.…

Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong.

PubMed

Yeung, Susanna S; Chan, Carol K K

2013-12-01

Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English reading among Hong Kong ESL kindergarteners. This study aims to investigate L1 and L2 phonological awareness and oral language proficiency as predictors of English reading among children with Chinese as L1. One hundred and sixty-one typically developing children with a mean age of 5.16 (SD=.35) selected from seven preschools in Hong Kong. Participants were assessed for English reading, English and Chinese phonological awareness at different levels, English oral language skills, and letter naming ability. Hierarchical regression analyses indicated that both oral language proficiency and phonological awareness measures significantly predicted L2 word reading, when statistically controlled for age and general intelligence. Among various phonological awareness units, L2 phonemic awareness was the best predictor of L2 word reading. Cross-language transfer was shown with L1 phonological awareness at the tone level, uniquely predicting L2 word reading. The present findings show the important role of phonological awareness at the subsyllabic levels (rime and phoneme) and oral language proficiency in the course of L2 reading development in Chinese ESL learners. The significant contribution of L1 tone awareness to L2 reading suggests that phonological sensitivity is a general competence that ESL children need to acquire in early years. The findings have significant implications for understanding L2 reading development and curriculum development. © 2012 The British Psychological Society.

ESL Small Town.

ERIC Educational Resources Information Center

Roberts, Lynn

A curriculum designed by the Maury, Tennessee, Literacy Council to address deficiencies in English-language skills is presented. Maury County, Tennessee, is a rural area south of Nashville whose automotive industries and ethnic restaurants have immigrant populations in need of English instruction. A state 353 teacher training grant was obtained to…

Project BILLET Curriculum Package. Bilingual Vocational Skill Training Program 1986-1987.

ERIC Educational Resources Information Center

Community Coll. of Rhode Island, Warwick.

This document describes a project that provided vocational skills and job-specific English-as-a-second-language (ESL) training to Spanish-speaking adults in Lincoln, Rhode Island. Project BILLET (Bilingual Learning and Employment Training) offered training in five vocational skill areas: machine technology, welding technology, geriatric nursing…

EAP Curriculum Alignment and Social Acculturation: Student Perceptions

ERIC Educational Resources Information Center

Tweedie, M. Gregory; Kim, Marcia

2015-01-01

The role of English as a second language (ESL) teachers and instruction as factors in student social and psychological acculturation is widely acknowledged. However, the function of English for Academic Purposes (EAP) is less well known in this regard, because research has focused largely on academic acculturation. This qualitative study…

Attitudinal Obstacles to Curriculum and Assessment Reform

ERIC Educational Resources Information Center

Nkosana, Leonard

2008-01-01

This paper first presents and then discusses the attitudes towards and perceptions of education officers regarding introducing a school-based continuous assessment of speaking in the Botswana General Certificate of Secondary Education (BGCSE) ESL examinations as provided for in the BGCSE English syllabus in Botswana. Three categories of education…

Diversified Occupations I.

ERIC Educational Resources Information Center

Noto, Jody

This curriculum guide consists of materials for use in presenting the first year of a two-year course in diversified occupations that is designed to teach job search and job-holding skills to disadvantaged and English as a second language (ESL) students. Addressed in the 25 units included in the guide are the following topics: the purposes of…

On Transnational Curriculum: Symbols, Languages, and Arrangements in an Educational Space

ERIC Educational Resources Information Center

Peng, Ping-Chuan

2009-01-01

A middle-school classroom of English as a Second Language (ESL) for Somali and Vietnamese refugees is examined here. With Lefebvre's (1991) theory of the production of space and an additional help of postcolonial criticism (Fanon 1967; Willinsky 1998), this article first reviews how interplays among national flags, teaching and learning…

Literacy in ESL: Pedagogical and Cultural Pathfinding in Fiji.

ERIC Educational Resources Information Center

Lotherington-Woloszyn, Heather

Although English is a colonial heritage in Fiji, it links the country's different ethnic groups and is the language of instruction for formal education. This paper examines pedagogical and cultural implications of the present primary English curriculum, based on findings from an empirical study of primary English teaching in Fiji. It reviews the…

The Best Web Sites for Teachers.

ERIC Educational Resources Information Center

Sharp, Vicki F.; Levine, Martin G.; Sharp, Richard M.

This book identifies more than 650 Internet and World Wide Web sites across the K-12 curriculum that can benefit teachers who may not have time to carry out lengthy searches themselves. The Web sites in this book are organized alphabetically by the following K-12 subject areas: art, bilingual education, drama, ESL, foreign language, health…

Optimizing Academic and ESL Acquisition Environments in China's Post-Secondary Education System

ERIC Educational Resources Information Center

Guadagni, Donald

2016-01-01

The purpose of this article is an examination of methods and result used in modifying classroom management and curriculum delivery in the mainland China post-secondary education system to enhance language acquisition skills. Using hybridized methods to optimize these academic and environmental variables requires merging both national and…

TECFORS: A Newsletter for Instructors of Writing and Reading to ESL and Bi-Lingual Adult Students. Volume 7, 1984.

ERIC Educational Resources Information Center

TECFORS, 1984

1984-01-01

Numbers 1 through 5 of the 1984 TECFORS newsletter include these articles: "The Skills that Cannot Wait: Improving the Academic Performance of Underprepared Students through Integrated Curriculum" (Laurel Corona); "Meeting Culture Shock Head On," part 2 (Michele Molinaire); "Directing First Language Reading Research toward…

Keeping the Language Focus in Content-Based ESL Instruction through Proactive Curriculum-Planning

ERIC Educational Resources Information Center

Bigelow, Martha; Ranney, Susan; Dahlman, Anne

2006-01-01

For content-based instruction (CBI) to work to its maximum potential, a concerted planning effort must be made to address language objectives, combined with effective instructional strategies that target and assess student performance in relation to those objectives. In this article, after considering various models of content-language…

Teaching English as a Second Language in the Elementary School. No. 63.

ERIC Educational Resources Information Center

Folkes, Florence; And Others

In addition to discussions on language structure, lesson structure, sentence patterns, and oral pattern drills, this curriculum guide presents specific lesson plans for various subject areas--social studies, mathematics, science, music, and culture--for English as a Second Language (ESL) in elementary schools. The guide begins with a section on…

Evaluating Different Standard-Setting Methods in an ESL Placement Testing Context

ERIC Educational Resources Information Center

Shin, Sun-Young; Lidster, Ryan

2017-01-01

In language programs, it is crucial to place incoming students into appropriate levels to ensure that course curriculum and materials are well targeted to their learning needs. Deciding how and where to set cutscores on placement tests is thus of central importance to programs, but previous studies in educational measurement disagree as to which…

The Cutting Edge: Workplace English. Section I: Project Handbook.

ERIC Educational Resources Information Center

El Paso Community Coll., TX. Literacy Center.

A model workplace literacy program of El Paso Community College (Texas), in cooperation with Levi Strauss and Company, is described. The partnership designed a three-part, job-specific, video-based curriculum in English as a Second Language (ESL) for garment industry workers, implemented in seven local plants. The 18-month program had these goals:…

Dede Korkut Tales Can Inspire the Turkish ESL Students to Speak Better English

ERIC Educational Resources Information Center

Yurtbasi, Metin

2016-01-01

Bayburt University's English Language Teaching (ELT) department, is starting its courses as of 2016 fall season, using the Turkish sage Dede Korkut's tales as part of its speech training curriculum. The story "Wild Dumrul" presented in this article is famous in world literature for its theme of "marital love and sacrifice."…

I Raise My Voice: Promoting Self-Authoring through a Curriculum-Based Project

ERIC Educational Resources Information Center

Gabay, Lea

2017-01-01

Learners of English as a second or foreign language (ESL/EFL) bring an array of backgrounds, identities, and experiences to the classroom. Through exposure to other views, learners can reflect on their own place in their world and engage in "self-authoring"--a term coined by Hernandez-Zamora (2010) that refers to critical-thinking skills…

Why Assign Themes and Topics To Teach Writing? A Reply to Tony Silva.

ERIC Educational Resources Information Center

Jones, Nathan B.

Responds to Tony Silva's 1997 article, which asserted that English-as-a-Second-Language (ESL) writing teachers should prevent themes and topics from dominating or controlling the curriculum. This paper argues that it is sometimes helpful for writing teachers to control why and what students write, focusing on university-level English writing in…

Language Variation and the ESL Curriculum. Language in Education: Theory and Practice, No. 51.

ERIC Educational Resources Information Center

Eisenstein, Miriam R.

English-as-second-language instructors should take into account the importance of context for the meaning of language and address the varieties of English that learners will encounter in their daily lives. The principal elements of language variation and their implications for learners are described for the benefit of second language teachers.…

(Re)telling: A Narrative Inquiry into Pre-Service TESOL Teachers' Study Abroad Experiences

ERIC Educational Resources Information Center

Marquardt, Sheila K.

2011-01-01

Learning to teach ESL entails not only knowledge of linguistics, pedagogy, and curriculum, but it also entails negotiating challenges to identity, cultural sensibilities, and emotional relations. In order to make sense of these challenges, I inquire into the experiences of pre-service TESOL teachers teaching and learning experiences in a study…

Swearing: The Good, the Bad & the Ugly

ERIC Educational Resources Information Center

Finn, Eileen

2017-01-01

This article explores the cases for and against the inclusion of curriculum about swearing (which includes taboo words) as a part of an Adult ESL course. The function and prevalence of swearing are discussed, including the level of exposure students face. Taboo language makes up 4% to 13% of typical daily language use (Fägersten, 2012; Winters…

Familiarizing Postgraduate ESL Students with the Literature Review in a WAC/EAP Engineering Classroom

ERIC Educational Resources Information Center

Melles, Gavin

2005-01-01

The literature review is an academic genre that has a natural place in theses, dissertations, and other genres such as the lab report. The typical final (fourth) year project in the engineering curriculum is an example where such an extensive review can take place (Krishnan & Kathpalia 2002). Second language students may have special…

Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Kaur, Dalwinder; Halili, Siti Hajar; Ramlan, Zahri

2016-01-01

Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers' professional development. Literature has revealed many shortcomings of the traditional and online professional development…

Forty Years of Doing Second Language Testing, Curriculum, and Research: So What?

ERIC Educational Resources Information Center

Brown, James Dean

2017-01-01

I started out as a budding English as a second language (ESL) teacher in 1976 at UCLA where I went through the M.A. TESL (Teaching English as a Second Language) and Applied Linguistics Ph.D. programs. Sadly, those two programs were "disestablished" in 2014, which provides a stark lesson to any departments that think they are hot stuff…

From Mexican "Talleres de Artesanos" to ESL Writer's Workshop. Fulbright-Hays Summer Seminars Abroad, 1999 (Mexico).

ERIC Educational Resources Information Center

Murphy, Kathleen P.

This curriculum unit is adaptable for students in grades 1-12, from Mexico, Latin America, or any culture using the Roman alphabet in their written language. The unit proposes that students of limited English proficiency will transition from visual and tactile work to written English production. Using culturally familiar activities to enhance…

Healthy Beginnings: Lead Safe Families. An English as a Second Language Curriculum on Lead Poisoning Prevention.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The materials are designed to help teachers of English as a Second Language (ESL) at all levels educate adult students about hazards and prevention of lead poisoning, and to encourage use of English within the context of daily living situations. The materials consist of: a teacher's guide that describes the instructional units and lists resources…

Teaching English as a Second Language: A Handbook for Science. Curriculum Bulletin Number 75CBM5, Secondary Level.

ERIC Educational Resources Information Center

Azios, Maria Leticia; And Others

This course guide is intended for classroom use by teachers of secondary level science to Spanish-speaking students of English as a second language (ESL). Both science instruction and acquisition of English scientific terminology are emphasized, within the framework of increasing overall student proficiency in English. The book is prefaced with a…

World of Work: Job Club for E.S.L.

ERIC Educational Resources Information Center

Roelofs, Alice R.; And Others

This curriculum guide for an employment preparation course for adults who speak English as a second language consists of 10 units on information and general living skills related to employment. The guide is split evenly between basic information needed to obtain a job and information needed once a job is obtained. A unit may consist of one or four…

Improve Your Future, Deal with Your Present, Understand Your Past: A Rationale and Survival Curriculum for Prisons and Jails.

ERIC Educational Resources Information Center

Rockwell, Phyllis E.

Site visits to three New England prisons were conducted to gather information on the multicultural environments of Hispanic prison inmates and to identify English-as-a-Second-Language (ESL) teaching materials available for use with Hispanic American inmates. Available materials were located, and the materials' effectiveness was discussed with…

Career Development and Professional Attrition of Novice ESL Teachers of Adults

ERIC Educational Resources Information Center

Valeo, Antonella; Faez. Farahnaz

2013-01-01

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL…

Summary report for the Engineering Script Language (ESL)

NASA Technical Reports Server (NTRS)

1990-01-01

The following subject areas are covered: ESL methodology concept; ESL specification; user interface description; engineering scripting language command statements specification; and recommendations for further research and development.

A Sourcebook for Integrating ESL and Content Instruction Using the Foresee Approach.

ERIC Educational Resources Information Center

Kidd, Richard; Marquardson, Brenda

This sourcebook presents an approach to teaching students of English as a Second Language (ESL) that integrates communicative competence, cognitive and academic language development, and content instruction. It is intended for use by elementary school teachers of ESL and regular classroom teachers whose classes contain ESL students. An…

Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students

ERIC Educational Resources Information Center

Javed, Muhammad; Eng, Lin Siew; Mohamed, Abdul Rashid

2015-01-01

The study aims to develop a set of 6 Reading Comprehension Modules (RCMs) for Malaysian ESL teachers to facilitate different reading abilities of ESL students effectively. Different skill categories were selected for developing the RCMs. This article describes how and why diverse texts of varying length were adopted and adapted from various…

Testing ESL Learners' Knowledge of Collocations.

ERIC Educational Resources Information Center

Bonk, William J.

This study reports on the development, administration, and analysis of a test of collocational knowledge for English-as-a-Second-Language (ESL) learners of a wide range of proficiency levels. Through native speaker item validation and pilot testing, three subtests were developed and administered to 98 ESL learners of low-intermediate to advanced…

Driver Education. Supplemental Lessons and Activities for Use with Limited English Proficient (LEP) Students Enrolled in ESL or Special Education Classes.

ERIC Educational Resources Information Center

Fairfax County Schools, VA.

A curriculum for use with limited English proficient students in English-as-a-second-language or special education classes who are enrolled in the driver education course is described. The 14 lessons require a basic proficiency in understanding, speaking, reading, and writing English. The lessons cover such topics as vocabulary and idioms related…

Development of Teaching Beliefs and the Focus of Change in the Process of Pre-Service ESL Teacher Education

ERIC Educational Resources Information Center

Tang, Eunice Lai-Yiu; Lee, John Chi-Kin; Chun, Cecilia Ka-Wai

2012-01-01

This study sets out to investigate how pre-service ESL teachers shape their beliefs in the process of experimenting with new teaching methods introduced in the teacher education programme. A 4-year longitudinal study was conducted with four randomly selected ESL pre-service teachers. Their theoretical orientations of ESL instruction were tracked…

The effect of visuals on non-native English students' learning of the basic principles and laws of motion

NASA Astrophysics Data System (ADS)

Yang, Quan

2001-10-01

This study, involving 154 undergraduate college students in China, was conducted to determine whether the surface structure of visual graphics affect content learning when the learner was a non-native English speaker and learning took place in a non-English speaking environment. Instruction with concrete animated graphics resulted in significantly higher achievement, when compared to instruction with concrete static, abstract static, abstract animated graphics or text only without any graphical illustrations. It was also found, unexpectedly, the text-only instruction resulted in the second best achievement, significantly higher than instruction with concrete static, abstract static, and abstract animated graphics. In addition, there was a significant interaction with treatment and test item, which indicated that treatment effects on graphic-specific items differed from those on definitional items. Additional findings indicated that relation to graphics directly or indirectly from the text that students studied had little impact on their performance in the posttests. Further, 51% of the participants indicated that they relied on some graphical images to answer the test questions and 19% relied heavily on graphics when completing the tests. In conclusion, concrete graphics when combined with animation played a significant role in enhancing ESL student performance and enabled the students to achieve the best learning outcomes as compared to abstract animated, concrete static, and abstract static graphics. This result suggested a significant innovation in the design and development of ESL curriculum in computer-based instruction, which would enable ESL students to perform better and achieve the expected outcomes in content area learning.

English-as-a-Second Language (ESL) nursing student success: a critical review of the literature.

PubMed

Olson, Mary Angela

2012-01-01

Many English-as-a-Second Language (ESL) nursing students struggle in nursing school for a multitude of reasons. The purpose of this critical review of the literature is to identify barriers and discover bridges to ESL nursing student success. Twenty-five articles were identified for the review. Language barriers were identified as the single most significant obstacle facing the ESL nursing student. Bridges to ESL nursing student success include enhancing language development and acculturation into the American mainstream culture. A broad range of strategies to promote student success are outlined and the role of the nurse educator in ESL nursing student success is also addressed.

Assessment of Surface Ship Maintenance Requirements

DTIC Science & Technology

2015-01-01

specifically Operational Availability (Ao) and Expected Service Life ( ESL ). Second, it requested NDRI to develop a maintenance requirement concept for each...ship class that supports ESL but allows for some risk within the maintenance strategy. It also asked researchers to define the risks to Ao and ESL ...to minimize negative effects to Ao and ESL and maintain the largest, most capable fleet possible. Note that the tasking did not request a complete

Complexity and Community: Finding What Works in Workplace ESL

ERIC Educational Resources Information Center

Brooks, Ann K.

2009-01-01

This chapter addresses the complexity of providing workplace ESL by identifying patterns of "best practices" in the related fields of human resource management, adult education, and training and development, all of which have a stake in workplace ESL and the integration of immigrant workers.

Participatory Approaches to Evaluating Outcomes and Designing Curriculum in Workplace Education Programs. The Report of the 1991 Evaluation of the Massachusetts Workplace Education Initiative.

ERIC Educational Resources Information Center

Sperazi, Laura; And Others

The Massachusetts Workplace Education Initiative (MWEI) was begun in 1985 as an inter-agency effort to bring adult basic education and English-as-a-Second-Language (ESL) instruction directly into workplaces throughout the state. The impetus for the program was a concern for large numbers of workers who did not have the skills necessary to compete…

An academic writing needs assessment of English-as-a-second-language clinical investigators.

PubMed

Wang, Min-Fen; Bakken, Lori L

2004-01-01

Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects. The purpose of this project was to assess the learning needs of ESL clinical investigators regarding academic writing for English scholarly publication. A qualitative evaluation approach was used to examine the gap between the current and desired proficiency level for the academic writing of ESL clinical investigators. We considered the perspectives of seven ESL clinical investigators plus three mentors and three writing instructors. Semi-structured questions were asked. Field notes were organized using a field-work recording system. They were analyzed using the constant comparative method. ESL clinical investigators do not accurately perceive their writing deficiencies. They have little knowledge of criteria for academic writing and they are influenced by their prior English learning experiences in their home culture, which engender passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills. Four basic steps are recommended to guide program planners in developing ESL writing activities for professional learning: (1) recognize discrepancies, (2) establish clear standards and performance criteria for scholarly writing, (3) develop individual plans, and (4) organize long-term writing assistance.

Conceptualizing Learning Style Modalities for ESL/EFL Students.

ERIC Educational Resources Information Center

Wintergerst, Ann C.; DeCapua, Andrea; Verna, Marilyn Ann

2003-01-01

Reports results of testing a newly developed learning styles instrument on three groups of language learners: Russian English-as-a-Foreign-Language students, Russian English-as-a-Second-Language (ESL) students, and Asian ESL students to determine their learning style preference. Results indicate that these students learn English under three…

Tape It Yourself: Videotapes for Teacher Education

ERIC Educational Resources Information Center

Ebsworth, Miriam Eistein; Feknous, Barbara; Loyet, Dianne; Zimmerman, Spencer

2004-01-01

This paper describes the development and implementation of a series of videotapes of ESL classes for a pre-service teacher education program grounded in experiential learning theory. The videos included footage of ESL classrooms, and tapes edited and supplemented with interviews of ESL teachers. Our experience demonstrates that-with relatively low…

Junction Quality of SnO2-Based Perovskite Solar Cells Investigated by Nanometer-Scale Electrical Potential Profiling.

PubMed

Xiao, Chuanxiao; Wang, Changlei; Ke, Weijun; Gorman, Brian P; Ye, Jichun; Jiang, Chun-Sheng; Yan, Yanfa; Al-Jassim, Mowafak M

2017-11-08

Electron-selective layers (ESLs) and hole-selective layers (HSLs) are critical in high-efficiency organic-inorganic lead halide perovskite (PS) solar cells for charge-carrier transport, separation, and collection. We developed a procedure to assess the quality of the ESL/PS junction by measuring potential distribution on the cross section of SnO 2 -based PS solar cells using Kelvin probe force microscopy. Using the potential profiling, we compared three types of cells made of different ESLs but otherwise having an identical device structure: (1) cells with PS deposited directly on bare fluorine-doped SnO 2 (FTO)-coated glass; (2) cells with an intrinsic SnO 2 thin layer on the top of FTO as an effective ESL; and (3) cells with the SnO 2 ESL and adding a self-assembled monolayer (SAM) of fullerene. The results reveal two major potential drops or electric fields at the ESL/PS and PS/HSL interfaces. The electric-field ratio between the ESL/PS and PS/HSL interfaces increased in devices as follows: FTO < SnO 2 -ESL < SnO 2 + SAM; this sequence explains the improvements of the fill factor (FF) and open-circuit voltage (V oc ). The improvement of the FF from the FTO to SnO 2 -ESL cells may result from the reduction in voltage loss at the PS/HSL back interface and the improvement of V oc from the prevention of hole recombination at the ESL/PS front interface. The further improvements with adding an SAM is caused by the defect passivation at the ESL/PS interface, and hence, improvement of the junction quality. These nanoelectrical findings suggest possibilities for improving the device performance by further optimizing the SnO 2 -based ESL material quality and the ESL/PS interface.

Junction Quality of SnO 2-Based Perovskite Solar Cells Investigated by Nanometer-Scale Electrical Potential Profiling

DOE PAGES

Xiao, Chuanxiao; Wang, Changlei; Ke, Weijun; ...

2017-10-13

Electron-selective layers (ESLs) and hole-selective layers (HSLs) are critical in high-efficiency organic-inorganic lead halide perovskite (PS) solar cells for charge-carrier transport, separation, and collection. We developed a procedure to assess the quality of the ESL/PS junction by measuring potential distribution on cross-section of SnO 2-based perovskite solar cells using Kelvin probe force microscopy. Using the potential profiling, we compared three types of cells made of different ESLs but otherwise having identical device structure: cells with PS deposited directly on bare fluorine-doped SnO 2 (FTO)-coated glass; cells with an intrinsic SnO 2 thin layer on the top of FTO as anmore » effective ESL; and cells with the SnO2 ESL and adding a self-assembled monolayer (SAM) of fullerene. The results reveal two major potential drops or electric fields at the ESL/PS and PS/HSL interfaces. The electric-field ratio between the ESL/PS and PS/HSL interfaces increased in devices as follows: FTO < SnO 2-ESL < SnO 2+SAM; this sequence explains the improvements of fill factor (FF) and open-circuit voltage ( V oc). The improvement of FF from the FTO to SnO 2-ESL cells may result from the reduction in voltage lose at the PS/HSL back interface and the improvement of V oc from the prevention of hole recombination at the ESL/PS front interface. The further improvements with adding a SAM is caused by the defect passivation at the ESL/PS interface, and hence, improvement of the junction quality. Furthermore, these nanoelectrical findings suggest possibilities for improving the device performance by further optimizing the SnO2-based ESL material quality and the ESL/PS interface.« less

Junction Quality of SnO 2-Based Perovskite Solar Cells Investigated by Nanometer-Scale Electrical Potential Profiling

DOE Office of Scientific and Technical Information (OSTI.GOV)

Xiao, Chuanxiao; Wang, Changlei; Ke, Weijun

Electron-selective layers (ESLs) and hole-selective layers (HSLs) are critical in high-efficiency organic-inorganic lead halide perovskite (PS) solar cells for charge-carrier transport, separation, and collection. We developed a procedure to assess the quality of the ESL/PS junction by measuring potential distribution on cross-section of SnO 2-based perovskite solar cells using Kelvin probe force microscopy. Using the potential profiling, we compared three types of cells made of different ESLs but otherwise having identical device structure: cells with PS deposited directly on bare fluorine-doped SnO 2 (FTO)-coated glass; cells with an intrinsic SnO 2 thin layer on the top of FTO as anmore » effective ESL; and cells with the SnO2 ESL and adding a self-assembled monolayer (SAM) of fullerene. The results reveal two major potential drops or electric fields at the ESL/PS and PS/HSL interfaces. The electric-field ratio between the ESL/PS and PS/HSL interfaces increased in devices as follows: FTO < SnO 2-ESL < SnO 2+SAM; this sequence explains the improvements of fill factor (FF) and open-circuit voltage ( V oc). The improvement of FF from the FTO to SnO 2-ESL cells may result from the reduction in voltage lose at the PS/HSL back interface and the improvement of V oc from the prevention of hole recombination at the ESL/PS front interface. The further improvements with adding a SAM is caused by the defect passivation at the ESL/PS interface, and hence, improvement of the junction quality. Furthermore, these nanoelectrical findings suggest possibilities for improving the device performance by further optimizing the SnO2-based ESL material quality and the ESL/PS interface.« less

The Impact of a Computer-Mediated Shadowing Activity on ESL Speaking Skill Development: A Pilot Study

ERIC Educational Resources Information Center

Mishima, Masakazu; Cheng, Lixia

2017-01-01

This pilot study explored the instructional value and potential of a computer-mediated shadowing activity for improving English as a Second Language (ESL) learners' speech intelligibility. Prospective International Teaching Assistants (ITAs), who were enrolled in an ESL classroom communication class at a large public university, completed a…

Basic Training and Resource Connections for Novice ESL Teachers

ERIC Educational Resources Information Center

Henrichsen, Lynn

2010-01-01

A large number of teachers and tutors of English as a Second Language (ESL) lack professional-level preparation. The Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) program is being developed to prepare untrained, novice, volunteer ESL teachers to be more successful. In contrast with previous programs…

Prediction of efficacy for conversion from adjunctive therapy to monotherapy with eslicarbazepine acetate 800 mg once daily for partial-onset epilepsy

PubMed Central

Sunkaraneni, Soujanya; Passarell, Julie A; Ludwig, Elizabeth A; Fiedler-Kelly, Jill; Pitner, Janet K; Grinnell, Todd A; Blum, David

2017-01-01

Purpose Eslicarbazepine acetate (ESL) is a once-daily (QD) oral antiepileptic drug (AED) indicated for partial-onset seizures (POS). Clinical studies of gradual conversion to ESL 1,200 and 1,600 mg QD monotherapies were previously conducted in patients with POS who were not well-controlled by 1 or 2 AEDs. This report describes modeling and simulation of plasma eslicarbazepine (primary active metabolite of ESL) concentrations and time to monotherapy study exit to predict efficacy for conversion to ESL monotherapy at a lower dose of 800 mg, as an option for patients requiring or not tolerating higher doses since this regimen is effective in adjunctive therapy for POS. Patients and methods A previously developed population pharmacokinetic model for ESL monotherapy was used to predict minimum plasma eslicarbazepine concentration (Cmin) in 1,500 virtual patients taking 1 (n=1,000) or 2 (n=500) AEDs at baseline, treated with ESL 400 mg QD for 1 week, followed by 800 mg QD for 17 weeks (similar to ESL monotherapy trials where the other AEDs were withdrawn during the first 6 weeks following titration to the randomized ESL dose). Model-predicted Cmin as a time-varying covariate and number of baseline AEDs were used to determine the weekly probability of each patient meeting exit criteria (65.3% threshold) indicative of worsening seizure control in 500 simulated ESL monotherapy trials. A previously developed extended Cox proportional hazards exposure–response model was used to relate time-varying eslicarbazepine exposure to the time to study exit. Results For virtual patients receiving ESL monotherapy (800 mg QD), the 95% upper prediction limit for exit rate at 112 days of 34.9% in patients taking 1 AED at baseline was well below the 65.3% threshold from historical control trials, while the estimate for patients taking 2 AEDs (70.6%) was slightly above the historical control threshold. Conclusion This model-based assessment supports conversion to ESL 800 mg QD monotherapy for POS in adults taking 1 AED. For patients taking 2 concomitant AEDs, however, prescribers should consider maintenance doses of 1,200 or 1,600 mg ESL QD to reduce the likelihood of seizure worsening if conversion to ESL monotherapy is contemplated. PMID:28721105

Prediction of efficacy for conversion from adjunctive therapy to monotherapy with eslicarbazepine acetate 800 mg once daily for partial-onset epilepsy.

PubMed

Sunkaraneni, Soujanya; Passarell, Julie A; Ludwig, Elizabeth A; Fiedler-Kelly, Jill; Pitner, Janet K; Grinnell, Todd A; Blum, David

2017-01-01

Eslicarbazepine acetate (ESL) is a once-daily (QD) oral antiepileptic drug (AED) indicated for partial-onset seizures (POS). Clinical studies of gradual conversion to ESL 1,200 and 1,600 mg QD monotherapies were previously conducted in patients with POS who were not well-controlled by 1 or 2 AEDs. This report describes modeling and simulation of plasma eslicarbazepine (primary active metabolite of ESL) concentrations and time to monotherapy study exit to predict efficacy for conversion to ESL monotherapy at a lower dose of 800 mg, as an option for patients requiring or not tolerating higher doses since this regimen is effective in adjunctive therapy for POS. A previously developed population pharmacokinetic model for ESL monotherapy was used to predict minimum plasma eslicarbazepine concentration ( C min ) in 1,500 virtual patients taking 1 (n=1,000) or 2 (n=500) AEDs at baseline, treated with ESL 400 mg QD for 1 week, followed by 800 mg QD for 17 weeks (similar to ESL monotherapy trials where the other AEDs were withdrawn during the first 6 weeks following titration to the randomized ESL dose). Model-predicted C min as a time-varying covariate and number of baseline AEDs were used to determine the weekly probability of each patient meeting exit criteria (65.3% threshold) indicative of worsening seizure control in 500 simulated ESL monotherapy trials. A previously developed extended Cox proportional hazards exposure-response model was used to relate time-varying eslicarbazepine exposure to the time to study exit. For virtual patients receiving ESL monotherapy (800 mg QD), the 95% upper prediction limit for exit rate at 112 days of 34.9% in patients taking 1 AED at baseline was well below the 65.3% threshold from historical control trials, while the estimate for patients taking 2 AEDs (70.6%) was slightly above the historical control threshold. This model-based assessment supports conversion to ESL 800 mg QD monotherapy for POS in adults taking 1 AED. For patients taking 2 concomitant AEDs, however, prescribers should consider maintenance doses of 1,200 or 1,600 mg ESL QD to reduce the likelihood of seizure worsening if conversion to ESL monotherapy is contemplated.

Eslicarbazepine acetate as a replacement for levetiracetam in people with epilepsy developing behavioral adverse events.

PubMed

Jalihal, Virupakshi; Shankar, Rohit; Henley, William; Parrett, Mary; Tittensor, Phil; McLean, Brendan N; Ahmed, Ammad; Sander, Josemir W

2018-03-01

Psychiatric and behavioral side effects (PBSEs) are a major cause of antiepileptic drug (AED) withdrawal. Levetiracetam (LEV) is a recognized first-line AED with good seizure outcomes but recognized with PBSEs. Eslicarbazepine (ESL) is considered to function similarly to an active metabolite of the commonly used carbamazepine (CBZ). Carbamazepine is used as psychotropic medication to assist in various psychiatric illnesses such as mood disorders, aggression, and anxiety. The aim was to evaluate the psychiatric profile of ESL in people who had LEV withdrawn due to PBSEs in routine clinical practice to see if ESL can be used as a possible alternative to LEV. A retrospective observational review was conducted in two UK epilepsy centers looking at all cases exposed to ESL since its licensing in 2010. The ESL group was all patients with treatment-resistant epilepsy who developed intolerable PBSEs to LEV, subsequently trialed on ESL. The ESL group was matched to a group who tolerated LEV without intolerable PBSEs. Psychiatric disorders were identified from case notes. The Hamilton Depression Scale (HAM-D) was used to outcome change in mood. Clinical diagnoses of a mental disorder were compared between groups using the Fisher's exact test. Group differences in HAM-D scores were assessed using the independent samples t-test (alpha=0.05). The total number of people with active epilepsy in the two centers was 2142 of whom 46 had been exposed to ESL. Twenty-six had previous exposure to LEV and had intolerable PBSEs who were matched to a person tolerating LEV. There was no statistical differences in the two groups for mental disorders including mood as measured by HAM-D (Chi-square test: p=0.28). The ESL was well tolerated and did not produce significant PBSEs in those who had PBSEs with LEV leading to withdrawal of the drug. Though numbers were small, the findings suggest that ESL could be a treatment option in those who develop PBSEs with LEV and possibly other AEDs. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

English for American Indians. A Newsletter of the Office of Education Programs, Bureau of Indian Affairs; Selections from the First Three Issues (Fall 1968, Winter 1969, Spring 1969). Curriculum Bulletin No. 4.

ERIC Educational Resources Information Center

Bauer, Evelyn, Ed.

Intended for teachers and other educators teaching English in the educational system of the Bureau of Indian Affairs (BIA), this compilation of the first three issues of English for American Indians includes the following articles on English as a Second Language (ESL): (1) "Language Drill and Young Children" (a teaching approach of…

Transforming ESL Teachers' Perspective on Media Literacy: An Action Research Project

ERIC Educational Resources Information Center

Rodriguez Sanchez, Doralis

2017-01-01

Transforming ESL teachers' perspective on media literacy: An action research project was carried out at a Puerto Rico Department of Education (PRDE) public high school in the Metropolitan area. The participants of the study were five ESL teachers. Professional development was the intervention used in this study. The participants were introduced to…

Language Learning Strategy Use of ESL Students in an Intensive English Learning Context

ERIC Educational Resources Information Center

Hong-Nam, Kyungsim; Leavell, Alexandra G.

2006-01-01

This study investigated the language learning strategy use of 55 ESL students with differing cultural and linguistic backgrounds enrolled in a college Intensive English Program (IEP). The IEP is a language learning institute for pre-admissions university ESL students, and is an important step in developing not only students' basic Interpersonal…

Negotiating Grammatical Choices: Academic Language Learning by Secondary ESL Students

ERIC Educational Resources Information Center

Shin, Sarah J.

2009-01-01

This paper reports on a part of a year-long investigation into high school ESL students' academic language development. Eight participants were pulled out of their intermediate ESL class for weekly 50-minute sessions with the author for a year. While the main focus of the sessions was reading news magazine articles for meaning, the author…

The Challenges of the Ontario Secondary School Literacy Test for Second Language Students

ERIC Educational Resources Information Center

Cheng, Liying; Klinger, Don A.; Zheng, Ying

2007-01-01

Results from the Ontario Secondary School Literacy Test (OSSLT) indicate that English as a Second Language (ESL) and English Literacy Development (ELD) students have comparatively low success and high deferral rates. This study examined the 2002 and 2003 OSSLT test performances of ESL/ELD and non-ESL/ELD students in order to identify and…

Cultural Competence in Alberta Schools: Perceptions of ESL Families in Four Major School Boards

ERIC Educational Resources Information Center

Ngo, Hieu V.

2012-01-01

Complex linguistic, acculturative, and social needs of English-as-a-second-language (ESL) learners challenge the K-12 education system to develop cultural competence in working with culturally diverse families. This study surveyed 242 self-identified ESL students and their parents from four of Alberta's major school boards. Results of the survey…

A Review of the Four Most Widely-Used ESL Texts by LLA/LVA Affiliates.

ERIC Educational Resources Information Center

Spelleri, Maria

This report reviews four English-as-a-Second-Language (ESL) textbooks, using criteria developed for volunteer-based organizations (VBOs). It illustrates the process that VBOs need to undertake prior to ESL textbook selection. The four texts include the following: "Laubach Way to English" (J. Macero and M. Lane), which focuses on linguistic rather…

Limited English proficiency workers. Health and safety education.

PubMed

Hong, O S

2001-01-01

1. As the population of adults with limited English proficiency plays an increasingly important role in the United States workplaces, there has been a growing recognition that literacy and limited English skills affect health and safety training programs. 2. Several important principles can be used as the underlying framework to guide teaching workers with limited English proficiency: clear and vivid way of teaching; contextual curriculum based on work; using various teaching methods; and staff development. 3. Two feasible strategies were proposed to improve current situation in teaching health and safety to workers with limited English proficiency in one company: integrating safety and health education with ongoing in-house ESL instruction and developing a multilingual video program. 4. Successful development and implementation of proposed programs requires upper management support, workers' awareness and active participation, collaborative teamwork, a well structured action plan, testing of pilot program, and evaluation.

Ultra-High Temperature Materials Characterization for Space and Missile Applications

NASA Technical Reports Server (NTRS)

Rogers, Jan; Hyers, Robert

2007-01-01

Numerous advanced space and missile technologies including propulsion systems require operations at high temperatures. Some very high-temperature materials are being developed to meet these needs, including refractory metal alloys, carbides, borides, and silicides. System design requires data for materials properties at operating temperatures. Materials property data are not available at the desired operating temperatures for many materials of interest. The objective of this work is to provide important physical property data at ultra-high temperatures. The MSFC Electrostatic Levitation (ESL) facility can provide measurements of thermophysical properties which include: creep strength, emissivity, density and thermal expansion. ESL uses electrostatic fields to position samples between electrodes during processing and characterization experiments. Samples float between the electrodes during studies and are free from any contact with a container or test apparatus. This provides a high purity environment for the study of high-temperature, reactive materials. ESL can be used to process a wide variety of materials including metals, alloys, ceramics, glasses and semiconductors. A system for the determination of total hemispherical emissivity is being developed for the MSFC ESL facility by AZ Technology Inc. The instrument has been designed to provide emissivity measurements for samples during ESL experiments over the temperature range 700-3400K. A novel non-contact technique for the determination of high-temperature creep strength has been developed. Data from selected ESL-based characterization studies will be presented. The ESL technique could advance space and missile technologies by advancing the knowledge base and the technology readiness level for ultra-high temperature materials. Applications include non-eroding nozzle materials and lightweight, high-temperature alloys for turbines and structures.

Basic Skills Resource Center: A Descriptive Study of Learning Strategy Applications by English-as a-Second-Langage Students and Teachers in the Army

DTIC Science & Technology

1985-05-01

collection activity is presented in Table 1. Initial classroom observation of ESL classes was undertaken to familiarize researchers with the DLI curriculum...initiative. However, no student was observed asking another for information or clarification. Only in one classroom observation were the soldiers...one classroom observation where the soldiers were required to perform the steps involved in caring for and maintaining a gas mask was enlightening, for

An Argument against Using Standardized Test Scores for Placement of International Undergraduate Students in English as a Second Language (ESL) Courses

ERIC Educational Resources Information Center

Kokhan, Kateryna

2013-01-01

Development and administration of institutional ESL placement tests require a great deal of financial and human resources. Due to a steady increase in the number of international students studying in the United States, some US universities have started to consider using standardized test scores for ESL placement. The English Placement Test (EPT)…

Cottage Crafts Final Report. ESL Cottage Industry Education and Employment Program. July 1, 1982 - June 30, 1983. A 310 Adult Education Project.

ERIC Educational Resources Information Center

Henry, Jean; And Others

The ESL (English as a second language) Cottage Industry Education and Employment Program was developed to provide ESL and life skills instruction to homebound and elderly refugees while, at the same time, fostering the continuation of native crafts and folklife. The program was the cooperative effort of local adult education staff, leaders and…

Neighbourhood ethnic diversity buffers school readiness impact in ESL children.

PubMed

Puchala, Chassidy; Vu, Lan T H; Muhajarine, Nazeem

2010-01-01

Contextual factors, as measured by neighbourhood characteristics, shape the experiences children have and affect their "school readiness", i.e., whether they are well or poorly prepared for the transition from home to kindergarten. This study assessed the independent effects of individual and neighbourhood factors on school readiness; specifically, it examined whether and to what degree neighbourhood factors modified children's language ability and thus their school readiness in a population of children in Saskatoon, Saskatchewan. The study included all children attending kindergarten in 2001, 2003 and 2005 in Saskatoon. School readiness and child characteristics were measured by the Early Development Instrument (EDI). The EDI measures child development at school commencement in five domains: physical health and well-being, social competence, emotional maturity, cognitive and language development, and communication skills and general knowledge. Data from the 2001 Census were used to characterize Saskatoon's neighbourhoods. Multilevel modeling examined the independent and buffering or exacerbating effects of individual and neighbourhood factors on the relation between English as a Second Language (ESL) status in children and EDI domain scores. ESL children had significantly lower scores on all EDI domains compared with non-ESL children. Certain factors (e.g., younger age, male, Aboriginal status, having special needs) were significantly related to lower readiness in terms of the emotional maturity, and communication skills and general knowledge domains. Importantly, children who lived in neighbourhoods that were highly transient (with a higher proportion of residents who had moved in the previous year) had lower EDI scores on both domains, and those in neighbourhoods with lower rates of employment had lower EDI scores on communication skills and general knowledge. Neighbourhood ethnic diversity mitigated the negative impact of ESL status on school readiness for both domains. ESL children from neighbourhoods with a high degree of ethnic diversity had higher EDI scores than ESL children from neighbourhoods with low ethnic diversity. The current study provided insight regarding the impact of contextual factors in addition to individual factors, such as ESL status, on school readiness outcomes. Future research should continue to examine contextual factors related to ESL status and early child developmental outcomes, particularly focusing on the mechanisms of influence.

Three forms of assessment of prior knowledge, and improved performance following an enrichment programme, of English second language biology students within the context of a marine theme

NASA Astrophysics Data System (ADS)

Feltham, Nicola F.; Downs, Colleen T.

2002-02-01

The Science Foundation Programme (SFP) was launched in 1991 at the University of Natal, Pietermaritzburg, South Africa in an attempt to equip a selected number of matriculants from historically disadvantaged schools with the skills, resources and self-confidence needed to embark on their tertiary studies. Previous research within the SFP biology component suggests that a major contributor to poor achievement and low retention rates among English second language (ESL) students in the Life Sciences is the inadequate background knowledge in natural history. In this study, SFP student background knowledge was assessed along a continuum of language dependency using a set of three probes. Improved student performance in each of the respective assessments examined the extent to which a sound natural history background facilitated meaningful learning relative to ESL proficiency. Student profiles and attitudes to biology were also examined. Results indicated that students did not perceive language to be a problem in biology. However, analysis of the student performance in the assessment probes indicated that, although the marine course provided the students with the background knowledge that they were initially lacking, they continued to perform better in the drawing and MCQ tools in the post-tests, suggesting that it is their inability to express themselves in the written form that hampers their development. These results have implications for curriculum development within the constructivist framework of the SFP.

The discourse of causal explanations in school science

NASA Astrophysics Data System (ADS)

Slater, Tammy Jayne Anne

Researchers and educators working from a systemic functional linguistic perspective have provided a body of work on science discourse which offers an excellent starting point for examining the linguistic aspects of the development of causal discourse in school science, discourse which Derewianka (1995) claimed is critical to success in secondary school. No work has yet described the development of causal language by identifying the linguistic features present in oral discourse or by comparing the causal discourse of native and non-native (ESL) speakers of English. The current research responds to this gap by examining the oral discourse collected from ESL and non-ESL students at the primary and high school grades. Specifically, it asks the following questions: (1) How do the teachers and students in these four contexts develop causal explanations and their relevant taxonomies through classroom interactions? (2) What are the causal discourse features being used by the students in these four contexts to construct oral causal explanations? The findings of the social practice analysis showed that the teachers in the four contexts differed in their approaches to teaching, with the primary school mainstream teacher focusing largely on the hands-on practice , the primary school ESL teacher moving from practice to theory, the high school mainstream teacher moving from theory to practice, and the high school ESL teacher relying primarily on theory. The findings from the quantitative, small corpus approach suggest that the developmental path of cause which has been identified in the writing of experts shows up not only in written texts but also in the oral texts which learners construct. Moreover, this move appears when the discourse of high school ESL and non-ESL students is compared, suggesting a developmental progression in the acquisition of these features by these students. The findings also reveal that the knowledge constructed, as shown by the concept maps created from the discourse, follows a developmental path similar to the linguistic causal path, from the concrete, hands-on, observable items to more abstract, theoretical concepts. This study is the first systemic functional comparison of the oral discourse of primary and secondary learners as well as the first to compare ESL and non-ESL speakers in this way, and as such it helps map general trends in causal discourse development. (Abstract shortened by UMI.)

Exposure-safety and efficacy response relationships and population pharmacokinetics of eslicarbazepine acetate.

PubMed

Gidal, B E; Jacobson, M P; Ben-Menachem, E; Carreño, M; Blum, D; Soares-da-Silva, P; Falcão, A; Rocha, F; Moreira, J; Grinnell, T; Ludwig, E; Fiedler-Kelly, J; Passarell, J; Sunkaraneni, S

2018-05-06

Eslicarbazepine acetate (ESL) is a once-daily (QD) oral antiepileptic drug (AED) for focal-onset seizures (FOS). Pharmacokinetic (PK) and pharmacodynamic (PD) models were developed to assess dose selection, identify significant AED drug interactions, and quantitate relationships between exposure and safety and efficacy outcomes from Phase 3 trials of adjunctive ESL. Eslicarbazepine (the primary active metabolite of ESL) population PK was evaluated using data from 1351 subjects enrolled in 14 studies (11 Phase 1 and three Phase 3 studies) after multiple oral doses ranging from 400 to 1200 mg. Population PK and PD models related individual eslicarbazepine exposures to safety outcomes and efficacy responses. Eslicarbazepine PK was described by a one-compartment model with linear absorption and elimination. The probability of a treatment-emergent adverse event (TEAE; dizziness, headache, or somnolence) was higher with an initial dose of ESL 800 mg than with an initial dose of ESL 400 mg QD. Body weight, sex, region, and baseline use of carbamazepine (CBZ) or lamotrigine were also found to influence the probability of TEAEs. Eslicarbazepine exposure influenced serum sodium concentration, standardized seizure frequency, and probability of response; better efficacy outcomes were predicted in patients not from Western Europe (WE; vs WE patients) and those not taking CBZ (vs taking CBZ) at baseline. Pharmacokinetic and PK/PD modeling were implemented during the development of ESL for adjunctive treatment of FOS in adults. This quantitative approach supported decision-making during the development of ESL, and contributed to dosing recommendations and labeling information related to drug interactions. © 2018 The Authors. Acta Neurologica Scandinavica Published by John Wiley & Sons Ltd.

Improving clinical communication of students with English as a second language (ESL) using online technology: a small scale evaluation study.

PubMed

Rogan, Fran; San Miguel, Caroline

2013-09-01

Increasingly, students with English as a second language (ESL) are enrolled in nursing degrees in English speaking countries (Wang et al., 2008). However, they may be at risk of clinical practice failure due to communication difficulties associated with unfamiliar linguistic and cultural factors (Guhde, 2003). This paper describes and evaluates an innovation to assist ESL nursing students at an Australian university develop their clinical communication skills and practice readiness by providing online learning resources, using podcast and vodcast technology, that blend with classroom activities and facilitate flexible and independent learning. The innovation builds on an intensive clinical language workshop program called 'Clinically Speaking' which has evolved through a cyclical process of ongoing research to produce resources in response to students' learning needs. Whilst uptake of the resources was modest, students of ESL as well as English speaking backgrounds (ESB) found the resources improved their clinical preparation and confidence by increasing their understanding of expectations, clinical language and communication skills. The innovation, developed with a modest budget, shows potential in developing ESL and ESB students' readiness for clinical communication, enabling them to engage in clinical practice to develop competency standards required of nursing graduates and registration authorities. Copyright © 2012 Elsevier Ltd. All rights reserved.

A New Paradigm in ESL Teaching and Learning Environments: Online Professional Development for Taiwanese Instructors

ERIC Educational Resources Information Center

Chu, Shiao-wei

2013-01-01

This case study investigates the perspectives of four Taiwanese English ESL (English as a second language) teachers with regard to their participation in an online professional development course. To build a collaborative online professional development community, in which teachers acquire professional knowledge to improve teaching instruction and…

ESL Placement and Schools

PubMed Central

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle

2010-01-01

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn. PMID:20617111

Exploring ESL students' understanding of mathematics in the early years: factors that make a difference

NASA Astrophysics Data System (ADS)

Miller, Jodie; Warren, Elizabeth

2014-12-01

Students living in disadvantaged contexts and whose second language is English (ESL) are at risk of not succeeding in school mathematics. It has been internationally recognised that students' socioeconomic background and their achievements in mathematics is more pronounced for Australian students (Thomson et al. 2011). This gap is even more prominent for students who also have English as their second language (ESL). This paper explores the impact of the representations, oral language and engagement in mathematics (RoleM) learning experiences on ESL students' performance in mathematics in the early years (foundation-year 2). All students participating in the study are from disadvantaged contexts ( n = 461). The sample comprised 328 students who identified themselves as having English as a second language (ESL) and 133 mainstream students. Pre- and post-tests were conducted at the commencement and completion of each school year. All students demonstrated a significant improvement on their post-test scores, with ESL students displaying greater gains than the mainstream students. Additionally, students' results were meeting norm-referenced expectations for students of the same age. A hypothesised taxonomy was developed to further investigate which types of test items foundation ESL students displayed greatest gains. ESL students again outperformed the mainstream cohort on all levels of test categorisation, including questions that were linguistically and conceptually challenging for foundation students.

Incorporating digital health literacy into adult ESL education on the US-Mexico border.

PubMed

Mein, Erika; Fuentes, Brenda; Soto Más, Francisco; Muro, Andrés

2012-12-01

The increasing digitization of information and communication has undoubtedly impacted the ways in which people in the United States access and interpret health information. Although the traditional emphasis of health literacy research has been the comprehension of health-related texts such as patient information forms, prescriptions, and medicine labels, the increased use of electronic means to locate health information requires more critical engagement with texts beyond basic comprehension. In accessing electronic health information, patients need to be able to navigate the vast amount of online health information and to interpret and synthesize health information across multiple sources (i.e. websites) while also evaluating the credibility of these sources. Recent health literacy research has examined the increased role of the media literacy in influencing health behaviors (Bergsma & Carney, 2008) and the role of increased access to computers (Salovey et al., 2009), but little (if any) research to date has provided recommendations for best practices related to meeting the health literacy demands required by digitization. This article attempts to fill this gap by exploring the use of the internet as a key source of health information and by looking at best practices in teaching digital health literacy. It describes the development of a digital literacy component within a community-based health literacy/ESL curriculum funded by the National Institutes of Health and implemented on the US-Mexico border.

Incorporating digital health literacy into adult ESL education on the US-Mexico border

PubMed Central

Mein, Erika; Fuentes, Brenda; Soto Más, Francisco; Muro, Andrés

2013-01-01

The increasing digitization of information and communication has undoubtedly impacted the ways in which people in the United States access and interpret health information. Although the traditional emphasis of health literacy research has been the comprehension of health-related texts such as patient information forms, prescriptions, and medicine labels, the increased use of electronic means to locate health information requires more critical engagement with texts beyond basic comprehension. In accessing electronic health information, patients need to be able to navigate the vast amount of online health information and to interpret and synthesize health information across multiple sources (i.e. websites) while also evaluating the credibility of these sources. Recent health literacy research has examined the increased role of the media literacy in influencing health behaviors (Bergsma & Carney, 2008) and the role of increased access to computers (Salovey et al., 2009), but little (if any) research to date has provided recommendations for best practices related to meeting the health literacy demands required by digitization. This article attempts to fill this gap by exploring the use of the internet as a key source of health information and by looking at best practices in teaching digital health literacy. It describes the development of a digital literacy component within a community-based health literacy/ESL curriculum funded by the National Institutes of Health and implemented on the US-Mexico border. PMID:23730533

More than a biomarker: the systemic consequences of heparan sulfate fragments released during endothelial surface layer degradation (2017 Grover Conference Series)

PubMed Central

Oshima, Kaori; Haeger, Sarah M.; Hippensteel, Joseph A.; Herson, Paco S.

2017-01-01

Advances in tissue fixation and imaging techniques have yielded increasing appreciation for the glycosaminoglycan-rich endothelial glycocalyx and its in vivo manifestation, the endothelial surface layer (ESL). Pathological loss of the ESL during critical illness promotes local endothelial dysfunction and, consequently, organ injury. Glycosaminoglycan fragments, such as heparan sulfate, are released into the plasma of animals and humans after ESL degradation and have thus served as a biomarker of endothelial injury. The development of state-of-the-art glycomic techniques, however, has revealed that these circulating heparan sulfate fragments are capable of influencing growth factor and other signaling pathways distant to the site of ESL injury. This review summarizes the current state of knowledge concerning the local (i.e. endothelial injury) and systemic (i.e. para- or endocrine) consequences of ESL degradation and identifies opportunities for future, novel investigations. PMID:29199903

ESL Placement and Schools: Effects on Immigrant Achievement.

PubMed

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle

2009-05-01

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.

Opinions from ESL instructors and students about curricula on hepatitis B for use in immigrant communities.

PubMed

Coronado, Gloria D; Taylor, Victoria M; Hislop, T Gregory; Teh, Chong; Acorda, Elizabeth; Do, H Hoai; Chen, Hueifang; Thompson, Beti

2008-01-01

Chinese immigrants in Canada have a disproportionately high risk for hepatitis B compared with non-Hispanic Whites. Hepatitis B is the leading cause of hepatocellular carcinoma among Asian immigrants to North America. English-as-a-second-language (ESL) classes are an effective way of reaching newly immigrated individuals and are a potential channel for delivering health messages. Using data from 6 focus groups among ESL instructors and students, we characterized perceptions about activities that are successfully used in ESL classrooms and strategies for delivering hepatitis B information. RESULTS. Instructors and students generally reported that activities that focused on speaking and listening skills and that addressed content relevant to students' daily lives were successful in the classroom. Instructors generally avoided material that was irrelevant or too difficult to understand. Focus group participants offered strategies for delivering hepatitis B information in ESL classrooms; these strategies included addressing symptoms and prevention and not singling out a specific population subgroup to avoid stigmatization. These findings might assist efforts to develop ESL curricula that target immigrant populations.

Opinions from ESL Instructors and Students about Curricula on Hepatitis B for Use in Immigrant Communities

PubMed Central

Coronado, Gloria D.; Taylor, Victoria M.; Hislop, T. Gregory; Teh, Chong; Acorda, Elizabeth; Do, H. Hoai; Chen, Hueifang; Thompson, Beti

2010-01-01

Background Chinese immigrants in Canada have a disproportionately high risk for hepatitis B compared with non-Hispanic whites. Hepatitis B is the leading cause of hepatocellular carcinoma among Asian immigrants to North America. English as a Second Language (ESL) classes are an effective way of reaching newly immigrated individuals and are a potential channel for delivering health messages. Methods Using data from six focus groups among ESL instructors and students, we characterized perceptions about activities that are successfully used in ESL classrooms and strategies for delivering hepatitis B information. Results Instructors and students generally reported that activities which focused on speaking and listening skills and that addressed content relevant to students' daily lives were successful in the classroom. Instructors generally avoided material that was irrelevant or too difficult to understand. Focus group participants offered strategies for delivering hepatitis B information in ESL classrooms; these strategies included addressing symptoms and prevention, and not singling out a specific population subgroup in order to avoid stigmatization. Conclusions These findings might assist efforts to develop ESL curricula that target immigrant populations. PMID:18709587

Floating the Ball: Advances in the Technology of Electrostatic Levitation

NASA Technical Reports Server (NTRS)

Rogers, Jan R.

2006-01-01

Electrostatic Levitation (ESL) is an emerging technology. The MSFC ESL is a NASA facility that supports investigations of refractory solids and melts. The facility can be used to process a wide variety of materials including metals, alloys, ceramics, glasses and semiconductors. Containerless processing via ESL provides a high-purity environment for the study of high temperature materials and access to metastable states. Scientific topics investigated in the facility include nucleation, undercooling, metastable state formation and metallic glass formation. Additionally, the MSFC ESL provides data for the determination of phase diagrams, time-temperature-transition diagrams, viscosity, surface tension, density, heat capacity and creep resistance. In order to support a diverse research community, the MSFC ESL facility has developed a number of technical capabilities, including a portable system for in situ studies of structural tran$hrmations during processing at the high-energy X-ray beamline at the Advanced Photon Source of Argonne National Laboratory. The capabilities of the MSFC ESL facilities will be discussed and selected results of materials processing and characterization studies will be presented.

Edge Simulation Laboratory Progress and Plans

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cohen, R

The Edge Simulation Laboratory (ESL) is a project to develop a gyrokinetic code for MFE edge plasmas based on continuum (Eulerian) techniques. ESL is a base-program activity of OFES, with an allied algorithm research activity funded by the OASCR base math program. ESL OFES funds directly support about 0.8 FTE of career staff at LLNL, a postdoc and a small fraction of an FTE at GA, and a graduate student at UCSD. In addition the allied OASCR program funds about 1/2 FTE each in the computations directorates at LBNL and LLNL. OFES ESL funding for LLNL and UCSD began inmore » fall 2005, while funding for GA and the math team began about a year ago. ESL's continuum approach is a complement to the PIC-based methods of the CPES Project, and was selected (1) because of concerns about noise issues associated with PIC in the high-density-contrast environment of the edge pedestal, (2) to be able to exploit advanced numerical methods developed for fluid codes, and (3) to build upon the successes of core continuum gyrokinetic codes such as GYRO, GS2 and GENE. The ESL project presently has three components: TEMPEST, a full-f, full-geometry (single-null divertor, or arbitrary-shape closed flux surfaces) code in E, {mu} (energy, magnetic-moment) coordinates; EGK, a simple-geometry rapid-prototype code, presently of; and the math component, which is developing and implementing algorithms for a next-generation code. Progress would be accelerated if we could find funding for a fourth, computer science, component, which would develop software infrastructure, provide user support, and address needs for data handing and analysis. We summarize the status and plans for the three funded activities.« less

Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

ERIC Educational Resources Information Center

Vellenga, Heidi

2011-01-01

Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and…

Automated Error Detection for Developing Grammar Proficiency of ESL Learners

ERIC Educational Resources Information Center

Feng, Hui-Hsien; Saricaoglu, Aysel; Chukharev-Hudilainen, Evgeny

2016-01-01

Thanks to natural language processing technologies, computer programs are actively being used not only for holistic scoring, but also for formative evaluation of writing. CyWrite is one such program that is under development. The program is built upon Second Language Acquisition theories and aims to assist ESL learners in higher education by…

From Teacher Candidates to ESL Ambassadors in Teacher Education

ERIC Educational Resources Information Center

Schmidt, Clea

2005-01-01

This paper analyzes the process and impact of a pre-service teacher education course assignment that engaged teacher candidates in developing and delivering an ESL professional development night for faculty colleagues and teachers from the field. The night involved a reader's theatre performance and follow-up discussion of Tara Goldstein's (2003)…

More than a "Basic Skill": Breaking down the Complexities of Summarizing for ABE/ESL Learners

ERIC Educational Resources Information Center

Ouellette-Schramm, Jennifer

2015-01-01

This article describes the complex cognitive and linguistic challenges of summarizing expository text at vocabulary, syntactic, and rhetorical levels. It then outlines activities to help ABE/ESL learners develop corresponding skills.

Six principles of language development: implications for second language learners.

PubMed

Konishi, Haruka; Kanero, Junko; Freeman, Max R; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

2014-01-01

The number of children growing up in dual language environments is increasing in the United States. Despite the apparent benefits of speaking two languages, children learning English as a second language (ESL) often face struggles, as they may experience poverty and impoverished language input at home. Early exposure to a rich language environment is crucial for ESL children's academic success. This article explores how six evidenced-based principles of language learning can be used to provide support for ESL children.

Electrostatic Levitation for Studies of Additive Manufactured Materials

NASA Technical Reports Server (NTRS)

SanSoucie, Michael P.; Rogers, Jan R.; Tramel, Terri

2014-01-01

The electrostatic levitation (ESL) laboratory at NASA's Marshall Space Flight Center is a unique facility for investigators studying high temperature materials. The laboratory boasts two levitators in which samples can be levitated, heated, melted, undercooled, and resolidified. Electrostatic levitation minimizes gravitational effects and allows materials to be studied without contact with a container or instrumentation. The lab also has a high temperature emissivity measurement system, which provides normal spectral and normal total emissivity measurements at use temperature. The ESL lab has been instrumental in many pioneering materials investigations of thermophysical properties, e.g., creep measurements, solidification, triggered nucleation, and emissivity at high temperatures. Research in the ESL lab has already led to the development of advanced high temperature materials for aerospace applications, coatings for rocket nozzles, improved medical and industrial optics, metallic glasses, ablatives for reentry vehicles, and materials with memory. Modeling of additive manufacturing materials processing is necessary for the study of their resulting materials properties. In addition, the modeling of the selective laser melting processes and its materials property predictions are also underway. Unfortunately, there is very little data for the properties of these materials, especially of the materials in the liquid state. Some method to measure thermophysical properties of additive manufacturing materials is necessary. The ESL lab is ideal for these studies. The lab can provide surface tension and viscosity of molten materials, density measurements, emissivity measurements, and even creep strength measurements. The ESL lab can also determine melting temperature, surface temperatures, and phase transition temperatures of additive manufactured materials. This presentation will provide background on the ESL lab and its capabilities, provide an approach to using the ESL in supporting the development and modeling of the selective laser melting process for metals, and provide an overview of the results to date.

The Impact of Communication and Collaboration between Test Developers and Teachers on a High-Stakes ESL Exam: Aligning External Assessment and Classroom Practices

ERIC Educational Resources Information Center

Tan, May; Turner, Carolyn E.

2015-01-01

In Quebec the high-stakes Secondary Five ESL exit writing exam developed by the Education Ministry (MELS) is administered and corrected by classroom teachers. In this distinctive situation, the MELS works toward aligning classroom-based assessment (CBA) and the writing exam by making ongoing teacher involvement part of its development and…

Malaysian Rural ESL Students' Critical Thinking Literacy Level: A Case Study

ERIC Educational Resources Information Center

Baki, Nurshila Umar; Rafik-Galea, Shameem; Nimehchisalem, Vahid

2016-01-01

In recent years, there has been much interest in the development of thinking skills in the education circles in Malaysia. Nevertheless, more effort needs to be placed on providing skills in developing the critical thinking literacy level of English as a second language (ESL) secondary school students, and its implication on the practice of…

Bringing a Reading Passage to Life: A Creative Comprehension Activity.

ERIC Educational Resources Information Center

Montone, Christopher L.; Short, Deborah J.

A creative reading comprehension activity developed for multi-grade (6-8) English-as-a-Second-Language (ESL) social studies classes is described. The activity was developed as part of a project integrating language and culture in social studies instruction. Researchers worked with an ESL teacher and a social studies teacher to create a series of…

Can a "Shouting" Digital Game Help Learners Develop Oral Fluency in a Second Language?

ERIC Educational Resources Information Center

Grimshaw, Jennica; Cardoso, Walcir; Waddington, David

2016-01-01

This study examines the development of oral fluency in a Computer-Mediated Communication (CMC) environment that uses a "shouting" digital game as a pedagogical tool: Spaceteam ESL4. Spaceteam ESL is a game for mobile devices that involves time-sensitive aural exchanges among players (English learners), with great potential to promote…

Measurement Invariance of Early Development Instrument (EDI) Domain Scores across Gender and ESL Status

ERIC Educational Resources Information Center

Mousavi, Amin; Krishnan, Vijaya

2016-01-01

The Early Development Instrument (EDI) is a widely used teacher rating tool to assess kindergartners' developmental outcomes in Canada and a number of other countries. This paper examines the measurement invariance of EDI domains across ESL status and gender by means of multi-group confirmatory factor analysis. The results suggest evidence of…

Beyond Compliance: ESL Faculty's Perspectives on Preparing General Education Faculty for ESL Infusion

ERIC Educational Resources Information Center

de Jong, Ester J.; Naranjo, Cindy; Li, Shuzhan; Ouzia, ­Aicha

2018-01-01

The trend of placing English language learners (ELLs) in mainstream classrooms has teacher education programs developing their capacity to prepare all teachers to educate ELLs. This study examined how universities in Florida implement a professional development requirement to help faculty infuse ELL content into their courses. Our findings suggest…

Advanced software development workstation: Knowledge base methodology: Methodology for first Engineering Script Language (ESL) knowledge base

NASA Technical Reports Server (NTRS)

Peeris, Kumar; Izygon, Michel

1993-01-01

This report explains some of the concepts of the ESL prototype and summarizes some of the lessons learned in using the prototype for implementing the Flight Mechanics Tool Kit (FMToolKit) series of Ada programs.

The Role of Linguistic Modification in Nursing Education.

PubMed

Moore, Brenda S; Clark, Michele C

2016-06-01

English-as-a-second-language (ESL) nursing students fail to graduate from programs at alarming rates. For many of these students, academic failure results from poor performance on multiple choice examinations, which frequently contain linguistic errors. A remedy for these errors is to linguistically modify examination questions. This study assessed the effects of linguistic modification on examination scores. Scores of ESL and non-ESL nursing students were compared on an experimental multiple choice examination and a control examination. After exclusion, 67 ESL and 252 non-ESL students completed the experimental examination; 68 ESL and 257 non-ESL students completed the control examination. Both ESL and non-ESL students scored higher on the experimental examination than on the control examination. For ESL students, the increase in observed means between the experimental and control examination was 0.6%; for non-ESL students, the increase was 0.48%. [J Nurs Educ. 2016;55(6):309-315.]. Copyright 2016, SLACK Incorporated.

Developing Research Paper Writing Programs for EFL/ESL Undergraduate Students Using Process Genre Approach

ERIC Educational Resources Information Center

Tuyen, Kim Thanh; Bin Osman, Shuki; Dan, Thai Cong; Ahmad, Nor Shafrin Binti

2016-01-01

Research Paper Writing (RPW) plays a key role in completing all research work. Poor writing could lead to the postponement of publications. Therefore, it is necessary to develop a program of (RPW) to improve RPW ability for EFL/ESL writers, especially for undergraduate students in Higher Education (HE) institutions, which has caught less attention…

The Effectiveness of Synthetic Phonics in the Development of Early Reading Skills among Struggling Young ESL Readers

ERIC Educational Resources Information Center

Jamaludin, Khairul Azhar; Alias, Norlidah; Mohd Khir, Roselina Johari; DeWitt, Dorothy; Kenayathula, Husaina Banu

2016-01-01

A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and…

Developing Oral Fluency in Higher Education ESL Learners through the Integration of Constructivism and Caine and Caine's Principles

ERIC Educational Resources Information Center

Farrell, Gryselle M.

2016-01-01

The purpose of this study was to explore if by integrating Brain-based learning principles with a constructivist approach to English oral communication at a higher education institution, ESL participants would develop their English oral communication fluency. (Abstract shortened by ProQuest.) [The dissertation citations contained here are…

Constructivist Pedagogy in Strategic Reading Instruction: Exploring Pathways to Learner Development in the English as a Second Language (ESL) Classroom

ERIC Educational Resources Information Center

Zhang, Lawrence Jun

2008-01-01

The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners' understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It also examined possible effects of such pedagogy on reading performance. The context was a…

E.S.L. Video Recording Project at Martin Luther King, Jr. High School, Spring 1988. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Schlau, Beth

The English-as-a-Second-Language (ESL) video recording project was designed to use student-produced videotape recordings to help 120 limited-English-speaking students learn to speak, read, and write English. Staff participated in a series of workshops on video program development and production techniques. Four classes developed video productions,…

Indicators of Program Quality, Measures of Performance & Standards. Adult Basic Education and ESL Programs in NJ. Summary Report.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia; Streeter-Scrupski, Sandra

In 1992, adult education staff and adult literacy volunteer organizations developed 8 indicators of program quality to be used for evaluating adult basic education and English as a Second Language (ESL) programs in New Jersey. Performance standards were developed to match the standards. An evaluation was conducted to determine how the indicators…

Reading English as a Second Language: Moving from Theory. Monographs in Teaching and Learning Number 4.

ERIC Educational Resources Information Center

Twyford, C. W., Ed.; And Others

Because application of reading research and theory development to the English as a second language (ESL) classroom has not always been forthcoming, this monograph is aimed at helping teachers develop better, sounder reading instruction in the ESL classroom through a better understanding of the reading processes, of the factors that affect reading…

EFL Students' Attitudes towards the Development of Speaking Skills via Project-Based Learning: An Omnipresent Learning Perspective

ERIC Educational Resources Information Center

Yaman, Ismail

2014-01-01

Developing speaking skills constitutes the key stage for language learners. Considering the remarkable differences between ESL and EFL students, the likelihood for language learners in many EFL settings to face the barbed wires placed on the road to speaking proficiency is far greater compared with ESL learners. The primary reason behind this…

The Short-Term and Long-Term Effects of AWE Feedback on ESL Students' Development of Grammatical Accuracy

ERIC Educational Resources Information Center

Li, Zhi; Feng, Hui-Hsien; Saricaoglu, Aysel

2017-01-01

This classroom-based study employs a mixed-methods approach to exploring both short-term and long-term effects of Criterion feedback on ESL students' development of grammatical accuracy. The results of multilevel growth modeling indicate that Criterion feedback helps students in both intermediate-high and advanced-low levels reduce errors in eight…

Feasibility of Building Bridges between School and Homes in Developing ESL Literacy: The SPIRE Project

ERIC Educational Resources Information Center

BavaHarji, Madhubala; Letchumanan, Krishnaveni; Bhar, Sareen Kaur

2014-01-01

This paper presents a feasible framework for building bridges between schools and homes to develop five year olds ESL literacy skills, using storybooks as a springboard. A reading program, i.e. Smart Partnership in Reading in English (SPIRE) was designed in response to the government's aspiration to raise literacy rates to 100% by 2020 and the…

Three Empowering Curricular Innovations for Service-Learning in ESL Programs

ERIC Educational Resources Information Center

Perren, James; Grove, Nuray; Thornton, Julie

2013-01-01

This article describes three service-learning projects implemented in three different ESL programs in the United States. Each description includes typical course goals, service-learning assignments, reflection activities, student learning outcomes, and pedagogical challenges. The first project was developing digital literacy through…

Issues and Developments in English and Applied Linguistics (IDEAL), 1994.

ERIC Educational Resources Information Center

Dickerson, Wayne B., Ed.; Kachru, Yamuna, Ed.

1994-01-01

Seven papers on topics of English-as-a-Second-Language (ESL) instruction, language research, and applied linguistics are presented: "ESL Students and Common L2 Conversation-Making Expressions" (Eli Hinkel); "Thematic Options in Reporting Previous Research" (Sarah Thomas, Thomas Hawes); "Connected Speech Modifications in…

Using an Online Collaborative Project between American and Chinese Students to Develop ESL Teaching Skills, Cross-Cultural Awareness and Language Skills

ERIC Educational Resources Information Center

Angelova, Maria; Zhao, Ying

2016-01-01

The purpose of this study was to explore the potential of computer-mediated communication (CMC) tools to facilitate second language acquisition and develop English as a second language (ESL) teaching skills and cultural awareness. The paper describes a collaborative online project between students from China and the USA, who communicated using the…

Use of Content Based Instruction and Socratic Discussion for ESL Undergraduate Biomedical Science Students to Develop Critical Thinking Skills

ERIC Educational Resources Information Center

Burder, Ronan L.; Tangalaki, Kathy; Hryciw, Deanne H.

2014-01-01

Content based language instruction can assist English as a second language (ESL) students to achieve better learning and teaching outcomes, however, it is primarily used to understand content, and may not help to develop critical analysis skills. Here we describe a pilot study that used a "Socratic" small-group discussion in addition to…

Early Literacy and the ESL Learner: Participants' Manual. For Early Childhood Educators Working with Children from Language Backgrounds Other Than English.

ERIC Educational Resources Information Center

Language Australia, Melbourne (Victoria).

This volume is a professional development resource for early childhood educators, especially designed for those working with children from language backgrounds other than English. This resource is designed to fill a gap in English-as-a-Second-Language (ESL) education that has neglected the professional development needs of teachers of preschool…

Eslicarbazepine acetate in the treatment of adults with partial-onset epilepsy: an evidence-based review of efficacy, safety and place in therapy

PubMed Central

Lattanzi, Simona; Brigo, Francesco; Cagnetti, Claudia; Verrotti, Alberto; Zaccara, Gaetano; Silvestrini, Mauro

2018-01-01

Introduction Up to 30% of the patients diagnosed with epilepsy will continue suffering from seizures despite treatment with antiepileptic drugs, either in monotherapy or polytherapy. Hence, there remains the need to develop new effective and well-tolerated therapies. Aim The objective of this article was to review the evidence for the efficacy and safety of eslicarbazepine acetate (ESL) as adjunctive treatment in adult patients with focal onset seizures. Evidence review ESL is the newest, third-generation, single enantiomer member of the dibenzazepine family. Following oral administration, ESL is rapidly and extensively metabolized by hepatic first-pass hydrolysis to the active metabolite eslicarbazepine, which has linear, dose-proportional pharmacokinetics and low potential for drug-drug interactions. Eslicarbazepine works as a competitive blocker of the voltage gated sodium channels; unlike carbamazepine (CBZ) and oxcarbazepine (OXC), it has a lower affinity for the resting state of the channels, and reduces their availability by selectively enhancing slow inactivation. Efficacy and safety of ESL have been assessed in four randomized, Phase III clinical trials: the median relative reduction in standardized seizure frequency was 33.4% and 37.8% in the ESL 800 and 1,200 mg daily dose groups, and the responder rates were 33.8% and 43.1%, respectively. The incidence of treatment-emergent adverse events (TEAEs) increased with raising the dosage (ESL 400 mg: 63.8%, ESL 800 mg: 67.0%, ESL 1,200 mg: 73.1%). The TEAEs were generally mild to moderate in intensity, and the most common were dizziness, somnolence, headache and nausea. Open-label studies confirmed the findings from the pivotal trials and demonstrated sustained therapeutic effect of ESL over time and improvement of tolerability profile in patients switching from OXC/CBZ. No unexpected safety signals emerged over >5 years of follow-up. Conclusion Once-daily adjunctive ESL at the doses of 800 and 1,200 mg was effective to reduce the seizure frequency and was fairly well tolerated in adults with focal onset epilepsy. Starting treatment at 400 mg/day, followed by 400 mg increments every 7–14 days, could provide the optimal balance of efficacy and tolerability. PMID:29563858

Eslicarbazepine acetate in the treatment of adults with partial-onset epilepsy: an evidence-based review of efficacy, safety and place in therapy.

PubMed

Lattanzi, Simona; Brigo, Francesco; Cagnetti, Claudia; Verrotti, Alberto; Zaccara, Gaetano; Silvestrini, Mauro

2018-01-01

Up to 30% of the patients diagnosed with epilepsy will continue suffering from seizures despite treatment with antiepileptic drugs, either in monotherapy or polytherapy. Hence, there remains the need to develop new effective and well-tolerated therapies. The objective of this article was to review the evidence for the efficacy and safety of eslicarbazepine acetate (ESL) as adjunctive treatment in adult patients with focal onset seizures. ESL is the newest, third-generation, single enantiomer member of the dibenzazepine family. Following oral administration, ESL is rapidly and extensively metabolized by hepatic first-pass hydrolysis to the active metabolite eslicarbazepine, which has linear, dose-proportional pharmacokinetics and low potential for drug-drug interactions. Eslicarbazepine works as a competitive blocker of the voltage gated sodium channels; unlike carbamazepine (CBZ) and oxcarbazepine (OXC), it has a lower affinity for the resting state of the channels, and reduces their availability by selectively enhancing slow inactivation. Efficacy and safety of ESL have been assessed in four randomized, Phase III clinical trials: the median relative reduction in standardized seizure frequency was 33.4% and 37.8% in the ESL 800 and 1,200 mg daily dose groups, and the responder rates were 33.8% and 43.1%, respectively. The incidence of treatment-emergent adverse events (TEAEs) increased with raising the dosage (ESL 400 mg: 63.8%, ESL 800 mg: 67.0%, ESL 1,200 mg: 73.1%). The TEAEs were generally mild to moderate in intensity, and the most common were dizziness, somnolence, headache and nausea. Open-label studies confirmed the findings from the pivotal trials and demonstrated sustained therapeutic effect of ESL over time and improvement of tolerability profile in patients switching from OXC/CBZ. No unexpected safety signals emerged over >5 years of follow-up. Once-daily adjunctive ESL at the doses of 800 and 1,200 mg was effective to reduce the seizure frequency and was fairly well tolerated in adults with focal onset epilepsy. Starting treatment at 400 mg/day, followed by 400 mg increments every 7-14 days, could provide the optimal balance of efficacy and tolerability.

Closed Captioned TV: A Resource for ESL Literacy Education. ERIC Digest.

ERIC Educational Resources Information Center

Parks, Carolyn

Recent technological, pedagogical, and regulatory developments have heightened awareness and appreciation of the utility of closed captioned television (CCTV) for adult English-as-a-Second-Language (ESL) and literacy instruction. A federal mandate that most televisions provide a closed caption decoder, increased captioning of all program types,…

Mother Goose in the ESL Classroom.

ERIC Educational Resources Information Center

Galeano, Karen

Mother Goose is well suited to use in the elementary ESL classroom for several reasons. The stories appeal to children's imagination, adhering to the principle that a good story should have surprise value, interesting characters, meaningful conflict, action, and realism. The natural rhythms help develop English intonation, and the stories…

Teaching ESL Content through Kite Making for Grades K-12.

ERIC Educational Resources Information Center

Alexander, N.

Ideas for teaching elementary and secondary students of English as a Second Language (ESL) through a unit on kites and kite-making are offered. First, unit objectives are outlined. These include objectives for cognitive skill development (classification, comparison), psychomotor skills (constructing a kite), mathematical operations (measuring,…

How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

ERIC Educational Resources Information Center

Li, Hongli; Suen, Hoi K.

2015-01-01

This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

Haploinsufficiency of E-selectin ligand-1 is Associated with Reduced Atherosclerotic Plaque Macrophage Content while Complete Deficiency Leads to Early Embryonic Lethality in Mice

PubMed Central

Luo, Wei; Wang, Hui; Guo, Chiao; Wang, Jintao; Kwak, Jeffrey; Bahrou, Kristina L; Eitzman, Daniel T.

2012-01-01

E-selectin-1 (ESL-1), also known as golgi complex-localized glycoprotein-1 (GLG1), homocysteine-rich fibroblast growth factor receptor (CGR-1), and latent transforming growth factor-β complex protein 1 (LTCP-1), is a multifunctional protein with widespread tissue distribution. To determine the functional consequences of ESL-1 deficiency, mice were generated carrying an ESL-1 gene trap. After backcrossing to C57BL6/J for 6 generations, mice heterozygous for the gene trap (ESL-1+/-) were intercrossed to produce ESL-1-/- mice, however ESL-1-/- mice were not viable, even at embryonic day E10.5. To determine the effect of heterozygous ESL-1 deficiency on atherosclerosis, apolipoprotein E deficient (ApoE-/-), ESL-1+/- mice were generated and fed western diet. Compared to ApoE-/-, ESL-1++ mice, atherosclerotic lesions from ApoE-/-, ESL-1+/- contained more collagen and fewer macrophages, suggesting increased plaque stability. In conclusion, heterozygous deficiency of ESL-1 is associated with features of increased atherosclerotic plaque stability while complete deficiency of ESL-1 leads to embryonic lethality. PMID:22939356

Advanced software development workstation. Engineering scripting language graphical editor: DRAFT design document

NASA Technical Reports Server (NTRS)

1991-01-01

The Engineering Scripting Language (ESL) is a language designed to allow nonprogramming users to write Higher Order Language (HOL) programs by drawing directed graphs to represent the program and having the system generate the corresponding program in HOL. The ESL system supports user generation of HOL programs through the manipulation of directed graphs. The components of this graphs (nodes, ports, and connectors) are objects each of which has its own properties and property values. The purpose of the ESL graphical editor is to allow the user to create or edit graph objects which represent programs.

The Use of a Computer-Based Reading Rate Development Program on Pre-University Intermediate Level ESL Learners' Reading Speeds

ERIC Educational Resources Information Center

Haupt, John

2015-01-01

Improving L2 learners reading fluency has been identified by leading L2 reading researchers as an important aspect of L2 reading instruction (Grabe, 2004, 2009; Nation, 2009). A number of studies have been conducted on the use of paper-based fluency development methods on ESL and EFL students reading speeds and showed positive results (Al-Homoud…

RF Metamaterials for Foliage Penetration (FOPEN) Application

DTIC Science & Technology

2013-02-01

from LM TRACER program to develop those prototypes. Fig. 29 is an OSU prototype (#1, 7x7 array) fabricated and tested inside the ESL compact range...Fig. 29 shows the Prototype #1 under testing inside the ESL compact range. Figure 29 -Prototype #1 (7x7 Single-pol. Array) 3.2.3.1.2

Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices

ERIC Educational Resources Information Center

Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.

2017-01-01

The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related…

Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

ERIC Educational Resources Information Center

Liu, Siping

2013-01-01

This single-case study focuses on the pedagogical content knowledge (PCK) of a university faculty member teaching Second Language Acquisition to elementary teacher candidates. The research questions address the pattern and development of PCK for ESL teaching. Based on data from classroom observation, interviews and document review, the study finds…

Telling Stories of Violence in Adult ESL Classrooms: Disrupting Safe Spaces

ERIC Educational Resources Information Center

Waterhouse, Monica

2016-01-01

This article develops a complex understanding of safe space in relation to adult refugee learners' oral literacy practice of telling stories of violent life experiences in English as a second language (ESL) classrooms. A rhizoanalytic approach brings theoretical and empirical elements into conversation to ask two questions. Can the exigencies of…

Using Telephone Conversations to Develop Awareness of Pragmatic Skills: An Activity-Theory-Driven Approach

ERIC Educational Resources Information Center

Xia, Saihua

2009-01-01

This paper investigates ESL learners' awareness of pragmatic skills utilizing an activity-theory driven approach to perform an inquiry task into problem-solving service call conversations (PSSCs) between native speakers (NS) and non-native speakers of English (NNSs). Eight high-intermediate ESL learners, from five different language backgrounds,…

Scientific Structural Changes within Texts of Adapted Reading Materials

ERIC Educational Resources Information Center

Aziz, Anealka; Fook, Chan Yuen; Alsree, Zubaidah

2010-01-01

ESL instructors generally use ready-made reading materials in commercially published coursebooks. However, it would be more effective for learners if ESL instructors are involved in developing reading materials for them. This is because they are closer, more sensitive and responsive to the needs of their learners and they are also aware of the…

The Technology Coach: Implementing Instructional Technology in Kean University's ESL Program

ERIC Educational Resources Information Center

Snyder, Sharon C.; Best, Linda; Griffith, Ruth P.; Nelson, Charles

2011-01-01

Faculty involved in implementing a grant to incorporate technology into post-secondary ESL teaching and learning describe the coaching model they used to do this. The authors explain how they drew from principles of literacy coaching to develop and implement their model; describe their experiences in working with coachees; discuss technology…

ESL Elementary Teachers' Use of Children's Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

ERIC Educational Resources Information Center

Al Khaiyali, Al Tiyb S.

2014-01-01

Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought…

Preservice Teachers' Developing Conceptions of Teaching English Learners

ERIC Educational Resources Information Center

Kelly, Laura Beth

2018-01-01

In this study, 12 preservice teachers in a community college English as a second language (ESL) K-12 teacher education program drew pictures and wrote descriptions of teachers teaching English language learners (ELLs) at the beginning and end of an ESL methods course. Using content analysis, the researcher analyzed the drawings and descriptions…

The Future of ESL and Bilingual Education in the Next Decade.

ERIC Educational Resources Information Center

Santiago, Ramon L.

Developments occurring at the national, state, and local levels that could affect the future of bilingual education and English as a second Language (ESL) instruction in the next decade are considered. Attention is also directed to (1) the philosophy of the Reagan administration regarding social and educational programs, (2) budgetary changes in…

Examining Online Forum Discussions as Practices of Digital Literacy in College-Level ESL Writing

ERIC Educational Resources Information Center

Bauler, Clara Vaz

2012-01-01

This research study examines the role of digital media, more specifically online forums, in the development of academic literacy and language learning in English as a Second Language (ESL) college writing. Studies in Second Language Acquisition suggest that participation in online forum discussions can potentially foster collaboration,…

Card Game Activities Using Grammar-Based Dialogues.

ERIC Educational Resources Information Center

Willoughby, Sharon Elinor

A practicum project to develop instructional materials and related class activities for students of English as a second language (ESL) is described. The context in which the project took place is the ESL instruction of Japanese students with minimal English skills and low motivation in an American community college in Japan. The materials consist…

Thinking in English: A New Perspective on Teaching ESL

ERIC Educational Resources Information Center

Muciaccia, John B.

2011-01-01

"Thinking in English" represents Dr. Muciaccia's unique method of teaching English to non-native English speakers. Unlike any other English as a Second Language (ESL) book, Muciaccia's book features the "cultural immersion" approach that he has developed and practiced to a fine degree. In addition to his methodology, Muciaccia includes words of…

A Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development

ERIC Educational Resources Information Center

Derwing, Tracey M.; Munro, Murray J.; Thomson, Ron I.

2008-01-01

This longitudinal mixed-methods study compared the oral fluency of well-educated adult immigrants from Mandarin and Slavic language backgrounds (16 per group) enrolled in introductory English as a second language (ESL) classes. Speech samples were collected over a 2-year period, together with estimates of weekly English use. We also conducted…

Malaysian ESL Teachers' Use of ICT in Their Classrooms: Expectations and Realities

ERIC Educational Resources Information Center

Yunus, Melor Md

2007-01-01

English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Information and Communication Technologies (ICT) to enhance the teaching and learning process. Given the increasing pressure exerted by technological developments on language education, it is important to understand the…

Diversity among Spanish-Speaking English Language Learners: Profiles of Early Literacy Skills in Kindergarten

ERIC Educational Resources Information Center

Ford, Karen L.; Cabell, Sonia Q.; Konold, Timothy R.; Invernizzi, Marcia; Gartland, Lauren B.

2013-01-01

This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early…

Using the Concordancer in Vocabulary Development for the Cambridge Advanced English (CAE) Course.

ERIC Educational Resources Information Center

Somogyi, Emma

1996-01-01

Discusses concordancing activities tailored for use with English-as-a-Second-Language (ESL) students in the Cambridge Advanced English course in Australia. The article focuses on students selecting appropriate vocabulary to complete gapped text. Findings indicate that these activities benefit ESL students by providing authentic examples of…

Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses

ERIC Educational Resources Information Center

Yunus, Melor Md; Salehi, Hadi; Chenzi, Chen

2012-01-01

With the rapid development of world and technology, English learning has become more important. Teachers frequently use teacher-centered pedagogy that leads to lack of interaction with students. This paper aims to investigate the advantages and disadvantages of integrating social networking tools into ESL writing classroom and discuss the ways to…

Pharmacokinetics and tolerability of eslicarbazepine acetate and oxcarbazepine at steady state in healthy volunteers.

PubMed

Elger, Christian; Bialer, Meir; Falcão, Amílcar; Vaz-da-Silva, Manuel; Nunes, Teresa; Almeida, Luís; Soares-da-Silva, Patrício

2013-08-01

Investigate the pharmacokinetics of once-daily (QD; 900 mg) and twice-daily (BID; 450 mg) regimens of eslicarbazepine acetate (ESL) and BID (450 mg) regimen of oxcarbazepine (OXC) at steady state in healthy volunteers. Single-center, open-label, randomized, three-way (n = 12) crossover studies in healthy volunteers. Mean eslicarbazepine Cmax,ss (in μm) following ESL QD (87.3) was 33.3% higher (p < 0.05) compared to ESL BID (65.5) and 82.1% higher (p < 0.05) compared to OXC BID (48.0). The mean area under the curve (AUC)ss,0-τ (in μmol h/L) following the last dose of an 8-day repeated dosing was 1156.3, 1117.6, and 968.4 for ESL QD, ESL BID, and OXC BID, respectively. The ratio eslicarbazepine plasma exposure (μmol h/L) to ESL daily-dose (μmol) was 0.381 (1156.3:3037.3), 0.368 (1117.6:3037.3), and 0.271 (968.4:3567.6) for ESL-QD, ESL-BID, and OXC-BID, respectively, which translates into a 40.6% increase in the ability of ESL-QD compared to OXC-BID to deliver into the plasma their major active entity eslicarbazepine. The extent of plasma exposure to ESL minor metabolites: (R)-licarbazepine and oxcarbazepine after ESL-QD was 71.5% and 61.1% lower, respectively, than after OXC-BID. Twenty, 24 and 38 treatment emergent adverse events were reported with ESL-QD, ESL-BID, and OXC-BID, respectively. ESL-QD resulted in 33.3% higher peak plasma concentration (Cmax,ss ) of eslicarbazepine and similar extent of plasma exposure (AUCss,0-τ ) when compared to ESL-BID, which may contribute to the efficacy profile reported with once-daily ESL. In comparison to OXC-BID, administration of ESL-QD resulted in 40.6% increase in the delivery of eslicarbazepine into the plasma as well as a significantly lower systemic exposure to (R)-licarbazepine and oxcarbazepine. Wiley Periodicals, Inc. © 2013 International League Against Epilepsy.

Ultra-High Temperature Materials Characterization for Propulsion Applications

NASA Technical Reports Server (NTRS)

Rogers, Jan; Hyers, Robert

2007-01-01

Propulsion system efficiency increases as operating temperatures are increased. Some very high-temperature materials are being developed, including refractory metal alloys, carbides, borides, and silicides. System design requires data for materials properties at operating temperatures. Materials property data are not available for many materials of interest at the desired operating temperatures (up to approx. 3000 K). The objective of this work is to provide important physical property data at ultra-high temperatures. The MSFC Electrostatic levitation (ESL) facility can provide measurements of thermophysical properties which include: creep strength, density and thermal expansion for materials being developed for propulsion applications. The ESL facility uses electrostatic fields to position samples between electrodes during processing and characterization studies. Because the samples float between the electrodes during studies, they are free from any contact with a container or test apparatus. This provides a high purity environment for the study of high-temperature, reactive materials. ESL can be used to process a wide variety of materials including metals, alloys, ceramics, glasses and semiconductors. The MSFC ESL has provided non-contact measurements of properties of materials up to 3400 C. Density and thermal expansion are measured by analyzing digital images of the sample at different temperatures. Our novel, non-contact method for measuring creep uses rapid rotation to deform the sample. Digital images of the deformed samples are analyzed to obtain the creep properties, which match those obtained using ASTM Standard E-139 for Nb at 1985 C. Data from selected ESL-based characterization studies will be presented. The ESL technique could support numerous propulsion technologies by advancing the knowledge base and the technology readiness level for ultra-high temperature materials. Applications include non-eroding nozzle materials and lightweight, high-temperature alloys for turbines and structures.

Electrostatic Levitation: A Tool to Support Materials Research in Microgravity

NASA Technical Reports Server (NTRS)

Rogers, Jan; SanSoucie, Mike

2012-01-01

Containerless processing represents an important topic for materials research in microgravity. Levitated specimens are free from contact with a container, which permits studies of deeply undercooled melts, and high-temperature, highly reactive materials. Containerless processing provides data for studies of thermophysical properties, phase equilibria, metastable state formation, microstructure formation, undercooling, and nucleation. The European Space Agency (ESA) and the German Aerospace Center (DLR) jointly developed an electromagnetic levitator facility (MSL-EML) for containerless materials processing in space. The electrostatic levitator (ESL) facility at the Marshall Space Flight Center provides support for the development of containerless processing studies for the ISS. Apparatus and techniques have been developed to use the ESL to provide data for phase diagram determination, creep resistance, emissivity, specific heat, density/thermal expansion, viscosity, surface tension and triggered nucleation of melts. The capabilities and results from selected ESL-based characterization studies performed at NASA's Marshall Space Flight Center will be presented.

Effect of eslicarbazepine acetate on the pharmacokinetics of a combined ethinylestradiol/levonorgestrel oral contraceptive in healthy women.

PubMed

Falcão, Amilcar; Vaz-da-Silva, Manuel; Gama, Helena; Nunes, Teresa; Almeida, Luís; Soares-da-Silva, Patrício

2013-08-01

To investigate the effect of once-daily (QD) eslicarbazepine acetate (ESL) 800 mg and 1,200 mg administration on pharmacokinetics of a combined ethinylestradiol/levonorgestrel oral contraceptive (OC) in women of childbearing potential. Two two-way, crossover, two-period, randomized, open-label studies were performed in 20 healthy female subjects, each. In one period (ESL+OC period), subjects received ESL 800 mg QD in one study and ESL 1200 mg QD in the other study, for 15 days; concomitantly with the Day 14 ESL dose, an oral single dose of 30 μg ethinylestradiol and 150 μg levonorgestrel was administered. In the other period (OC alone), a single dose of 30 μg ethinylestradiol and 150 μg levonorgestrel was administered. Three weeks or more separated the periods. An analysis of variance (ANOVA) was used to test for differences between pharmacokinetic parameters of 30 μg ethinylestradiol and 150 μg levonorgestrel following ESL+OC and OC alone, and 90% confidence intervals (90%CI) for the ESL+OC/OC alone geometric mean ratio (GMR) were calculated. ESL significantly decreased the systemic exposure to both ethinylestradiol and levonorgestrel. GMR (90%CI) for AUC0-24 of ethinylestradiol were 68% (64%; 71%) following 1,200 mg ESL and 75% (71%; 79%) following 800 mg ESL. GMR (90%CI) for AUC0-24 of levonorgestrel were 76% (68%; 86%) following 1,200 mg ESL and 89% (82%; 97%) following 800 mg ESL. A clinically relevant dose-dependent effect of ESL administration on the pharmacokinetics of ethinylestradiol and levonorgestrel was observed. Therefore, to avoid inadvertent pregnancy, women of childbearing potential should use other adequate methods of contraception during treatment with ESL, and, in case ESL treatment is discontinued, until CYP3A4 activity returns to normal. Copyright © 2013 Elsevier B.V. All rights reserved.

Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

ERIC Educational Resources Information Center

del Carmen Salazar, Maria

2010-01-01

This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…

Teachers' Assessment of ESL Students in Mainstream Classes: Challenges, Strategies, and Decision-Making

ERIC Educational Resources Information Center

Cheng, Liying; Milnes, Terry

2008-01-01

Given the increasing numbers of ESL students in Canadian classrooms, this study investigated how teachers of mainstream classes assess the written work of ESL students and whether they use different assessment strategies for ESL versus non-ESL students. Interviews were conducted with seven mainstream teachers from a private high school in Ontario.…

Using Electronic Readers: Action Research in an Intermediate Adult ESL Class

ERIC Educational Resources Information Center

Fraser, Monica; Abbott, Marilyn

2016-01-01

The use of portable electronic reading devices in the English as a second language (ESL) classroom has the potential to positively impact learners' reading engagement and language skill development. However, due to the lack of research, few guidelines are available to inform instructors of the benefits and challenges of using these devices in ESL…

Self-Directed English Language Learning through Watching English Television Drama in China

ERIC Educational Resources Information Center

Wang, Danping

2012-01-01

This paper presents a case study of a group of Chinese ESL learners in China, who study English by immersing themselves regularly and rigorously in English television drama. A self-directed learning pedagogy has been developed and discussed, which seems to have signposted an effective and economic way for ESL learners to improve linguistic,…

ESL for Parents of School-Age Children. Special Project, 1980-1981.

ERIC Educational Resources Information Center

Watson, Elizabeth A.

This packet contains both teacher's guides and learners' materials for a course on English as a Second Language (ESL) for parents of schoolaged children. Developed for use in the DuPage High School District (Villa Park, Illinois), the materials can be used with adaptations by other continuing education programs. The packet contains 14 lessons. For…

Issues and Development in English and Applied Linguistics (IDEAL), Volume 1, 1986.

ERIC Educational Resources Information Center

Dickerson, Wayne B., Ed.; And Others

1986-01-01

This document consists of the premier issue of an annual international journal on the acquisition and teaching of English as a Second Language (ESL). Its six articles and their contributors are as follows: "Adapting and Applying Levinson's Concept of the 'Dispreferred Second' to the Review of the ESL Materials" (Lawrence F. Bouton);…

Transcultural Education Model. A Guide for Developing Transitional ESL/LEP and Bilingual Programs Kindergarten through Adult Education.

ERIC Educational Resources Information Center

Donaldson, Judy P.

The Transcultural Education Model presents a unified working model for teaching limited English proficient, English-as-Second-Language (ESL), or English-as-Second-Language transcultural (ESLT) students to read, write, and speak English. The model is designed for students and teachers in elementary, secondary, and adult schools. The model is…

Teaching ESL/EFL in a World of Social Media, Mash-Ups, and Hyper-Collaboration

ERIC Educational Resources Information Center

Kessler, Greg

2013-01-01

This article explores the emerging pedagogical potential offered by today's technologies and how understanding the relationship between emerging technology and emerging pedagogy can enhance the teaching of English as a second or foreign language (ESL/EFL). The author begins with an overview of recent developments in the field, focused upon…

Developments in the Training of Teachers of English. ELT Documents, No. 104.

ERIC Educational Resources Information Center

British Council, London (England). English-Teaching Information Centre.

The teaching of English as a second language (ESL) to adults and students in the United Kingdom is examined with respect to teacher training program design. Articles are devoted to ESL teacher training programs at the University of Edinburgh, the University College of North Wales at Bangor, the University of Lancaster, and the University of…

ESL Mentoring for Secondary Rural Educators: Math and Science Teachers Become Second Language Specialists through Collaboration

ERIC Educational Resources Information Center

Hansen-Thomas, Holly; Grosso Richins, Liliana

2015-01-01

This article draws on data from the capstone graduate course in a specially designed professional development program for rural math and science teachers that describes how participant teachers translated their newly acquired knowledge about English as a second language (ESL) into a mentoring experience for their rural content specialist peers.…

Second Language Theories and Their Influences on EFL in China

ERIC Educational Resources Information Center

Wang, Xuesong

2009-01-01

This article begins by accounting the development of Second language theories. It describes major ESL theories ever since the 18th century to those currently adopted in ESL field. Then it proceeds to demonstrate their influences on EFL teaching in China, like nowadays an increasing awareness of non-cognitive factors in teaching foreign languages,…

Learning E.S.L. with Los Cumbancheros 1988-89. OREA Evaluation Section Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Adelman, Deborah

The Learning English as a Second Language (ESL) with Los Cumbancheros project was developed through the collaborative efforts of several New York State Government offices, community school districts in the Bronx, and the private corporate sector. Its objective was to provide supplemental services to at-risk students of limited English proficiency…

Practical guidance and considerations for transitioning patients from oxcarbazepine or carbamazepine to eslicarbazepine acetate--Expert opinion.

PubMed

Peltola, Jukka; Holtkamp, Martin; Rocamora, Rodrigo; Ryvlin, Philippe; Sieradzan, Kasia; Villanueva, Vicente

2015-09-01

There is currently a lack of guidance on methodology and special considerations for transitioning patients from oxcarbazepine (OXC) or carbamazepine (CBZ) to eslicarbazepine acetate (ESL), if deemed clinically necessary. An advisory panel of epilepsy experts was convened to share their experience on the use of adjunctive ESL in clinical practice and to provide practical recommendations to help address this gap. When changing over from OXC to ESL, an OXC:ESL dose ratio of 1:1 should be employed to calculate the ESL target dose, and the changeover can take place overnight. No changes to comedication are required. Since CBZ has a different mechanism of action to ESL and is a stronger inducer of cytochrome P450 (CYP) enzymes, the transitioning of patients from CBZ to ESL requires careful consideration on a patient-by-patient basis. In general, a CBZ:ESL dose ratio of 1:1.3 should be employed to calculate the ESL target dose, and patients should be transitioned over a minimum period of 1-2weeks. Special considerations include adjustment of titration schedule and target dose in elderly patients and those with hepatic or renal impairment and potential adjustment of comedications metabolized by CYP enzymes. In summary, due to structural distinctions between ESL, OXC, and CBZ, which affect mechanism of action and tolerability, there are clinical situations in which it may be appropriate to consider transitioning patients from OXC or CBZ to ESL. Changing patients over from OXC to ESL is generally more straightforward than transitioning patients from CBZ to ESL, which requires careful consideration. Copyright © 2015 Elsevier Inc. All rights reserved.

EPICON consensus: recommendations for proper management of switching to eslicarbazepine acetate in epilepsy.

PubMed

Villanueva, V; Ojeda, J; Rocamora, R A; Serrano-Castro, P J; Parra, J; Rodríguez-Uranga, J J; Bathal, H; Viteri, C

2018-06-01

The objective of the EPICON Project is to develop a set of recommendations on how to adequately switch from carbamazepine (CBZ) and oxcarbazepine (OXC) to eslicarbazepine acetate (ESL) in some patients with epilepsy. A steering committee drafted a questionnaire of 56 questions regarding the transition from CBZ or OXC to ESL in clinical practice (methodology and change situation). The questionnaire was then distributed to 54 epilepsy experts in 2 rounds using the Delphi method. An agreement/disagreement consensus was defined when a median ≥ 7 points or ≤ 3 was achieved, respectively, and a relative interquartile range ≤ 0.40. We analysed the results obtained to reach our conclusions. Our main recommendations were the following: switching from CBZ to ESL must be carried out over a period of 1 to 3 weeks with a CBZ:ESL dose ratio of 1:1.3 and is recommended for patients who frequently forget to take their medication, those who work rotating shifts, polymedicated patients, subjects with cognitive problems, severe osteoporosis-osteopaenia, dyslipidaemia, or liver disease other than acute liver failure, as well as for men with erectile dysfunction caused by CBZ. The transition from OXC to ESL can take place overnight with an OXC:ESL dose ratio of 1:1 and it is recommended for patients who frequently forget to take their medication, those who work rotating shifts, polymedicated patients, or those with cognitive problems. The transition was not recommended for patients with prior rash due to CBZ or OXC use. The EPICON Project offers a set of recommendations about the clinical management of switching from CBZ or OXC to ESL, using the Delphi method. Copyright © 2016 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

The CECAM Electronic Structure Library: community-driven development of software libraries for electronic structure simulations

NASA Astrophysics Data System (ADS)

Oliveira, Micael

The CECAM Electronic Structure Library (ESL) is a community-driven effort to segregate shared pieces of software as libraries that could be contributed and used by the community. Besides allowing to share the burden of developing and maintaining complex pieces of software, these can also become a target for re-coding by software engineers as hardware evolves, ensuring that electronic structure codes remain at the forefront of HPC trends. In a series of workshops hosted at the CECAM HQ in Lausanne, the tools and infrastructure for the project were prepared, and the first contributions were included and made available online (http://esl.cecam.org). In this talk I will present the different aspects and aims of the ESL and how these can be useful for the electronic structure community.

Pacific Fleet Submarine Tender Optimization

DTIC Science & Technology

2013-06-01

worker(s) waits at DG Tender travel (FCB = USS Frank Cable, ESL = USS Emory S. Land) Day 1 FCB waits at GUAM Day 1 ESL ...Day 5 FCB waits at GUAM Day 6 FCB waits at GUAM Day 6 ESL waits at SINGAPORE Day 7 FCB waits...at GUAM Day 7 ESL waits at SINGAPORE Day 8 FCB waits at GUAM Day 8 ESL waits at SINGAPORE Day 9

Reflections on the Pedagogical Imports of Western Practices for Professionalizing ESL/ EFL Writing and Writing-Teacher Education

ERIC Educational Resources Information Center

Zhang, Lawrence Jun

2016-01-01

The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/ EFL writing and ESL/EFL…

Eslicarbazepine acetate for the treatment of partial epilepsy.

PubMed

Zelano, Johan; Ben-Menachem, Elinor

2016-06-01

Eslicarbazepine acetate (ESL) is a third generation AED structurally related to carbamazepine and oxcarbazepine, but without several of the drawbacks associated with these compounds. ESL is completely metabolized to its eslicarbazpine, which selectively binds inactivated voltage-gated sodium channels and thus selectively reduces the activity of rapidly firing (epileptic) neurons. In addition, ESL has pharmacokinetic properties allowing once daily dosing. This review summarizes data from the initial phase I to III studies, which demonstrated efficacy of ESL as add-on treatment in partial onset epilepsy, and more recent studies that demonstrate efficacy of ESL as monotherapy. Real-life observational studies are also reviewed, and seem to confirm the notion of ESL as a well-tolerated AED. As a new AED, ESL needs to be subject to close monitoring regarding long-term adverse events. Future independent studies will most likely clarify the role of ESL in the management of partial onset seizures. The role of ESL in management of partial onset seizures is discussed, as is the need for close monitoring and evaluation for broad-spectrum pharmacodynamics properties. The characteristics of the molecule and efficacy and safety profiles seem, however, very promising.

The Power of Self-Directed Journals: Being a Temporary "Other" for Learning to Teach

ERIC Educational Resources Information Center

Matsumoto, Yumi

2016-01-01

This case study investigates how an ESL teacher's activity of self-directed journal writing can facilitate learning and function as a mediational tool for teacher professional development. The participant for this study is a native English speaker who taught an ESL freshman writing course in an American university. Since he had little time to…

Culture and Interculturality in the Adult ESL Context in Urban Quebec: A Case Study

ERIC Educational Resources Information Center

Dytynyshyn, Nancy; Collins, Laura

2012-01-01

This article examines the treatment of culture and the development of interculturality in the transcripts of a complete 36-hour ESL course organized by a community center in Montreal. The adult participants came from a variety of linguistic and cultural backgrounds. The adult second-language class has been identified as a potentially rich context…

ESL Idea Book: A Bibliography of Instructor-Developed Materials for Teaching English as a Second Language to Adults.

ERIC Educational Resources Information Center

Lane, Martha A.

This bibliography contains annotated citations of primarily non-commercial instructional materials for adult literacy education in English as a Second Language (ESL). All are for learners at beginning to intermediate English language skill levels, and were selected for ease of use by volunteers, relevance to an urban area, overall applicability to…

The Contradictory Culture of Teacher-Based Assessment: ESL Teacher Assessment Practices in Australian and Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Davison, Chris

2004-01-01

A growing concern in teacher-based assessment, particularly in assessing English language development in high-stakes contexts, is our inadequate understanding of the means by which teachers make assessment decisions. This article adopts a sociocultural approach to report on the background and findings of a comparative study of ESL teachers'…

Teachers' Perceptions of Geometry Instruction and the Learning Environment in Years 9-10 ESL Classrooms

ERIC Educational Resources Information Center

Ly, Rinna K.; Malone, John A.

2010-01-01

This paper describes the development of an instrument to assess teachers' views on their geometry instruction and their classroom learning environments in six government high schools in southwest Sydney. The sample consisted of 18 Years 9/10 ESL teachers from participating schools. The study involved completion of a survey form using a modified…

Literature review: issues surrounding education of English-as-a-Second Language (ESL) nursing students.

PubMed

Choi, Liza Lai Shan

2005-07-01

Examined in this article are the challenges faced by English-as-a-Second Language (ESL) nursing students. Nursing faculties need to address these challenges to meet the increasing diversity of the health care system. A key concern is the ability of ESL nursing students to communicate effectively in English. The Cummins model for English language acquisition provides a template for ESL nursing students to bridge this communication barrier. The literature suggests some particular needs of ESL nursing students can be met through modification of nursing programs. Further research into factors affecting the quality of nursing education for ESL students is warranted. A quantitative analysis is required to see if there exists a positive correlation between improved English language acquisition and academic success by ESL nursing students.

Exploring Service Logic in ESL

ERIC Educational Resources Information Center

Walker, John

2013-01-01

ESL is both a professional educational service and, particularly in post-compulsory contexts, a commercial activity. The effective management of ESL programs can secure quality outcomes for practitioners and students. Nevertheless, writings on ESL management do not figure prominently in the literature. In particular, the association between…

Grain-Structure Development in Heavily Cold-Rolled Alpha-Titanium (Postprint)

DTIC Science & Technology

2014-04-01

H.P. Lee, C. Esling , H.J. Bunge, Textures Microstruct. 7 (1988) 317–337. [10] S. Nourbakhsh, T.D. O’Brien, Mater. Sci. Eng. 100 (1988) 109–114. [11...2010) 4536–4548. [20] Y. Zhong, F. Yin, K. Nagai, J. Mater. Res. 23 (2008) 2954–2966. [21] M.J. Philippe, M. Serghat, P. Van Houtte, C. Esling , Acta

Cognitive Academic Learning Approaches Through E.S.L. Content Areas with Career Exploration Strategies (Project CALA), 1989-90. OREA Final Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

Cognitive Learning Approaches Through E.S.L. Content Areas with Career Exploration Strategies (Project CALA) served 200 students in its second year of funding. The project offered students of limited English proficiency opportunities to develop cultural and cognitive skills necessary for success in school and work through two major components:…

Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada

ERIC Educational Resources Information Center

Faez, Farahnaz

2011-01-01

In this paper I examine similarities and differences between the required knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Canada. Drawing on knowledge base frameworks in language teacher education (Freeman and Johnson, 1998; Richards,…

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study across Second and Third Grade

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Petscher, Yaacov; Pappamihiel, N. Eleni; Williams, Rihana S.; Dyrlund, Allison K.; Connor, Carol

2009-01-01

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to…

ESL Magazine: The Information Source for ESL/EFL Professionals, 1998.

ERIC Educational Resources Information Center

ESL Magazine, 1998

1998-01-01

This document consists of the six issues of "ESL Magazine" published during 1998. This journal for English-as-a-Second-Language (ESL) professionals includes the following articles during this period: "The Internet in the Classroom" (Christine Meloni); "Trippingly on the Tongue: Putting Serious, Speech/Pronunciation…

ESL Participation as a Mechanism for Advancing Health Literacy in Immigrant Communities

PubMed Central

SANTOS, MARICEL G.; HANDLEY, MARGARET A.; OMARK, KARIN; SCHILLINGER, DEAN

2014-01-01

A reliance on the conceptualization of health literacy as functional skill has limited our views of the adult English-as-a-Second-Language (ESL) context as a site for health literacy interventions. To explore the contributions of alternative views of literacy as social practice to health literacy research, we examined teacher survey data and learner outcomes data collected as part of a multi-year collaboration involving The California Diabetes Program (CDP), university researchers, and adult ESL teachers. The survey results (n=144 teachers) indicated that ESL teachers frequently model effective pedagogical practices that mediate social interaction around health content, the basis for acquiring new literacy skills and practices. In the classroom pilot, (n=116 learners), the majority of learners reported they had learned about diabetes risk factors and prevention strategies, which affirmed existing healthy behaviors or prompted revision of unhealthy ones. About two-thirds of the learners reported sharing preventive health content with members of out-of-school social networks. This study represents a first-step in research efforts to account more fully for the mechanisms by which social interaction and social support facilitate health literacy outcomes in ESL contexts, which should complement what we already know about the development of health literacy as functional skill. PMID:25315586

ESL participation as a mechanism for advancing health literacy in immigrant communities.

PubMed

Santos, Maricel G; Handley, Margaret A; Omark, Karin; Schillinger, Dean

2014-01-01

A reliance on the conceptualization of health literacy as functional skill has limited researchers' views of the adult English-as-a-second-language (ESL) context as a site for health literacy interventions. To explore the contributions of alternative views of literacy as social practice to health literacy research, the authors examined teacher survey data and learner outcomes data collected as part of a multiyear collaboration involving the California Diabetes Program, university researchers, and adult ESL teachers. The survey results (n=144 teachers) indicated that ESL teachers frequently model effective pedagogical practices that mediate social interaction around health content, the basis for acquiring new literacy skills and practices. In the classroom pilot (n=116 learners), the majority of learners reported they had learned about diabetes risk factors and prevention strategies, which affirmed existing healthy behaviors or prompted revision of unhealthy ones. About two thirds of the learners reported sharing preventive health content with members of out-of-school social networks. This study represents a first step in research efforts to account more fully for the mechanisms by which social interaction and social support facilitate health literacy outcomes in ESL contexts, which should complement what is already known about the development of health literacy as functional skill.

Working toward Literacy in Correctional Education ESL

ERIC Educational Resources Information Center

Gardner, Susanne

2014-01-01

Correctional Education English as a Second Language (ESL) literacy programs vary from state to state, region to region. Some states enroll their correctional ESL students in adult basic education (ABE) classes; other states have separate classes and programs. At the Maryland Correctional Institution in Jessup, the ESL class is a self-contained…

28 CFR 544.41 - Applicability: Who must attend the ESL program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Applicability: Who must attend the ESL... INSTITUTIONAL MANAGEMENT EDUCATION Mandatory English-as-a-Second Language Program (ESL) § 544.41 Applicability: Who must attend the ESL program. (a) All Federal prisoners who have limited English proficiency skills...

An Annotated Bibliography of Adult ESL Instructional Materials.

ERIC Educational Resources Information Center

Escobar, Joanna Sculley; Daugherty, John

This annotated bibliography of adult English as a second language (ESL) student materials, available at the Illinois ESL/Adult Basic Education (ABE) Services Center, was prepared for adult ESL administrators, coordinators, teachers, and teacher aides to provide a representative sampling of materials available and to assist in the selection of…

ESL Parents and Teachers: Towards Dialogue?

ERIC Educational Resources Information Center

Gou, Yan; Mohan, Bernard

2008-01-01

Conflict and miscommunication between English as a Second Language (ESL) parents and teachers has had a major impact on educational policy, but few empirical studies examine it as discourse. This study examines communication between ESL parents and high school ESL teachers in a "Parents' Night" (PN) event organised to increase understanding of the…

ESL Student Bias in Instructional Evaluation.

ERIC Educational Resources Information Center

Wennerstrom, Ann K.; Heiser, Patty

1992-01-01

Reports on a statistical analysis of English-as-a-Second-Language (ESL) student evaluations of teachers in two large programs. Results indicated a systematic bias occurs in ESL student evaluations, raising issues of fairness in the use of student evaluations of ESL teachers for purposes of personnel decisions. (21 references) (GLR)

Listening Instruction and Practice for Advanced ESL Students.

ERIC Educational Resources Information Center

Godfrey, Dennis

This paper attempts to enact Rivers' (1971 and 1972) urgings to base ESL listening instruction on both psychological and linguistic findings and contends that advanced ESL students' listening needs call for improvement in processing spoken English discourse. Psychological data on memory span is cited to demonstrate that advanced ESL students…

Analyzing extreme sea levels for broad-scale impact and adaptation studies

NASA Astrophysics Data System (ADS)

Wahl, T.; Haigh, I. D.; Nicholls, R. J.; Arns, A.; Dangendorf, S.; Hinkel, J.; Slangen, A.

2017-12-01

Coastal impact and adaptation assessments require detailed knowledge on extreme sea levels (ESL), because increasing damage due to extreme events is one of the major consequences of sea-level rise (SLR) and climate change. Over the last few decades, substantial research efforts have been directed towards improved understanding of past and future SLR; different scenarios were developed with process-based or semi-empirical models and used for coastal impact studies at various temporal and spatial scales to guide coastal management and adaptation efforts. Uncertainties in future SLR are typically accounted for by analyzing the impacts associated with a range of scenarios and model ensembles. ESL distributions are then displaced vertically according to the SLR scenarios under the inherent assumption that we have perfect knowledge on the statistics of extremes. However, there is still a limited understanding of present-day ESL which is largely ignored in most impact and adaptation analyses. The two key uncertainties stem from: (1) numerical models that are used to generate long time series of storm surge water levels, and (2) statistical models used for determining present-day ESL exceedance probabilities. There is no universally accepted approach to obtain such values for broad-scale flood risk assessments and while substantial research has explored SLR uncertainties, we quantify, for the first time globally, key uncertainties in ESL estimates. We find that contemporary ESL uncertainties exceed those from SLR projections and, assuming that we meet the Paris agreement, the projected SLR itself by the end of the century. Our results highlight the necessity to further improve our understanding of uncertainties in ESL estimates through (1) continued improvement of numerical and statistical models to simulate and analyze coastal water levels and (2) exploit the rich observational database and continue data archeology to obtain longer time series and remove model bias. Finally, ESL uncertainties need to be integrated with SLR uncertainties. Otherwise, important improvements in providing more robust SLR projections are of less benefit for broad-scale impact and adaptation studies and decision processes.

Learning From a Distance: U-Maine & ESL Go Electronic.

ERIC Educational Resources Information Center

Berube, Barney

Most teachers of English as a Second Language (ESL) in Maine live over 30 miles from the nearest University of Maine campus. While the Maine Department of Education has been offering intensive ESL teacher training courses, a lack of qualified ESL teachers persists. The advent of microwave transmission means more opportunities for teacher training…

Participatory Legitimacy in ESL Practice and the Use of Coping Strategies

ERIC Educational Resources Information Center

Yeh, Ling-Miao

2014-01-01

This study looked at ESL adult speakers' use of coping strategies in their conversations with native speakers in the United States, as a counter-discourse. More specifically, the discursive negotiation strategies used by 6 ESL adult speakers of varied ethnicities and linguistic backgrounds were analyzed, both inside and outside ESL classrooms. The…

ESL Students in California Public Higher Education. ICAS ESL Task Force Report

ERIC Educational Resources Information Center

Online Submission, 2006

2006-01-01

The enclosed English as a Second Language (ESL) Task Force Report represents a response to questions raised by some educators and legislators about ESL programs, practices, and support services across the three California postsecondary systems: the California Community Colleges (CCCs), the California State Universities (CSUs), and the University…

ESL, EFL and Bilingual Education: Exploring Historical, Sociocultural, Linguistic, and Instructional Foundations

ERIC Educational Resources Information Center

Zimmerman, Lynn W.

2010-01-01

This collection of essays examines the historical, social, cultural, and educational foundations of ESL/EFL/Bilingual Education. The four themes of this book are: (1) Historical, Legal and Political Foundations of Bilingual/ESL Education; (2) Linguistic and Sociocultural Issues in ESL/EFL Education; (3) Educational Reform and English Language…

Professionalism Prevails in Adult Education ESL Classrooms

ERIC Educational Resources Information Center

Brown, Megan C.; Bywater, Kathleen

2010-01-01

The purpose of this report is to explore the issue of professionalism of adult education ESL educators and uncover any inequities. The arc of this exploration describes the history of adult education, the current state of adult education ESL professionals, and the direction in which ESL adult educators appear to be heading. The results illustrate…

Antiepileptic drugs-induced hyponatremia: Review and analysis of 560 hospitalized patients.

PubMed

Intravooth, Tassanai; Staack, Anke M; Juerges, Katharina; Stockinger, Jakob; Steinhoff, Bernhard J

2018-07-01

Recent evidence suggests that eslicarbazepine acetate (ESL) might be an appropriate alternative to carbamazepine (CBZ) and oxcarbazepine (OXC) due to its better safety profile. Hyponatremia may be one of the limiting safety problems in CBZ and OXC whereas it has been indicated that ESL is less sensitive for the adverse event. Since our clinical experience is different we investigated the incidence of hyponatremia in 560 consecutive adult inpatients treated at our center in 2015 by reviewing their medical records. Only CBZ, OXC and ESL were associated with hyponatremia. The incidence of hyponatremia induced by ESL was not statistically different from that induced by OXC (43% of patients with OXC and 33% with ESL, p > 0.05). Both were associated with hyponatremia more often than CBZ (16%). OXC-induced hyponatremia was dose-related, ESL-induced hyponatremia was not. Furthermore, both OXC- and ESL-induced hyponatremia occurred particularly often in elderly epilepsy patients. Thus, for elderly patients, both OXC and ESL should be considered with caution. Copyright © 2018 Elsevier B.V. All rights reserved.

Clinical expectations: what facilitators expect from ESL students on clinical placement.

PubMed

San Miguel, Caroline; Rogan, Fran

2012-03-01

Many nursing students for whom English is a second language (ESL) face challenges related to communication on clinical placement and although clinical facilitators are not usually trained language assessors, they are often in a position of needing to assess ESL students' clinical language performance. Little is known, however, about the particular areas of clinical performance facilitators focus on when they are assessing ESL students. This paper discusses the results of a study of facilitators' written assessment comments about the clinical performance of a small group of ESL nursing students over a two and a half year period. These comments were documented on students' clinical assessment forms at the end of each placement. The results provide a more detailed insight into facilitators' expectations of students' language performance and the particular challenges faced by ESL students and indicate that facilitators have clear expectations of ESL students regarding communication, learning styles and professional demeanour. These findings may help both ESL students and their facilitators better prepare for clinical placement. Copyright © 2011 Elsevier Ltd. All rights reserved.

Soy Leaf Extract Containing Kaempferol Glycosides and Pheophorbides Improves Glucose Homeostasis by Enhancing Pancreatic β-Cell Function and Suppressing Hepatic Lipid Accumulation in db/db Mice.

PubMed

Li, Hua; Ji, Hyeon-Seon; Kang, Ji-Hyun; Shin, Dong-Ha; Park, Ho-Yong; Choi, Myung-Sook; Lee, Chul-Ho; Lee, In-Kyung; Yun, Bong-Sik; Jeong, Tae-Sook

2015-08-19

This study investigated the molecular mechanisms underlying the antidiabetic effect of an ethanol extract of soy leaves (ESL) in db/db mice. Control groups (db/+ and db/db) were fed a normal diet (ND), whereas the db/db-ESL group was fed ND with 1% ESL for 8 weeks. Dietary ESL improved glucose tolerance and lowered plasma glucose, glycated hemoglobin, HOMA-IR, and triglyceride levels. The pancreatic insulin content of the db/db-ESL group was significantly greater than that of the db/db group. ESL supplementation altered pancreatic IRS1, IRS2, Pdx1, Ngn3, Pax4, Ins1, Ins2, and FoxO1 expression. Furthermore, ESL suppressed lipid accumulation and increased glucokinase activity in the liver. ESL primarily contained kaempferol glycosides and pheophorbides. Kaempferol, an aglycone of kaempferol glycosides, improved β-cell proliferation through IRS2-related FoxO1 signaling, whereas pheophorbide a, a product of chlorophyll breakdown, improved insulin secretion and β-cell proliferation through IRS1-related signaling with protein kinase A in MIN6 cells. ESL effectively regulates glucose homeostasis by enhancing IRS-mediated β-cell insulin signaling and suppressing SREBP-1-mediated hepatic lipid accumulation in db/db mice.

Eliminating Fear of the Blank Page: A Thematic Approach, aka Squeezing the California Department of Education's 1992 ESL Model Standards for Adult Education Programs into One Tidy Package.

ERIC Educational Resources Information Center

DesRoches, Diane

An approach to teaching integrated language skills in adult English-as-a-Second-Language (ESL) instruction is described. The technique uses a combination of classroom drama and role-playing, writing about the event, revision, publication, and follow-up activities to develop speaking, listening, reading, and writing skills. Eight stages are defined…

Teaching Basic Skills in Life Skills Contexts: An Inservice Training Module for LVA-CT English as a Second Language Tutors.

ERIC Educational Resources Information Center

Literacy Volunteers of America--Connecticut, Hartford.

The set of instructional materials is designed as a training module for volunteer tutors in English as a Second Language (ESL) for adults. It presents the content of a workshop, about 2.5 hours long, with three main objectives: to (1) help tutors understand the distinction between basic skills and life skills in ESL; (2) develop skills in two…

The use of embryonic cells in the treatment of osteochondral defects of the knee: an ovine in vivo study.

PubMed

Manunta, Andrea Fabio; Zedde, Pietro; Pilicchi, Susanna; Rocca, Stefano; Pool, Roy R; Dattena, Maria; Masala, Gerolamo; Mara, Laura; Casu, Sara; Sanna, Daniela; Manunta, Maria Lucia; Passino, Eraldo Sanna

2016-01-01

the aim of this study was to determine whether local delivery of embryonic stem-like (ESL) cells into osteochondral defects in the femoral condyles of sheep would enhance regeneration of hyaline articular cartilage. male ESL cells embedded in fibrin glue were engrafted into osteochondral defects in the medial condyles (ESL-M) of the left femur in 22 ewes. An identical defect was created in the medial condyle of the contralateral stifle joint and left untreated as a control (empty defect, ED). The ewes were divided into 5 groups. Four sheep each were euthanized at 1, 2, 6, and 12 months from surgery, and 6 ewes were euthanized 24 months post-implantation. To study the effect of varying loads on the long-term regeneration process, an identical defect was also created and ESL cell engraftment performed in the lateral condyle (ESL-L) of the left stifle joint of the animals in the 12- and 24-month groups. The evaluation of regenerated tissue was performed by biomechanical, macroscopic, histological, immunohistochemical (collagen type II) and fluorescent in situ hybridization (FISH) assays. no significant differences were found between treated and control sites in the biomechanical assays at any time point. ESL cell grafts showed significantly greater macroscopic evidence of regeneration as compared to controls at 24 months after surgery; significantly better histological evidence of repair in ESL-M samples versus controls was found throughout the considered period. At 24 months from surgery there was significantly improved integration of graft edges with the host tissue in the ESL-M as compared to the ESL-L samples, demonstrating that load bearing positively affects the long-term regeneration process. ESL cells enhanced the regeneration of hyaline cartilage. FISH confirmed that the regenerative tissue originated from ESL cells. ESL cells are able to self-renew for prolonged periods without differentiation and, most importantly, to differentiate into a large variety of tissues.

The use of embryonic cells in the treatment of osteochondral defects of the knee: an ovine in vivo study

PubMed Central

MANUNTA, ANDREA FABIO; ZEDDE, PIETRO; PILICCHI, SUSANNA; ROCCA, STEFANO; POOL, ROY R.; DATTENA, MARIA; MASALA, GEROLAMO; MARA, LAURA; CASU, SARA; SANNA, DANIELA; MANUNTA, MARIA LUCIA; PASSINO, ERALDO SANNA

2016-01-01

Purpose the aim of this study was to determine whether local delivery of embryonic stem-like (ESL) cells into osteochondral defects in the femoral condyles of sheep would enhance regeneration of hyaline articular cartilage. Methods male ESL cells embedded in fibrin glue were engrafted into osteochondral defects in the medial condyles (ESL-M) of the left femur in 22 ewes. An identical defect was created in the medial condyle of the contralateral stifle joint and left untreated as a control (empty defect, ED). The ewes were divided into 5 groups. Four sheep each were euthanized at 1, 2, 6, and 12 months from surgery, and 6 ewes were euthanized 24 months post-implantation. To study the effect of varying loads on the long-term regeneration process, an identical defect was also created and ESL cell engraftment performed in the lateral condyle (ESL-L) of the left stifle joint of the animals in the 12- and 24-month groups. The evaluation of regenerated tissue was performed by biomechanical, macroscopic, histological, immunohistochemical (collagen type II) and fluorescent in situ hybridization (FISH) assays. Results no significant differences were found between treated and control sites in the biomechanical assays at any time point. ESL cell grafts showed significantly greater macroscopic evidence of regeneration as compared to controls at 24 months after surgery; significantly better histological evidence of repair in ESL-M samples versus controls was found throughout the considered period. At 24 months from surgery there was significantly improved integration of graft edges with the host tissue in the ESL-M as compared to the ESL-L samples, demonstrating that load bearing positively affects the long-term regeneration process. Conclusions ESL cells enhanced the regeneration of hyaline cartilage. FISH confirmed that the regenerative tissue originated from ESL cells. Clinical Relevance ESL cells are able to self-renew for prolonged periods without differentiation and, most importantly, to differentiate into a large variety of tissues. PMID:27602346

Effects of adjunctive eslicarbazepine acetate on serum lipids in patients with partial-onset seizures: Impact of concomitant statins and enzyme-inducing antiepileptic drugs.

PubMed

Mintzer, Scott; Wechsler, Robert T; Rogin, Joanne B; Gidal, Barry E; Schwab, Matthias; Ben-Menachem, Elinor; Carreño, Mar; da Silva, Patrício Soares; Moreira, Joana; Li, Yan; Blum, David; Grinnell, Todd

2018-03-01

To evaluate the effects of eslicarbazepine acetate (ESL) on lipid metabolism and to determine whether reduced statin exposure during ESL therapy has clinical consequences. We conducted a post-hoc analysis of pooled data for serum lipids (laboratory values) from three phase III, multicenter, randomized, double-blind, placebo-controlled trials of adjunctive ESL therapy (400, 800, or 1200 mg once daily) in patients with treatment-refractory partial-onset seizures. Changes from baseline in serum lipid levels were analyzed according to use of statins and/or enzyme-inducing antiepileptic drugs (EIAEDs) during the baseline period. In total, 426 and 1021 placebo- and ESL-treated patients, respectively, were included in the analysis. With regard to the changes from baseline in serum concentrations, there were statistically significant differences between the placebo and ESL 1200 mg QD groups, for both total cholesterol (TC) and high-density lipoprotein cholesterol (HDL-C), but the effect sizes were small (+4.1 mg/dL and +1.8 mg/dL, respectively). A small but significant difference in low-density lipoprotein cholesterol (LDL-C; -5.0 mg/dL) was observed between the ESL 400 mg QD group and the placebo group. In patients not taking a concomitant EIAED, there were no changes with ESL 400 mg QD, but modest and statistically significant increases in cholesterol fractions (TC, LDL-C and HDL-C) with ESL 800 mg QD (<6 mg/dL) and ESL 1200 mg QD (<10 mg/dL). ESL had no consistent effect on lipids in patients taking a concomitant EIAED. In patients taking statins during baseline, there were no clinically relevant changes in serum lipids during use of ESL, although the subgroups were small. These results suggest that ESL does not appear to have clinically significant effects on serum lipids, nor does the pharmacokinetic interaction between ESL and statins have an impact on serum lipid concentrations. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.

Incidence of seizure exacerbation and seizures reported as adverse events during adjunctive treatment with eslicarbazepine acetate: A pooled analysis of three Phase III controlled trials.

PubMed

Carreño, Mar; Benbadis, Selim; Rocha, Francisco; Blum, David; Cheng, Hailong

2017-12-01

To investigate whether adjunctive eslicarbazepine acetate (ESL) could lead to exacerbation of seizures in some patients. Post-hoc analysis of data pooled from three Phase III trials of adjunctive ESL (studies 301, 302, and 304) for refractory partial-onset seizures (POS). Following an 8-week baseline period, patients were randomized to receive placebo or ESL 400, 800, or 1,200 mg once daily (2-week titration, 12-week maintenance, 2-4 week tapering-off periods). Patient seizure diary data and seizure treatment-emergent adverse event (TEAE) reports were pooled for analysis. The modified intent-to-treat and safety populations comprised 1,410 patients and 1,447 patients, respectively. Titration period : Compared with placebo (32/21%), significantly smaller proportions of patients taking ESL 800 mg (20/15%) and 1,200 mg (22/12%) had a ≥25/≥50% increase in standardized seizure frequency (SSF) from baseline; there was no significant difference between placebo and ESL 400 mg. Maintenance period : Compared with placebo (20%), significantly smaller proportions of patients taking ESL (400 mg, 12%; 800 mg, 12%; 1,200 mg, 14%) had an increase in SSF ≥25%. When evaluating ≥50% increases in SSF, only ESL 800 mg (7%) was significantly different from placebo (12%). Some patients had no secondarily generalized tonic-clonic (sGTC) seizures during baseline but had ≥1 sGTC seizure during maintenance treatment (placebo, 11%; ESL 400 mg, 5%; 800 mg, 10%; 1,200 mg, 5%). Fewer patients had a ≥25% increase in sGTC seizure frequency with ESL (400 mg, 11%; 800 mg, 9%; 1,200 mg, 14%) versus placebo (19%). The incidence of seizures reported as TEAEs was low in all treatment groups; incidences were generally lower with ESL versus placebo. Tapering-off period : Similar proportions of patients taking ESL and placebo had a ≥25/≥50% increase in SSF. Seizure TEAE incidence was numerically higher with ESL versus placebo. Treatment with adjunctive ESL does not appear to aggravate POS or sGTC seizures.

Psychiatric and cognitive adverse events: A pooled analysis of three phase III trials of adjunctive eslicarbazepine acetate for partial-onset seizures.

PubMed

Andermann, Eva; Biton, Victor; Benbadis, Selim R; Shneker, Bassel; Shah, Aashit K; Carreño, Mar; Trinka, Eugen; Ben-Menachem, Elinor; Biraben, Arnaud; Rocha, Francisco; Gama, Helena; Cheng, Hailong; Blum, David

2018-05-01

To evaluate the nature and incidence of psychiatric and cognitive adverse events (AEs) reported with eslicarbazepine acetate (ESL) used as adjunctive treatment for refractory partial-onset seizures (POS) in adults. This was a post-hoc analysis of data pooled from three randomized double-blind, placebo-controlled trials (BIA-2093-301, -302, -304). After an 8-week baseline period, patients received placebo or adjunctive ESL 400mg (studies 301 and 302 only), 800mg, or 1200mg once daily (QD) for 14weeks (2-week titration period, 12-week maintenance period). Psychiatric and cognitive AEs were identified from individual patient data. Suicidality was also evaluated using the Columbia-Classification Algorithm of Suicide Assessment (C-CASA), or the Columbia-Suicide Severity Rating Scale (C-SSRS). P-values were obtained using the chi-square test of independence or Fisher's exact test, without correcting for multiplicity. The analysis population included 1447 patients (ESL, n=1021; placebo, n = 426). Psychiatric treatment-emergent AEs (TEAEs) occurred in 10.8% of patients receiving ESL, and in a comparable proportion (10.3%) of patients receiving placebo (p=0.802). The incidence of depression and suicidality-related TEAEs was higher for ESL (7.4%) vs. placebo (3.8%) (p=0.009). The occurrence of these TEAEs differed between treatment groups (p = 0.010), but there was no notable trend between increasing ESL dose and increasing incidence of depression and suicidality-related TEAEs. Aggression/hostility-related TEAEs occurred in <0.1% of patients taking ESL vs. 0.9% taking placebo. The incidence of cognitive TEAEs was higher for ESL (7.1%) vs. placebo (4.0%) (p=0.023); incidences of memory impairment, attention disturbance, apathy, and aphasia were higher for ESL 1200mg than for other treatment groups. Incidences of psychiatric and cognitive serious AEs (SAEs) were 0.6% and 0.2% with ESL, and 0.5% and 0% with placebo, respectively. Psychiatric and cognitive TEAEs leading to discontinuation occurred in 1.9% and 1.4% of patients taking ESL, and 0.7% and 0.5% taking placebo, respectively. In phase III clinical trials of adjunctive ESL for treatment-refractory POS, psychiatric and cognitive TEAEs were reported infrequently with ESL and placebo. The incidences of depression and suicidality-related TEAEs and of cognitive TEAEs were higher for patients taking ESL vs. placebo. Incidences of psychiatric and cognitive SAEs, and TEAEs leading to discontinuation, were low with ESL and placebo. Copyright © 2017. Published by Elsevier Inc.

An Alignment of the Canadian Language Benchmarks to the BC ESL Articulation Levels. Final Report - January 2007

ERIC Educational Resources Information Center

Barbour, Ross; Ostler, Catherine; Templeman, Elizabeth; West, Elizabeth

2007-01-01

The British Columbia (BC) English as a Second Language (ESL) Articulation Committee's Canadian Language Benchmarks project was precipitated by ESL instructors' desire to address transfer difficulties of ESL students within the BC transfer system and to respond to the recognition that the Canadian Language Benchmarks, a descriptive scale of ESL…

Factors Inhibiting ESL Learners from Passing California High School Exit Examination: A Narrative Inquiry

ERIC Educational Resources Information Center

Puente, Belinda

2017-01-01

The problem was that Hispanic English Second Language (ESL) students enrolled in the ESL program had consistently failed the California High School Exit Examination (CASHEE) in greater numbers than their cohorts. The purpose of this qualitative narrative inquiry was to explore the life stories of Hispanic ESL students in identifying the factors…

Strangers and Professionals: Positioning Discourse in ESL Teachers' Work

ERIC Educational Resources Information Center

Haneda, Mari; Nespor, Jan

2013-01-01

English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through…

Designing Websites for ESL Learners: A Usability Testing Study

ERIC Educational Resources Information Center

Liu, Min; Traphagan, Tomoko; Huh, Jin; Koh, Young Ihn; Choi, Gilok; McGregor, Allison

2008-01-01

The purpose of this paper is to report on a usability study for ESL websites conducted to gain insights from learners of English as a second language (ESL) as they interacted with specific sites. Five carefully selected ESL sites were tested by 10 different users generating a total of fifty testing sessions. Two major research questions guided the…

The Short Circuit Hypothesis of ESL Reading--Or when Language Competence Interferes with Reading Performance.

ERIC Educational Resources Information Center

Clarke, Mark A.

1980-01-01

Examines a sampling of current ESL reading instruction practices, addressing the concern that the lack of a generally accepted theory of L2 reading constitutes a major obstacle to teaching and testing ESL reading skills. Summarizes the results of two studies and discusses their implications for ESL teachers. (MES)

English as a Second Language (ESL) in Alberta Schools. Parent Handbook.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Schools in Alberta provide English-as-a-Second-Language (ESL) program support to immigrant students while they are adjusting to Canadian culture and learning the English language. This booklet is for parents who are new to Alberta, whose children are learning ESL and/or who need more information about ESL program support. A description of the…

Electronic Text and English as a Second Language Environments. CELA Research Report.

ERIC Educational Resources Information Center

Meskill, Carla; Mossop, Jonathan; Bates, Richard

This report investigates how technologies such as computers, multimedia, and telecommunications can be effective tools for English-as-a-Second-Language (ESL) instruction. Both ESL and non-ESL teachers are coming to view these technologies as a means by which ESL learners who cannot otherwise participate in class activities can be actively involved…

Influence of thickness and permeability of endothelial surface layer on transmission of shear stress in capillaries

NASA Astrophysics Data System (ADS)

Zhang, SongPeng; Zhang, XiangJun; Tian, Yu; Meng, YongGang; Lipowsky, Herbert

2015-07-01

The molecular coating on the surface of microvascular endothelium has been identified as a barrier to transvascular exchange of solutes. With a thickness of hundreds of nanometers, this endothelial surface layer (ESL) has been treated as a porous domain within which fluid shear stresses are dissipated and transmitted to the solid matrix to initiate mechanotransduction events. The present study aims to examine the effects of the ESL thickness and permeability on the transmission of shear stress throughout the ESL. Our results indicate that fluid shear stresses rapidly decrease to insignificant levels within a thin transition layer near the outer boundary of the ESL with a thickness on the order of ten nanometers. The thickness of the transition zone between free fluid and the porous layer was found to be proportional to the square root of the Darcy permeability. As the permeability is reduced ten-fold, the interfacial fluid and solid matrix shear stress gradients increase exponentially two-fold. While the interfacial fluid shear stress is positively related to the ESL thickness, the transmitted matrix stress is reduced by about 50% as the ESL thickness is decreased from 500 to 100 nm, which may occur under pathological conditions. Thus, thickness and permeability of the ESL are two main factors that determine flow features and the apportionment of shear stresses between the fluid and solid phases of the ESL. These results may shed light on the mechanisms of force transmission through the ESL and the pathological events caused by alterations in thickness and permeability of the ESL.

E-selectin ligand 1 regulates bone remodeling by limiting bioactive TGF-β in the bone microenvironment.

PubMed

Yang, Tao; Grafe, Ingo; Bae, Yangjin; Chen, Shan; Chen, Yuqing; Bertin, Terry K; Jiang, Ming-Ming; Ambrose, Catherine G; Lee, Brendan

2013-04-30

TGF-β is abundantly produced in the skeletal system and plays a crucial role in skeletal homeostasis. E-selectin ligand-1 (ESL-1), a Golgi apparatus-localized protein, acts as a negative regulator of TGF-β bioavailability by attenuating maturation of pro-TGF-β during cartilage homeostasis. However, whether regulation of intracellular TGF-β maturation by ESL-1 is also crucial during bone homeostasis has not been well defined. Here, we show that Esl-1(-/-) mice exhibit a severe osteopenia with elevated bone resorption and decreased bone mineralization. In primary culture, Esl-1(-/-) osteoclast progenitors show no difference in osteoclastogenesis. However, Esl-1(-/-) osteoblasts show delayed differentiation and mineralization and stimulate osteoclastogenesis more potently in the osteoblast-osteoclast coculture, suggesting that ESL-1 primarily acts in osteoblasts to regulate bone homeostasis. In addition, Esl-1(-/-) calvaria exhibit an elevated mature TGF-β/pro-TGF-β ratio, with increased expression of TGF-β downstream targets (plasminogen activator inhibitor-1, parathyroid hormone-related peptide, connective tissue growth factor, and matrix metallopeptidase 13, etc.) and a key regulator of osteoclastogenesis (receptor activator of nuclear factor κB ligand). Moreover, in vivo treatment with 1D11, a pan-TGF-β antibody, significantly improved the low bone mass of Esl-1(-/-) mice, suggesting that elevated TGF-β signaling is the major cause of osteopenia in Esl-1(-/-) mice. In summary, our study identifies ESL-1 as an important regulator of bone remodeling and demonstrates that the modulation of TGF-β maturation is pivotal in the maintenance of a homeostatic bone microenvironment and for proper osteoblast-osteoclast coupling.

EARLY-ESLI study: Long-term experience with eslicarbazepine acetate after first monotherapy failure.

PubMed

Villanueva, V; Bermejo, P; Montoya, J; Toledo, M; Gómez-Ibáñez, A; Garcés, M; Vilella, L; López-González, F J; Rodriguez-Osorio, X; Campos, D; Martínez, P; Giner, P; Zurita, J; Rodríguez-Uranga, J; Ojeda, J; Mauri, J A; Camacho, J L; Ruiz-Giménez, J; Poza, J J; Massot-Tarrús, A; Galiano, M L; Bonet, M

2017-09-01

Evaluate real-life experience with eslicarbazepine acetate (ESL) after first monotherapy failure in a large series of patients with focal epilepsy. Multicentre, retrospective, 1-year, observational study in patients older than 18 years, with focal epilepsy, who had failed first antiepileptic drug monotherapy and who received ESL. Data from clinical records were analysed at baseline, 3, 6 and 12 months to assess effectiveness and tolerability. Eslicarbazepine acetate was initiated in 253 patients. The 1-year retention rate was 92.9%, and the final median dose of ESL was 800 mg. At 12 months, 62.3% of patients had been seizure free for 6 months; 37.3% had been seizure free for 1 year. During follow-up, 31.6% of the patients reported ESL-related adverse events (AEs), most commonly somnolence (8.7%) and dizziness (5.1%), and 3.6% discontinued due to AEs. Hyponatraemia was observed in seven patients (2.8%). After starting ESL, 137 patients (54.2%) withdrew the prior monotherapy and converted to ESL monotherapy; 75.9% were seizure free, 87.6% were responders, 4.4% worsened, and 23.4% reported ESL-related AEs. Use of ESL after first monotherapy failure was associated with an optimal seizure control and tolerability profile. Over half of patients were converted to ESL monotherapy during follow-up. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Eligibility and Programming in Chapter I English as a Second Language (E.S.L.) Programs, 1988-89. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Stern, Lucia

Chapter I/Pupils with Compensatory Educational Needs programs in English as a Second Language (ESL) served students at 78 high schools in New York City, supplementing tax-levy-funded ESL classes in those schools serving limited-English-proficient (LEP) students. Chapter I of the Educational Consolidation and Improvement Act funded ESL and…

Computer simulation to predict energy use, greenhouse gas emissions and costs for production of extended shelf-life (ESL) milk using microfiltration

USDA-ARS?s Scientific Manuscript database

Extended shelf-life (ESL) milk has a shelf life between that of high-temperature short-time (HTST) and ultrahigh temperature (UHT) pasteurized milk. ESL milk is usually pasteurized at temperatures exceeding 125 deg C which may give the milk a cooked taste. ESL milk produced using crossflow microfilt...

Could laser-assisted dissection of the pre-epiglottic space affect functional outcome after ESL?

PubMed

Bertolin, Andy; Lionello, Marco; Russo, Simone; Rizzotto, Giuseppe; Lucioni, Marco

2018-06-01

To evaluate the effect of preepiglottic space (PES) dissection in the endoscopic supraglottic laryngectomy (ESL). A retrospective cohort study. We retrospectively compared 15 patients who underwent ESL with 15 patients matched for clinical stage who underwent open partial horizontal laryngectomy (OPHL). The functional outcomes were assessed in terms of hospital stay; need for nasal feeding tube (NFT) and tracheostomy, as well as duration of their use; postoperative complications; aspiration pneumonia rates; voice quality; and dysphagia. Among the ESL cases, combined dissection of the epiglottis and PES (type III) had a negative impact on functional outcomes. ESL patients experienced shorter hospital stays, as well as shorter use of NFT and tracheostomy, than patients who had OPHL. Combined dissection of the epiglottis and PES (ESL type III) negatively affected functional outcome in patients undergoing ESL, a procedure generally related to significantly better functional outcomes than OPHL type I. 4. Laryngoscope, 128:1371-1378, 2018. © 2017 The American Laryngological, Rhinological and Otological Society, Inc.

An Overview of the MSFC Electrostatic Levitation Facility

NASA Technical Reports Server (NTRS)

Rogers, J. R.; Robinson, M. B.; Hyers, R. W.; Savage, L.; Rathz, T.

2000-01-01

Electrostatic levitation (ESL) provides a means to study molten materials in a contamination-free environment, including no contact with a container. Many phenomena important to materials science can be studied in the ESL. Solidification of metals, alloys and undercooled materials represent an important topic for research in the ESL. Recent studies of metals and alloys during solidification in the ESL are reported. Measurements include time, temperature and transformation of metallic glass-forming alloys, solidification velocities, and microstructure. This multimedia report includes a video clip showing processing in the ESL, with descriptions of the different segments in the text.

Implementation and initial test result of a prototype solid state modulator for pulsed magnetron

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dake, Vishal; Mangalvedekar, H.A., E-mail: vishaldake90@gmail.com; Tillu, Abhijit

2014-07-01

A solid-state modulator rated for 50 kV, 120A, 4μs and 250 Hz has been designed. The discharging circuit of the modulator is being tested at ∼ 33 kV, 40-80A, at a maximum pulse repetition rate of 30 pps. The paper discusses development and testing of prototype discharging circuit on resistive load and magnetron. The technique used for measurement of pulse transformer leakage inductance, distributed capacitance and stray primary circuit series inductance will also be discussed in detail. It is necessary to have Energy Storage Capacitors with low ESL for these applications (ESL < 40 nH). The method used for evaluatingmore » the ESL of locally available metalized polypropylene capacitors will also be presented. (author)« less

The Invisible Multilingual Teacher: The Contribution of Language Background to Australian ESL Teachers' Professional Knowledge and Beliefs

ERIC Educational Resources Information Center

Ellis, Elizabeth M.

2004-01-01

English as a second language (ESL) is taught in Australia to adult learners of mixed language backgrounds through the medium of English, and there is currently no requirement that ESL teachers speak another language. This paper reports on a study which asked what advantages there may be for ESL teachers to have proficiency in two or more…

Making Content Accessible to Promote Second Language Acquisition: The ESL Intensive Program at Hostos Community College (CUNY).

ERIC Educational Resources Information Center

Diaz, Diana M.; Justicia, Nellie T.; Levine, Lewis

An English-as-a-Second-Language (ESL) Intensive Program was established at Hostos Community College, New York, to help accelerate students' acquisition of ESL by combining three semesters of the college's regular ESL program into two semesters. Each level of this program provides 15 hours of classroom instruction per week, a 6-hour reading and…

Effect of Dialogue Journal Writing through the Use of Conventional Tools and E-Mail on Writing Anxiety in the ESL Context

ERIC Educational Resources Information Center

Foroutan, Maryam; Noordin, Nooreen

2012-01-01

ESL/EFL Anxiety has been reported as one of the foremost factors affecting ESL learners' performance. Hence, identifying methods to assist language learners to alleviate their ESL anxiety deserve to be considered by the educators. This study compared the effect of dialogue journal writing (DJW) through two different modes of learning and teaching:…

Course-Taking Patterns of Latino ESL Students: Mobility and Mainstreaming in Urban Community Colleges in the United States

ERIC Educational Resources Information Center

Razfar, Aria; Simon, Jenny

2011-01-01

In most Western countries where English is the medium of instruction, there is a substantial gap in student success between immigrant English as a second language (ESL) students and non-ESL students. In the United States, this situation has been observed in particular with Latino ESL students. This article describes a longitudinal study of two…

Long-term safety and efficacy of eslicarbazepine acetate in patients with focal seizures: results of the 1-year ESLIBASE retrospective study.

PubMed

Villanueva, V; Serratosa, J M; Guillamón, E; Garcés, M; Giráldez, B G; Toledo, M; Salas-Puig, J; López González, F J; Flores, J; Rodríguez-Uranga, J; Castillo, A; Mauri, J A; Camacho, J L; López-Gomáriz, E; Giner, P; Torres, N; Palau, J; Molins, A

2014-09-01

Eslicarbazepine acetate (ESL) is a new antiepileptic drug (AED) licensed as adjunctive therapy in adults with partial-onset or focal seizures. To evaluate in a clinical practice setting the long-term efficacy and safety of ESL in patients with focal seizures. ESLIBASE was a retrospective study that included all patients with focal seizures who started ESL between January 2010 and July 2012 at 12 hospitals. ESL was prescribed individually according to real-life practice. Efficacy and safety were evaluated over 1 year. Switching from carbamazepine (CBZ) and oxcarbazepine (OXC) was assessed. Three hundred and twenty-seven patients were included; 78% of patients were taking ≥2 other AEDs at baseline. Most (87%) began ESL because of poor seizure control and 13% because of adverse events (AEs) with CBZ or OXC. After 1 year, 237 patients (72.4%) remained on ESL. At 3, 6 and 12 months, the responder rate was 46.3%, 57.9%, and 52.5%, and 21.0%, 28.0%, and 25.3% of patients were seizure free. The responder rate significantly increased when ESL was combined with a non-sodium channel-targeting drug (non-SC drug) (66.7%) versus an SC drug (47.7%; p<0.001). At 12 months, 40.7% of patients had ≥1 AE; AEs led to treatment discontinuation in 16.2%. Dizziness, nausea, and somnolence were the most common AEs. The tolerability profile improved in >50% of the patients who switched from CBZ or OXC to ESL because of AEs. ESL was well tolerated and effective in a real-world setting over 1 year. Side-effect profile improved when OXC and CBZ recipients were switched to ESL. Copyright © 2014 Elsevier B.V. All rights reserved.

E-selectin ligand 1 regulates bone remodeling by limiting bioactive TGF-β in the bone microenvironment

PubMed Central

Yang, Tao; Grafe, Ingo; Bae, Yangjin; Chen, Shan; Chen, Yuqing; Bertin, Terry K.; Jiang, Ming-Ming; Ambrose, Catherine G.; Lee, Brendan

2013-01-01

TGF-β is abundantly produced in the skeletal system and plays a crucial role in skeletal homeostasis. E-selectin ligand-1 (ESL-1), a Golgi apparatus-localized protein, acts as a negative regulator of TGF-β bioavailability by attenuating maturation of pro–TGF-β during cartilage homeostasis. However, whether regulation of intracellular TGF-β maturation by ESL-1 is also crucial during bone homeostasis has not been well defined. Here, we show that Esl-1−/− mice exhibit a severe osteopenia with elevated bone resorption and decreased bone mineralization. In primary culture, Esl-1−/− osteoclast progenitors show no difference in osteoclastogenesis. However, Esl-1−/− osteoblasts show delayed differentiation and mineralization and stimulate osteoclastogenesis more potently in the osteoblast–osteoclast coculture, suggesting that ESL-1 primarily acts in osteoblasts to regulate bone homeostasis. In addition, Esl-1−/− calvaria exhibit an elevated mature TGF-β/pro–TGF-β ratio, with increased expression of TGF-β downstream targets (plasminogen activator inhibitor-1, parathyroid hormone-related peptide, connective tissue growth factor, and matrix metallopeptidase 13, etc.) and a key regulator of osteoclastogenesis (receptor activator of nuclear factor κB ligand). Moreover, in vivo treatment with 1D11, a pan–TGF-β antibody, significantly improved the low bone mass of Esl-1−/− mice, suggesting that elevated TGF-β signaling is the major cause of osteopenia in Esl-1−/− mice. In summary, our study identifies ESL-1 as an important regulator of bone remodeling and demonstrates that the modulation of TGF-β maturation is pivotal in the maintenance of a homeostatic bone microenvironment and for proper osteoblast–osteoclast coupling. PMID:23589896

A Correlational Study of a Reading Comprehension Program and Attrition Rates of ESL Nursing Students in Texas.

PubMed

Donnell, Wendy M

The purpose of this study was to examine the associations between English as a second language (ESL), a reading comprehension program, and attrition rates of nursing students. Higher attrition rates of ESL nursing students are an assumption, seemingly based on anecdotal evidence. Data reflecting ESL student attrition should be measured and analyzed so that students can be identified prior to attrition. A secondary analysis of a large database of 27 initial licensure programs in Texas was completed. Data analysis identified that ESL students who used a reading comprehension program were almost twice as likely to be off track or out of the program as ESL students who did not use the program. Nurse educators need to evaluate student profile characteristics in a comprehensive way when determining risk of attrition.

Transition from oxcarbazepine to eslicarbazepine acetate: A single center study.

PubMed

Mäkinen, Jussi; Rainesalo, Sirpa; Peltola, Jukka

2017-03-01

There is limited clinical evidence for comparison between oxcarbazepine (OXC) and eslicarbazepine acetate (ESL) in terms of tolerability, or how to execute the change from OXC to ESL. We report the process of transitioning patients with focal epilepsy from previous OXC treatment to ESL due to tolerability problems. The rationale for change from OXC is reported, and the outcome with respective to this rationale is analyzed in terms of tolerability and efficacy. The subjects were transitioned overnight from OXC to ESL in a hospital inpatient setting. An evaluation of the effects of the transition was made after 1 and 3 months. All adverse events (AEs) were recorded following the transition period. Subjects were classified by outcome in terms of AEs. Twenty-three subjects were transitioned from OXC to ESL. Fifteen patients OXC-related AEs reduced significantly after transition. Particularly, most of (93%) the AEs presented in the morning resolved after transition to ESL. No patient had an increase in seizure frequency following the transition. The incidence of ESL-related AEs was 39% at 1 month and 13% at 3 month follow-up; however, all patients continued ESL throughout the study period. This study demonstrates that patients suffering from OXC-related AEs improve in terms of tolerability after a switch to ESL with maintaining seizure control. This improvement is more pronounced if the OXC-related AEs are most evident following morning dosing of OXC. Transition can be safely executed in an outpatient setting.

34 CFR 668.153 - Administration of tests for students whose native language is not English or for persons with...

Code of Federal Regulations, 2010 CFR

2010-07-01

... program that is taught in English with an ESL component, and the student is enrolled in that program and the ESL component, the student must take either an ESL test approved under § 668.148(b), or a test in... enrolled in a program that is taught in English without an ESL component, or the student does not enroll in...

ESL Students' Perceptions of Their English Writing Proficiency and the Effects of Peer Review Training among Three Types of Students in a Community College ESL Composition Course

ERIC Educational Resources Information Center

Goldburg, Maxine E.

2012-01-01

Learner-centered methodology like peer review is problematic in the pluralism of the ESL classroom when teaching academic English composition. A distinct complication is the form writing instruction should take given the interaction and variations between ESL students' L1 background, experiences, schema, and the meaning of academic literacy in…

Eslicarbazepine acetate: its effectiveness as adjunctive therapy in clinical trials and open studies.

PubMed

Shorvon, S D; Trinka, E; Steinhoff, B J; Holtkamp, M; Villanueva, V; Peltola, J; Ben-Menachem, E

2017-03-01

Eslicarbazepine acetate (ESL) is a once-daily antiepileptic drug that is approved as adjunctive therapy in adults with focal-onset seizures. Following oral administration, ESL is rapidly metabolized to its active metabolite, eslicarbazepine, which acts primarily by enhancing slow inactivation of voltage-gated sodium channels. The efficacy and safety/tolerability of ESL in the adjunctive setting were established in a comprehensive Phase III program (n = 1702 randomized patients) and this evidence has been supported by several open studies (n = 864). ESL treatment has demonstrated improvements in health-related quality of life, in both randomized clinical trials and open studies. ESL has also been shown to be usually well tolerated and efficacious when used in the adjunctive setting in elderly patients. The effectiveness of ESL as the only add-on to antiepileptic drug monotherapy has been demonstrated in a multinational study (n = 219), subgroup analyses of which have also shown it to be efficacious and generally well tolerated in patients who had previously not responded to carbamazepine therapy. Open studies have also demonstrated improvements in tolerability in patients switched overnight from oxcarbazepine to ESL. Due to differences in pharmacokinetics, pharmacodynamics, and metabolism, there may be clinical situations in which it is appropriate to consider switching patients from oxcarbazepine or carbamazepine to ESL.

28 CFR 544.41 - Applicability: Who must attend the ESL program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... INSTITUTIONAL MANAGEMENT EDUCATION Mandatory English-as-a-Second Language Program (ESL) § 544.41 Applicability... may excuse from attending the ESL program. (b) Staff shall document in the inmate's education file the...

Comments on Elsa Roberts Auerbach's "Reexamining English Only in the ESL Classroom."

ERIC Educational Resources Information Center

Polio, Charlene; Auerbach, Elsa Roberts

1994-01-01

Arguments for students' use of their first language as well as English in the English-as-a-Second-Language (ESL) classroom are reexamined. Pedagogical and political aspects of ESL instruction are noted. (LB)

Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement

PubMed Central

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

2014-01-01

The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates. PMID:25431506

Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement.

PubMed

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

2010-03-01

The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates.

Expression, purification, and refolding of active recombinant human E-selectin lectin and EGF domains in Escherichia coli.

PubMed

Kawano, Susumu; Iyaguchi, Daisuke; Okada, Chiaki; Sasaki, Yusuke; Toyota, Eiko

2013-06-01

Attempts to obtain active E-selectin from Escherichia coli (E. coli) have not yet been successful. In this study, we succeeded in expressing the recombinant lectin and epidermal growth factor domain fragments of human E-selectin (rh-ESLE) in E. coli on a large-scale. The rh-ESLE protein was expressed as an inactive form in the inclusion bodies. The inactive form of rh-ESLE was denatured and solubilized by 6 M guanidine hydrochloride and then purified by Ni(2+) affinity chromatography under denaturing conditions. Denatured rh-ESLE was then refolded by a rapid-dilution method using a large amount of refolding buffer, which contained arginine and cysteine/cystine. The refolded rh-ESLE showed binding affinity for sLe(X) (K(d) = 321 nM, B(max) = 1.9 pmol/μg protein). This result suggests that the refolded rh-ESLE recovered its native and functional structure.

The endothelial glycocalyx

PubMed Central

Yang, Yimu; Schmidt, Eric P.

2013-01-01

Once thought to be a structure of small size and uncertain significance, the endothelial glycocalyx is now known to be an important regulator of endothelial function. Studies of the systemic vasculature have demonstrated that the glycocalyx forms a substantial in vivo endothelial surface layer (ESL) critical to inflammation, barrier function and mechanotransduction. The pulmonary ESL is significantly thicker than the systemic ESL, suggesting unique physiologic function. We have recently demonstrated that the pulmonary ESL regulates exposure of endothelial surface adhesion molecules, thereby serving as a barrier to neutrophil adhesion and extravasation. While the pulmonary ESL is not a critical structural component of the endothelial barrier to fluid and protein, it serves a major role in the mechanotransduction of vascular pressure, with impact on the active regulation of endothelial permeability. It is likely that the ESL serves numerous additional functions in vascular physiology, representing a fertile area for future investigation. PMID:24073386

Role of the endothelial surface layer in neutrophil recruitment.

PubMed

Marki, Alex; Esko, Jeffrey D; Pries, Axel R; Ley, Klaus

2015-10-01

Neutrophil recruitment in most tissues is limited to postcapillary venules, where E- and P-selectins are inducibly expressed by venular endothelial cells. These molecules support neutrophil rolling via binding of PSGL-1 and other ligands on neutrophils. Selectins extend ≤ 38 nm above the endothelial plasma membrane, and PSGL-1 extends to 50 nm above the neutrophil plasma membrane. However, endothelial cells are covered with an ESL composed of glycosaminoglycans that is ≥ 500 nm thick and has measurable resistance against compression. The neutrophil surface is also covered with a surface layer. These surface layers would be expected to completely shield adhesion molecules; thus, neutrophils should not be able to roll and adhere. However, in the cremaster muscle and in many other models investigated using intravital microscopy, neutrophils clearly roll, and their rolling is easily and quickly induced. This conundrum was thought to be resolved by the observation that the induction of selectins is accompanied by ESL shedding; however, ESL shedding only partially reduces the ESL thickness (to 200 nm) and thus is insufficient to expose adhesion molecules. In addition to its antiadhesive functions, the ESL also presents neutrophil arrest-inducing chemokines. ESL heparan sulfate can also bind L-selectin expressed by the neutrophils, which contributes to rolling and arrest. We conclude that ESL has both proadhesive and antiadhesive functions. However, most previous studies considered either only the proadhesive or only the antiadhesive effects of the ESL. An integrated model for the role of the ESL in neutrophil rolling, arrest, and transmigration is needed. © Society for Leukocyte Biology.

Role of the endothelial surface layer in neutrophil recruitment

PubMed Central

Marki, Alex; Esko, Jeffrey D.; Pries, Axel R.; Ley, Klaus

2015-01-01

Neutrophil recruitment in most tissues is limited to postcapillary venules, where E- and P-selectins are inducibly expressed by venular endothelial cells. These molecules support neutrophil rolling via binding of PSGL-1 and other ligands on neutrophils. Selectins extend ≤38 nm above the endothelial plasma membrane, and PSGL-1 extends to 50 nm above the neutrophil plasma membrane. However, endothelial cells are covered with an ESL composed of glycosaminoglycans that is ≥500 nm thick and has measurable resistance against compression. The neutrophil surface is also covered with a surface layer. These surface layers would be expected to completely shield adhesion molecules; thus, neutrophils should not be able to roll and adhere. However, in the cremaster muscle and in many other models investigated using intravital microscopy, neutrophils clearly roll, and their rolling is easily and quickly induced. This conundrum was thought to be resolved by the observation that the induction of selectins is accompanied by ESL shedding; however, ESL shedding only partially reduces the ESL thickness (to 200 nm) and thus is insufficient to expose adhesion molecules. In addition to its antiadhesive functions, the ESL also presents neutrophil arrest-inducing chemokines. ESL heparan sulfate can also bind L-selectin expressed by the neutrophils, which contributes to rolling and arrest. We conclude that ESL has both proadhesive and antiadhesive functions. However, most previous studies considered either only the proadhesive or only the antiadhesive effects of the ESL. An integrated model for the role of the ESL in neutrophil rolling, arrest, and transmigration is needed. PMID:25979432

Extreme sea level implications of 1.5 °C, 2.0 °C, and 2.5 °C temperature stabilization targets in the 21st and 22nd centuries

NASA Astrophysics Data System (ADS)

Rasmussen, D. J.; Bittermann, Klaus; Buchanan, Maya K.; Kulp, Scott; Strauss, Benjamin H.; Kopp, Robert E.; Oppenheimer, Michael

2018-03-01

Sea-level rise (SLR) is magnifying the frequency and severity of extreme sea levels (ESLs) that can cause coastal flooding. The rate and amount of global mean sea-level (GMSL) rise is a function of the trajectory of global mean surface temperature (GMST). Therefore, temperature stabilization targets (e.g. 1.5 °C and 2.0 °C of warming above pre-industrial levels, as from the Paris Agreement) have important implications for coastal flood risk. Here, we assess, in a global network of tide gauges, the differences in the expected frequencies of ESLs between scenarios that stabilize GMST warming at 1.5 °C, 2.0 °C, and 2.5 °C above pre-industrial levels. We employ probabilistic, localized SLR projections and long-term hourly tide gauge records to estimate the expected frequencies of historical and future ESLs for the 21st and 22nd centuries. By 2100, under 1.5 °C, 2.0 °C, and 2.5 °C GMST stabilization, the median GMSL is projected to rise 48 cm (90% probability of 28-82 cm), 56 cm (28-96 cm), and 58 cm (37-93 cm), respectively. As an independent comparison, a semi-empirical sea level model calibrated to temperature and GMSL over the past two millennia estimates median GMSL rise within 7-8 cm of these projections. By 2150, relative to the 2.0 °C scenario and based on median sea level projections, GMST stabilization of 1.5 °C spares the inundation of lands currently home to about 5 million people, including 60 000 individuals currently residing in Small Island Developing States. We quantify projected changes to the expected frequency of historical 10-, 100-, and 500-year ESL events using frequency amplification factors that incorporate uncertainty in both local SLR and historical return periods of ESLs. By 2150, relative to a 2.0 °C scenario, the reduction in the frequency amplification of the historical 100 year ESL event arising from a 1.5 °C GMST stabilization is greatest in the eastern United States, with ESL event frequency amplification being reduced by about half at most tide gauges. In general, smaller reductions are projected for Small Island Developing States.

Derivation of cat embryonic stem-like cells from in vitro-produced blastocysts on homologous and heterologous feeder cells.

PubMed

Gómez, M C; Serrano, M A; Pope, C Earle; Jenkins, J A; Biancardi, M N; López, M; Dumas, C; Galiguis, J; Dresser, B L

2010-09-01

The domestic cat is a focal mammalian species that is used as a model for developing assisted reproductive technologies for preserving endangered cats and for studying human diseases. The generation of stable characterized cat embryonic stem cells (ESC) lines to use as donor nuclei may help to improve the efficiency of interspecies somatic cell nuclear transfer for preserving endangered cats and allow the creation of knockout cell lines to generate knockout cats for studying function of specific genes related to human diseases. It will also enable the possibility of producing gametes in vitro from ESC of endangered cats. In the present study, we report the generation of cat embryonic stem-like (cESL) cells from blastocysts derived entirely in vitro. We generated 32 cESL cell lines from 331 in vitro derived blastocysts from which inner cell masses were isolated by immunosurgery or by a mechanical method. Inhibition of cat dermal fibroblast (CDF) proliferation after exposure to mitomycin-C was both dose and time dependent, where doses of 30 to 40 microg/mL for 5 h were most efficient. These dosages were higher than that required to inhibit cell proliferation of mouse fetal fibroblasts (MFF; 10 microg/mL for 2.5 h). Mitomycin-C did not significantly increase necrosis of cells from either species, and had an anti-proliferative effect at concentrations below cytotoxicity. A clear species-specific relationship between feeder layers and derivation of cESL cell lines was observed, where higher numbers of cESL cell lines were generated on homologous cat feeder layers (n = 26) than from those derived on heterologous mouse feeder layers (n = 6). Three cESL cell lines generated from immunosurgery and cultured on CDF maintained self-renewal and were morphologically undifferentiated for nine and twelve passages (69-102 days). These lines showed a tightly packed dome shaped morphology, exhibited alkaline phosphatase activity and immuno-expression of the pluripotent marker OCT-4 and surface marker SSEA-1. Primary colonies at P0 to P3 and cat blastocysts expressed transcription factors OCT-4, NANOG and SOX-2 and the proto-oncogene C-MYC. However, expression was at levels significantly lower than in vitro produced blastocysts. During culture, cESL colonies spontaneously differentiated into fibroblasts, cardiomyocytes, and embryoid bodies. Development of techniques to prevent differentiation of cESL cells will be essential for maintaining defined cell lines. Copyright 2010 Elsevier Inc. All rights reserved.

Efficacy and safety of conversion to monotherapy with eslicarbazepine acetate in adults with uncontrolled partial-onset seizures: a historical-control phase III study.

PubMed

Jacobson, Mercedes P; Pazdera, Ladislav; Bhatia, Perminder; Grinnell, Todd; Cheng, Hailong; Blum, David

2015-03-28

Eslicarbazepine acetate (ESL, Aptiom®) is a once-daily (QD) anticonvulsant, approved as adjunctive treatment of partial-onset seizures (POS). It is extensively converted after oral administration to eslicarbazepine, and is believed to exert its effect through inhibition of voltage-gated sodium channels. The possible role of ESL as monotherapy to treat POS has not yet been established. This study was an 18-week, multicenter, randomized double-blind trial of gradual conversion to ESL monotherapy in adults with POS not well controlled by 1-2 antiepileptic drugs (AEDs), using historical data as the control. The study comprised an 8-week baseline period, a 2-week titration period, a 6-week AED conversion period, a 10-week monotherapy period, and either a 1-week taper period or optional entry to an open-label extension study. The primary endpoint compared the Kaplan-Meier (KM)-estimated 112-day exit rate with a threshold value calculated from the historical controls. There were 172 randomized patients; 154 (90%) entered the AED conversion period and 121 (70%) completed the study. The KM-estimated exit rates [confidence interval (CI)] were 15.6% [8.1-28.7%] for ESL 1200 mg, and 12.8% [7.5-21.5%] for ESL 1600 mg. The upper limits of the 95% CI KM-estimates were below the pre-specified threshold for historical control of 65.3%, indicating that ESL was efficacious in reducing seizure-related exits, compared with historical control. During the 18-week double-blind treatment period, median reductions in standardized seizure frequency occurred with ESL 1200 mg (36.1%) and ESL 1600 mg (47.5%). The responder rates (a 50% or greater reduction in seizure frequency from baseline) during the 18-week double-blind period and the monotherapy period, respectively, were 35.2% and 38.9% for ESL 1200 mg, and 46.0% and 46.0% for ESL 1600 mg. The overall adverse event profile was consistent with the known safety profile of ESL. These findings indicate that ESL monotherapy (1200 and 1600 mg QD) was efficacious and well tolerated in this study. NCT01091662 ; EudraCT No. 2010-018684-42.

Developing Academic Literacy and Voice: Challenges Faced by a Mature ESL Student and Her Instructors (Desarrollo del discurso académico y la voz: retos de una estudiante de inglés como segunda lengua y sus profesores)

ERIC Educational Resources Information Center

Correa, Doris

2010-01-01

Drawing on critical, socio-cultural and sociolinguistic theories of writing, text and voice, this ethnographic study examines the challenges that a mature ESL student and her instructors in a university course on Spanish Language Media face as they co-construct a common understanding of academic literacy and voice in an undergraduate General…

Microvascular Channel Device to Study Aggressiveness in Prostate Cancer Metastasis

DTIC Science & Technology

2014-08-01

contributes to PCa’s distant metastasis, which is mediated via an E- selectin ligand, ESL -1. Consequently, the interaction of E-selectin/ ESL -1 transduces...cancer cell, E-selectin, ESL -1. OVERALL PROJECT SUMMARY A. Major goals of the project: 3 Task 1: Correlation of cancers’ aggressiveness with...Determination of the aggressive/metastatic related gene I. 1. ESL -1 expression is high in rolling cells and tissue When PCa cells come in contact with

Coordinated and unique functions of the E-selectin ligand ESL-1 during inflammatory and hematopoietic recruitment in mice

PubMed Central

Sreeramkumar, Vinatha; Leiva, Magdalena; Stadtmann, Anika; Pitaval, Christophe; Ortega-Rodríguez, Inés; Wild, Martin K.; Lee, Brendan; Zarbock, Alexander; Hidalgo, Andrés

2013-01-01

Beyond its well-established roles in mediating leukocyte rolling, E-selectin is emerging as a multifunctional receptor capable of inducing integrin activation in neutrophils, and of regulating various biological processes in hematopoietic precursors. Although these effects suggest important homeostatic contributions of this selectin in the immune and hematologic systems, the ligands responsible for transducing these effects in different leukocyte lineages are not well defined. We have characterized mice deficient in E-selectin ligand-1 (ESL-1), or in both P-selectin glycoprotein-1 (PSGL-1) and ESL-1, to explore and compare the contributions of these glycoproteins in immune and hematopoietic cell trafficking. In the steady state, ESL-1 deficiency resulted in a moderate myeloid expansion that became more prominent when both glycoproteins were eliminated. During inflammation, PSGL-1 dominated E-selectin binding, rolling, integrin activation, and extravasation of mature neutrophils, but only the combined deficiency in PSGL-1 and ESL-1 completely abrogated leukocyte recruitment. Surprisingly, we find that the levels of ESL-1 were strongly elevated in hematopoietic progenitor cells. These elevations correlated with a prominent function of ESL-1 for E-selectin binding and for migration of hematopoietic progenitor cells into the bone marrow. Our results uncover dominant roles for ESL-1 in the immature compartment, and a functional shift toward PSGL-1 dependence in mature neutrophils. PMID:24106206

Coordinated and unique functions of the E-selectin ligand ESL-1 during inflammatory and hematopoietic recruitment in mice.

PubMed

Sreeramkumar, Vinatha; Leiva, Magdalena; Stadtmann, Anika; Pitaval, Christophe; Ortega-Rodríguez, Inés; Wild, Martin K; Lee, Brendan; Zarbock, Alexander; Hidalgo, Andrés

2013-12-05

Beyond its well-established roles in mediating leukocyte rolling, E-selectin is emerging as a multifunctional receptor capable of inducing integrin activation in neutrophils, and of regulating various biological processes in hematopoietic precursors. Although these effects suggest important homeostatic contributions of this selectin in the immune and hematologic systems, the ligands responsible for transducing these effects in different leukocyte lineages are not well defined. We have characterized mice deficient in E-selectin ligand-1 (ESL-1), or in both P-selectin glycoprotein-1 (PSGL-1) and ESL-1, to explore and compare the contributions of these glycoproteins in immune and hematopoietic cell trafficking. In the steady state, ESL-1 deficiency resulted in a moderate myeloid expansion that became more prominent when both glycoproteins were eliminated. During inflammation, PSGL-1 dominated E-selectin binding, rolling, integrin activation, and extravasation of mature neutrophils, but only the combined deficiency in PSGL-1 and ESL-1 completely abrogated leukocyte recruitment. Surprisingly, we find that the levels of ESL-1 were strongly elevated in hematopoietic progenitor cells. These elevations correlated with a prominent function of ESL-1 for E-selectin binding and for migration of hematopoietic progenitor cells into the bone marrow. Our results uncover dominant roles for ESL-1 in the immature compartment, and a functional shift toward PSGL-1 dependence in mature neutrophils.

Eslicarbazepine acetate as adjunctive therapy in patients with uncontrolled partial-onset seizures: Results of a phase III, double-blind, randomized, placebo-controlled trial.

PubMed

Sperling, Michael R; Abou-Khalil, Bassel; Harvey, Jay; Rogin, Joanne B; Biraben, Arnaud; Galimberti, Carlo A; Kowacs, Pedro A; Hong, Seung Bong; Cheng, Hailong; Blum, David; Nunes, Teresa; Soares-da-Silva, Patrício

2015-02-01

To evaluate the efficacy and safety of adjunctive eslicarbazepine acetate (ESL) in patients with refractory partial-onset seizures. This randomized, placebo-controlled, double-blind, parallel-group, phase III study was conducted at 173 centers in 19 countries, including the United States and Canada. Eligible patients were aged ≥16 years and had uncontrolled partial-onset seizures despite treatment with 1-2 antiepileptic drugs (AEDs). After an 8-week baseline period, patients were randomized to once-daily placebo (n = 226), ESL 800 mg (n = 216), or ESL 1,200 mg (n = 211). Following a 2-week titration period, patients received ESL 800 or 1,200 mg once-daily for 12 weeks. Seizure data were captured and documented using event-entry or daily entry diaries. Standardized seizure frequency (SSF) during the maintenance period (primary end point) was reduced with ESL 1,200 mg (p = 0.004), and there was a trend toward improvement with ESL 800 mg (p = 0.06), compared with placebo. When data for titration and maintenance periods were combined, ESL 800 mg (p = 0.001) and 1,200 mg (p < 0.001) both reduced SSF. There were no statistically significant interactions between treatment response and geographical region (p = 0.38) or diary version (p = 0.76). Responder rate (≥50% reduction in SSF) was significantly higher with ESL 1,200 mg (42.6%, p < 0.001) but not ESL 800 mg (30.5%, p = 0.07) than placebo (23.1%). Incidence of treatment-emergent adverse events (TEAEs) and TEAEs leading to discontinuation increased with ESL dose. The most common TEAEs were dizziness, somnolence, nausea, headache, and diplopia. Adjunctive ESL 1,200 mg once-daily was more efficacious than placebo in adult patients with refractory partial-onset seizures. The once-daily 800 mg dose showed a marginal effect on SSF, but did not reach statistical significance. Both doses were well tolerated. Efficacy assessment was not affected by diary format used. © 2014 The Authors. Epilepsia published by Wiley Periodicals, Inc. on behalf of International League Against Epilepsy.

Properties of liquid Ti alloys from electrostatic levitation experiments and simulation

NASA Astrophysics Data System (ADS)

Novak, Brian; Raush, Jonathan; Zhang, Xiaoman; Moldovan, Dorel; Meng, Wenjin; Guo, Shengmin

Accurate thermophysical property data for liquid metals and alloys are important for the development of realistic simulations of laser-based 3D printing processes. We are using the container-less electrostatic levitation (ESL) method, molecular simulation, and CALPHAD calculations to obtain such data for Ti alloys. We performed vacuum ESL measurements of viscosity and surface tension with an oscillating drop technique at NASA MSFC on molten elemental Ti, Ti-xAl binaries (x = 0-10 wt%), Ti-6Al-4V, and Ti-6Al-4V-10Mo which showed improved mechanical properties compared with traditional β Ti alloys. We also used classical molecular simulations to obtain viscosities and surface tensions for Ti-xAl. Pair distribution functions, diffusivities, and vapor pressures were also obtained from simulations. The simulated viscosities and surface tensions for pure Ti agree well with the ESL data while the Ti-xAl viscosities have the same trends as the ESL data, but not quantitative agreement. Chemical activity and Gibbs free energy of Ti-10Al were generated using the CALPHAD technique and compared to experimental values. Supported by the National Science Foundation through cooperative agreement OIA-1541079 and the Louisiana Board of Regents.

Update on the role of eslicarbazepine acetate in the treatment of partial-onset epilepsy

PubMed Central

Tambucci, Renato; Basti, Claudia; Maresca, Maria; Coppola, Giangennaro; Verrotti, Alberto

2016-01-01

Eslicarbazepine acetate (ESL) is a once daily new third generation antiepileptic drug that shares the basic chemical structure of carbamazepine and oxcarbazepine – a dibenzazepine nucleus with the 5-carboxamide substituent, but is structurally different at the 10,11-position. ESL is a pro-drug metabolized to its major active metabolite eslicarbazepine. Despite the fact that the exact mechanism of action has not been fully elucidated, it is thought to involve inhibition of voltage-gated sodium channels (VGSC). ESL inhibits sodium currents in a voltage-dependent way by an interaction predominantly with the inactivated state of the VGSC, thus selectively reducing the activity of rapidly firing (epileptic) neurons. ESL reduces VGSC availability through enhancement of slow inactivation. In Phase III studies, adjunctive therapy with ESL 800 or 1,200 mg/day leads to a significant decrease in the seizure frequency in adults with refractory partial onset epilepsy. Based on these results, ESL has been approved in Europe (by the European Medicines Agency) and in the United States (by the US Food and Drug Administration) as add-on therapy. Data on efficacy and safety have been confirmed by 1-year extension and real life observational studies. Recently, based on results from two randomized, double-blind, historical control Phase III trials, ESL received US Food and Drug Administration approval also as a monotherapy for patients with partial onset epilepsy. In the pediatric setting, encouraging results have been obtained suggesting its potential role in the management of epileptic children. Overall ESL was generally well tolerated. The most common adverse events were dizziness, somnolence, headache, nausea, diplopia, and vomiting. Adverse events can be minimized by appropriate titration. In conclusion, ESL seems to overcome some drawbacks of the previous antiepileptic drugs, suggesting a major role of ESL in the management of focal onset epilepsy for both new onset and refractory cases, either as monotherapy or as adjunctive treatment. PMID:27307737

Update on the role of eslicarbazepine acetate in the treatment of partial-onset epilepsy.

PubMed

Tambucci, Renato; Basti, Claudia; Maresca, Maria; Coppola, Giangennaro; Verrotti, Alberto

2016-01-01

Eslicarbazepine acetate (ESL) is a once daily new third generation antiepileptic drug that shares the basic chemical structure of carbamazepine and oxcarbazepine - a dibenzazepine nucleus with the 5-carboxamide substituent, but is structurally different at the 10,11-position. ESL is a pro-drug metabolized to its major active metabolite eslicarbazepine. Despite the fact that the exact mechanism of action has not been fully elucidated, it is thought to involve inhibition of voltage-gated sodium channels (VGSC). ESL inhibits sodium currents in a voltage-dependent way by an interaction predominantly with the inactivated state of the VGSC, thus selectively reducing the activity of rapidly firing (epileptic) neurons. ESL reduces VGSC availability through enhancement of slow inactivation. In Phase III studies, adjunctive therapy with ESL 800 or 1,200 mg/day leads to a significant decrease in the seizure frequency in adults with refractory partial onset epilepsy. Based on these results, ESL has been approved in Europe (by the European Medicines Agency) and in the United States (by the US Food and Drug Administration) as add-on therapy. Data on efficacy and safety have been confirmed by 1-year extension and real life observational studies. Recently, based on results from two randomized, double-blind, historical control Phase III trials, ESL received US Food and Drug Administration approval also as a monotherapy for patients with partial onset epilepsy. In the pediatric setting, encouraging results have been obtained suggesting its potential role in the management of epileptic children. Overall ESL was generally well tolerated. The most common adverse events were dizziness, somnolence, headache, nausea, diplopia, and vomiting. Adverse events can be minimized by appropriate titration. In conclusion, ESL seems to overcome some drawbacks of the previous antiepileptic drugs, suggesting a major role of ESL in the management of focal onset epilepsy for both new onset and refractory cases, either as monotherapy or as adjunctive treatment.

Proficiency in English sentence stress production by Cantonese speakers who speak English as a second language (ESL).

PubMed

Ng, Manwa L; Chen, Yang

2011-12-01

The present study examined English sentence stress produced by native Cantonese speakers who were speaking English as a second language (ESL). Cantonese ESL speakers' proficiency in English stress production as perceived by English-speaking listeners was also studied. Acoustical parameters associated with sentence stress including fundamental frequency (F0), vowel duration, and intensity were measured from the English sentences produced by 40 Cantonese ESL speakers. Data were compared with those obtained from 40 native speakers of American English. The speech samples were also judged by eight native listeners who were native speakers of American English for placement, degree, and naturalness of stress. Results showed that Cantonese ESL speakers were able to use F0, vowel duration, and intensity to differentiate sentence stress patterns. Yet, both female and male Cantonese ESL speakers exhibited consistently higher F0 in stressed words than English speakers. Overall, Cantonese ESL speakers were found to be proficient in using duration and intensity to signal sentence stress, in a way comparable with English speakers. In addition, F0 and intensity were found to correlate closely with perceptual judgement and the degree of stress with the naturalness of stress.

Abuse liability assessment of eslicarbazepine acetate in healthy male and female recreational sedative users: A Phase I randomized controlled trial.

PubMed

Levy-Cooperman, Naama; Schoedel, Kerri A; Chakraborty, Bijan; Blum, David; Cheng, Hailong

2016-08-01

Eslicarbazepine acetate (ESL) is a once-daily oral antiepileptic drug for the treatment of partial-onset seizures. Adverse events such as dizziness and somnolence reported in clinical studies suggest that ESL has detectable central nervous system (CNS) effects in addition to its antiepileptic effects. This Phase I study evaluated the abuse liability of ESL compared with that of alprazolam (ALP) and placebo (PBO) in recreational CNS depressant users. In this single-dose, randomized, double-blind, PBO- and active-controlled crossover study, healthy recreational CNS depressant users who could discern between ALP 2mg and PBO received single oral doses of each of the following treatments with a washout interval of ≥7days between each treatment: ESL (800mg, 1600mg, 2000mg, and 2400mg); ALP (1.5mg and 3.0mg); and PBO. Subjective measures, including visual analog scales (VASs) e.g., Drug-Liking (primary endpoint), and Addiction Research Center Inventory (ARCI) Morphine-Benzedrine Group (MBG), Pentobarbital Chlorpromazine Alcohol Group (PCAG), and Lysergic Acid Diethylamide Group scales were evaluated at multiple time points up to 24h postdose. Cognitive effects were evaluated using the Choice Reaction Time (CRT), Divided Attention (DAT) and Hopkins Verbal Learning Task-Revised tests. Peak scores for Drug-Liking VAS (maximum effect [Emax]) were significantly higher for both ALP doses than for PBO (p<0.0001), thereby confirming study validity. Drug-Liking VAS Emax was significantly lower for all ESL doses than both ALP doses (p<0.0001). Drug-Liking VAS Emax for ESL 800mg was similar to that for PBO (least squares [LS] mean difference: 3.6; p=0.19). At the three higher ESL doses (1600mg and the supratherapeutic doses of 2000mg and 2400mg), Drug-Liking VAS Emax was significantly higher than for PBO, although the differences were minimal (LS mean difference: 9.3-13.3 out of 100). For most secondary subjective endpoints (i.e., Good Effects VAS and High VAS, ARCI-MBG, Take Drug Again VAS, Overall Drug-Liking VAS, and ARCI-PCAG; p<0.05), the effect of ESL (all doses) was significantly less than that of ALP (both doses). On most secondary measures, the dose-response relationship was relatively flat or showed saturation at higher ESL doses. Although significant differences were observed for ESL compared with those for PBO for some specific CRT and DAT endpoints (i.e., reaction time, manual tracking, hit latency), ALP demonstrated significant and dose-dependent impairment on the majority of cognitive endpoints when compared with PBO and ESL. Mean plasma concentrations of the active metabolite of ESL, eslicarbazepine, increased with increasing ESL dose. Pharmacokinetic parameters estimated for eslicarbazepine were generally comparable with results from previous studies in healthy volunteers. This study demonstrated that single doses of ESL may have less abuse liability than ALP in recreational sedative users. Although ESL had detectable subjective effects and showed some drug-'liking' at higher doses, the magnitude of these effects was small. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Collaboration Model for ESL and Content Teachers

ERIC Educational Resources Information Center

Broer, Kathleen

2013-01-01

This study will examine strategies that ESL teachers and content teachers can use to help middle school ESL students acquire science vocabulary and meta-cognitive strategies for writing skills in non-fiction text forms. Two appendixes are included. (Contains 3 figures and 2 footnotes.)

American Language Review, 2001.

ERIC Educational Resources Information Center

Ward, Ben, Ed.

2001-01-01

These eight journals include articles on such topics as the following: adult literacy; incorporating song lyrics and music into the English-as-a-Second-Language (ESL) classroom; using poetry with adult ESL learners; reading "Time" and "Newsweek" in ESL classrooms; teaching intuitively; teacher-created materials; New England…

Extending Depot Length and Intervals for DDG 51 Class Ships: Examining the 72 Month Operational Cycle

DTIC Science & Technology

2016-01-01

tenance period to achieve planned expected service life ( ESL ), as well as the length, workload, and periodicity of a continuous maintenance...a ship’s service life but extends the length of each deployment. Figure 2.1 compares the number of deployments that can be made over the ESL of...ships in different cycle lengths. The ESL of DDG-51 Arleigh Burke–class destroyers Flight I and II is 35 years, and Flight IIA has an ESL of 40 years

The Efficacy of Eslicarbazepine Acetate in Models of Trigeminal, Neuropathic, and Visceral Pain: The Involvement of 5-HT1B/1D Serotonergic and CB1/CB2 Cannabinoid Receptors.

PubMed

Tomić, Maja A; Pecikoza, Uroš B; Micov, Ana M; Stepanović-Petrović, Radica M

2015-12-01

Many clinical pain states that are difficult to treat share a common feature of sensitization of nociceptive pathways. Drugs that could normalize hyperexcitable neural activity (e.g., antiepileptic drugs) may be useful in relieving these pain states. Eslicarbazepine acetate (ESL) is a novel antiepileptic drug derived from carbamazepine/oxcarbazepine with a more favorable metabolic profile and potentially better tolerability. We examined the efficacy of ESL in models of inflammatory and neuropathic pain and the potential mechanism involved in its action. The antinociceptive effects of ESL were assessed in mice models of trigeminal (orofacial formalin test), neuropathic (streptozotocin-induced diabetic neuropathy model), and visceral pain (writhing test). The influence of 5-HT1B/1D serotonin receptor (GR 127935) and CB1 (AM251) and CB2 cannabinoid receptor (AM630) antagonists on the antinociceptive effect of ESL was tested in the model of trigeminal pain. ESL exhibited significant and dose-dependent antinociceptive effects in the second phase of the orofacial formalin test (P ≤ 0.011), in the tail-flick test in diabetic mice (P ≤ 0.013), and in the writhing test (P ≤ 0.003). GR 127935 (P ≤ 0.038) and AM251 and AM630 (P ≤ 0.013 for both antagonists) significantly inhibited the antinociceptive effect of ESL in a dose-related manner. ESL exhibited efficacy in models of trigeminal, neuropathic, and visceral pain. In the trigeminal pain model, the antinociceptive effect of ESL is, at least in part, mediated by 5-HT1B/1D serotonin and CB1/CB2 cannabinoid receptors. This study indicates that ESL could be useful in the clinical treatment of inflammatory and neuropathic pain.

A common reference-based indirect comparison meta-analysis of eslicarbazepine versus lacosamide as add on treatments for focal epilepsy.

PubMed

Brigo, Francesco; Trinka, Eugen; Bragazzi, Nicola Luigi; Nardone, Raffaele; Milan, Alberto; Grillo, Elisabetta

2016-11-01

Eslicarbazepine acetate (ESL) and lacosamide (LCM) have recently emerged as add-on treatments in patients with focal epilepsy experiencing seizures despite adequate monotherapy. Both drugs enhance slow inactivation of voltage-gated sodium channels. To date no randomized controlled trial (RCT) has directly compared ESL with LCM as add-on treatments for focal epilepsy. Our aim was to indirectly compare the efficacy of ESL and LCM used as add-on treatments in patients with focal epilepsy using common reference-based indirect comparison meta-analysis. We systematically searched RCTs in which ESL or LCM has been used as add-on treatment in patients with focal epilepsy and compared with placebo. Following outcomes were considered: ≥50% reduction in seizure frequency; seizure freedom; treatment withdrawal for any reason; ≥25% increase in seizure frequency. Random-effects Mantel-Haenszel meta-analyses were performed to obtain odds ratios (ORs) for the efficacy of ESL or LCM versus placebo. Adjusted indirect comparisons were then made between ESL and LCM using the obtained results, and comparing the minimum and the highest effective recommended daily dose of each drug. Eight studies were included. Indirect comparisons adjusted for dose-effect showed no difference between ESL and LCM for responder rate, seizure freedom, and withdrawal rates. We could not assess increase in seizure frequency due to lack of data. Indirect comparisons failed to find a significant difference in efficacy between add-on ESL and LCM in patients with focal epilepsy. Direct head-to-head clinical trials comparing ESL with LCM as add-on antiepileptic treatment are required to confirm these results. Copyright © 2016 Elsevier B.V. All rights reserved.

Conversion to eslicarbazepine acetate monotherapy

PubMed Central

French, Jacqueline; Jacobson, Mercedes P.; Pazdera, Ladislav; Gough, Mallory; Cheng, Hailong; Grinnell, Todd; Blum, David

2016-01-01

Objective: To assess the efficacy and safety of eslicarbazepine acetate (ESL) monotherapy. Methods: This post hoc pooled analysis of 2 randomized double-blind studies (093-045 and -046) included adults with partial-onset seizures medically uncontrolled by 1 or 2 antiepileptic drugs (AEDs). Following the baseline period (8 weeks), eligible patients were randomized 2:1 to receive ESL 1,600 mg or 1,200 mg once daily for 18 weeks; the primary endpoint was study exit by meeting predefined exit criteria (signifying worsening seizure control). In each study, treatment was considered effective if the upper 95% confidence limit for exit rate was lower than the historical control threshold (65.3%). Results: Pooled exit rates were as follows: ESL 1,600 mg = 20.6% (95% confidence interval: 15.6%–26.8%); ESL 1,200 mg = 30.8% (23.0%–40.5%). Use of 2 baseline AEDs or rescue medication, US location, epilepsy duration ≥20 years, and higher maximum baseline seizure frequency were associated with higher exit risks. Median percent reductions in standardized seizure frequency between baseline and the 18-week double-blind period were as follows: ESL 1,600 mg = 43.2%; ESL 1,200 mg = 35.7%; baseline carbamazepine use was associated with smaller reductions. Safety profiles were similar between ESL doses. Conclusions: Exit rates for ESL monotherapy (1,600 mg and 1,200 mg once daily) were lower than the historical control threshold, irrespective of baseline AED use and region, with no additional safety concerns identified. Clinical factors and location clearly influence treatment responses in conversion-to-monotherapy trials. Classification of evidence: This pooled analysis provides Class IV evidence that for adults with medically uncontrolled partial-onset seizures, ESL monotherapy is well tolerated and effective. PMID:26911639

Conversion to eslicarbazepine acetate monotherapy: A pooled analysis of 2 phase III studies.

PubMed

Sperling, Michael R; French, Jacqueline; Jacobson, Mercedes P; Pazdera, Ladislav; Gough, Mallory; Cheng, Hailong; Grinnell, Todd; Blum, David

2016-03-22

To assess the efficacy and safety of eslicarbazepine acetate (ESL) monotherapy. This post hoc pooled analysis of 2 randomized double-blind studies (093-045 and -046) included adults with partial-onset seizures medically uncontrolled by 1 or 2 antiepileptic drugs (AEDs). Following the baseline period (8 weeks), eligible patients were randomized 2:1 to receive ESL 1,600 mg or 1,200 mg once daily for 18 weeks; the primary endpoint was study exit by meeting predefined exit criteria (signifying worsening seizure control). In each study, treatment was considered effective if the upper 95% confidence limit for exit rate was lower than the historical control threshold (65.3%). Pooled exit rates were as follows: ESL 1,600 mg = 20.6% (95% confidence interval: 15.6%-26.8%); ESL 1,200 mg = 30.8% (23.0%-40.5%). Use of 2 baseline AEDs or rescue medication, US location, epilepsy duration ≥20 years, and higher maximum baseline seizure frequency were associated with higher exit risks. Median percent reductions in standardized seizure frequency between baseline and the 18-week double-blind period were as follows: ESL 1,600 mg = 43.2%; ESL 1,200 mg = 35.7%; baseline carbamazepine use was associated with smaller reductions. Safety profiles were similar between ESL doses. Exit rates for ESL monotherapy (1,600 mg and 1,200 mg once daily) were lower than the historical control threshold, irrespective of baseline AED use and region, with no additional safety concerns identified. Clinical factors and location clearly influence treatment responses in conversion-to-monotherapy trials. This pooled analysis provides Class IV evidence that for adults with medically uncontrolled partial-onset seizures, ESL monotherapy is well tolerated and effective. © 2016 American Academy of Neurology.

CTC-Endothelial Cell Interactions during Metastasis

DTIC Science & Technology

2013-04-01

endothelial cells via a variety of E-selectin ligands ( ESL ). These ESLs express a unique carbohydrate motif, sLex, which appears to be required for... ESL binding. The chemokine receptor CXCR4 has also been reported to supporting transendothelial migration of prostate cells through bone marrow

Persistence of community college engineering science students: The impact of selected cognitive and noncognitive characteristics

NASA Astrophysics Data System (ADS)

Chatman, Lawrence M., Jr.

If the United States is to remain technologically competitive, persistence in engineering programs must improve. This study on student persistence employed a mixed-method design to identify the cognitive and noncognitive factors which contribute to students remaining in an engineering science curriculum or switching from an engineering curriculum at a community college in the northeast United States. Records from 372 students were evaluated to determine the characteristics of two groups: those students that persisted with the engineering curriculum and those that switched from engineering; also, the dropout phenomenon was evaluated. The quantitative portion of the study used a logistic regression analyses on 22 independent variables, while the qualitative portion of the study used group interviews to investigate the noncognitive factors that influenced persisting or switching. The qualitative portion of the study added depth and credibility to the results from the quantitative portion. The study revealed that (1) high grades in first year calculus, physics and chemistry courses, (2) fewer number of semesters enrolled, (3) attendance with full time status, and (4) not participating in an English as a Second Language (ESL) program were significant variables used to predict student persistence. The group interviews confirmed several of these contributing factors. Students that dropped out of college began with (1) the lowest levels of remediation, (2) the lowest grade point averages, and (3) the fewest credits earned.

The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model.

PubMed

Lipka, Orly; Siegel, Linda S

2010-11-01

This study examined the development of literacy skills in children in a district that used a Response to Intervention (RTI) model. The district included children whose first language was English and children who were learning English as a second language (ESL). Tasks measuring phonological awareness, lexical access, and syntactic awareness were administered when the children entered school in kindergarten at age 5. Reading, phonological processing, syntactic awareness, memory, and spelling were administered in grade 7. When the children entered school, significant numbers of them were at risk for literacy difficulties. After systematic instruction and annual monitoring of skills, their reading abilities improved to the extent that only a very small percentage had reading difficulties. The results demonstrated that early identification and intervention and frequent monitoring of basic skills can significantly reduce the incidence of reading problems in both the ESL and language majority children.

Dematerialization and Deformalization of the EFL/ESL Textbook - Literature Review and Relevant Issues

NASA Astrophysics Data System (ADS)

Meurant, Robert C.

Rapid development and critical convergence of Information Communication Technologies is radically impacting education, particularly in second language acquisition, where the sudden availability of multimedia content and immediacy of distance communication offer specific advantage. The language classroom is evolving to integrate computer-mediated learning and communication with traditional schooling; digitization and the Internet mean the textbook is evolving from inert hard copy that is consumed, to dynamic e-texts that students participate in. The emergence of English as a Global Language, with the primary role of English on the Internet, means that the transition from fixed hard copy to fluid online digital environment is particularly evident in EFL/ESL. I review research, trace ways in which this transition occurs, and speculate on how, under the impact of ICTs and their convergence, the EFL/ESL textbook will reform, and may even disappear as a stand-alone entity.

Eslicarbazepine acetate exposure in pregnant women with epilepsy.

PubMed

Costa, Raquel; Magalhães, Luís M; Graça, Joana; Vieira, Mariana; Gama, Helena; Moreira, Joana; Rocha, José F; Soares-da-Silva, Patrício

2018-05-01

Epilepsy is a common neurologic disorder requiring continued treatment during pregnancy. Treatment with antiepileptic drugs (AEDs) is needed for seizure control, but the risk of adverse events has to be minimized for both mother and foetus. Available data on pregnancy and foetal/postnatal outcomes following eslicarbazepine acetate (ESL) exposure via parent is herein presented for the first time. ESL's global safety database was reviewed to identify pregnancy cases with exposure to ESL reported up to October 21st, 2017. The EMBASE™ and MEDLINE ® databases were searched to identify literature reports of such cases published between May 1st, 2009 and October 21st, 2017. Overall, 91 notifications of pregnancy were identified, of which 79 involved ESL exposure: 28 during clinical trials and 51 from 8-years of post-marketing surveillance. Thirty pregnancies resulted in live birth without congenital anomalies; in 25 pregnancies the outcome was ongoing and 3 was unknown; 18 cases resulted in abortion (10 spontaneous and 8 induced) and congenital anomalies were identified in 5 cases (no clear relationship with ESL was established). ESL was used concomitantly to other AEDs in 11 of the 15 pregnancies for which the outcome was spontaneous abortion and congenital anomaly. Literature review did not yield additional information. Available data are insufficient to draw conclusions regarding ESL use during pregnancy. Although no particular safety problem was identified, ESL exposure during pregnancy will continue to be monitored and evaluated. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yamamoto, Hiroyasu; Kuroda, Nana; Uekita, Hiromi

Background: Adiponectin (APN) is an adipocyte-derived bioactive molecule with anti-diabetic and anti-atherogenic properties. Although anti-diabetic effects are mostly mediated by the adiponectin receptors AdipoR1 and AdipoR2, the anti-atherogenic mechanisms have not been fully elucidated. Methods and Results: In this study, we identified E-selectin ligand (ESL)-1 as a novel APN-binding protein by mass spectrometry analysis of HepG2 cell-derived immunoprecipitant with an anti-APN antibody. Cell adhesion assays using fluorescence-labelled monocyte cell line THP-1 cells and human umbilical vein endothelial cells (HUVECs) revealed that APN-pre-treated THP-1 cells had reduced binding ability to HUVECs. This APN-mediated suppressive effect on monocyte binding to endothelial cells was partiallymore » abrogated by targeting ESL-1 with shRNA in THP-1 cells. In addition, serial mutagenesis analysis disclosed that five extracellular amino acids close to the N-terminus of ESL-1 were essential for binding with APN. Conclusion: Our results highlight the fact that interaction between APN and ESL-1 could provide a fundamental mechanism underlying the anti-atherogenic properties of APN. - Highlights: • E-selectin ligand (ESL)-1 was identified as an adiponectin (APN)-binding protein. • ESL-1 bound to APN at its N-terminal 6th-10th amino acids. • shESL-1 reduced the suppressive effect of APN on adhesion of THP-1 cells to HUVECs. • Interaction with ESL may be involved in the anti-atherogenic effects of APN.« less

Adult ESL Education in the US

ERIC Educational Resources Information Center

Eyring, Janet L.

2014-01-01

This article discusses the state of the art in the field of "adult ESL" in the US. It identifies the size, characteristics, and settings of adult education and discusses relevant professional standards, assessment procedures, and teacher preparation. Three approaches to noncredit adult ESL education will be presented (Functional…

Computer Simulation and ESL Reading.

ERIC Educational Resources Information Center

Wu, Mary A.

It is noted that although two approaches to second language instruction--the communicative approach emphasizing genuine language use and computer assisted instruction--have come together in the form of some lower level reading instruction materials for English as a second language (ESL), advanced level ESL reading materials using computer…

Promoting Discussions in ESL Students

ERIC Educational Resources Information Center

Navarro, Ann

2010-01-01

Background: Teachers who work with English as a Second Language (ESL) students, struggle with promoting discussion during guided reading. When ESL students are asked comprehension questions during group discussions and throughout the reading of a book, often teachers receive minimal feedback. Purpose: The purpose of this research is to identify…

Can eustatic charts go beyond first-order? Insights from the Permo-Triassic

NASA Astrophysics Data System (ADS)

Guillaume, Benjamin; Monteux, Julien; Pochat, Stéphane; Husson, Laurent; Choblet, Gaël

2016-04-01

To the first order, eustatic charts are in accord with our understanding of the geodynamic processes that control sea level. By extrapolation, second-order features are also thought to obey to the same rules, and are thus often taken for granted. But this assumption may be jeopardized by a close examination of a characteristic example. The Permo-Triassic period is characteristic for both its purported eustatic signal and its geodynamic and climatic setting are well defined and contrasted. Both the fragmentation of the Pangean supercontinent and the late Paleozoic melting of ice sheets argue for a rise of the eustatic sea level (ESL) whereas eustatic charts show the opposite. Here we review the possible mechanisms that could explain the apparent sea level low, and find that some of them do lower the ESL while others instead only modify the referential, either uplifting continents or tilting the margins where the control points are located. In the first category, we find that (i) dynamic deflections of the Earth surface above subduction zones and their location with respect to continents primarily control absolute sea level while the Pangean supercontinent forms and breaks up, (ii) endorheism that ubiquitously developed at the time of Pangean aggregation also contributed to lowering the ESL by storing water out of the oceanic reservoir. In the second category, we show that (i) the thermal uplift associated to supercontinental insulation and (ii) the dynamic uplift associated with the emplacement of a superplume both give rates of change in the range of long-term changes of ESL. We also show that (iii) the dynamic tilting of continental margins not only produces apparent sea level changes, but also modifies the absolute sea level, which in turn may end up in the paradoxical situation wherein fingerprints of ESL drop are found in the geological record whereas ESL is actually rising. We conclude that the establishment of second to third order absolute sea level changes may stay for a while a chimera.

Balancing Act: Addressing Culture and Gender in ESL Classrooms

ERIC Educational Resources Information Center

Johnson, Michelle A.; Chang, Debbie

2012-01-01

ESL educators find themselves teaching a diverse group of students in today's classroom. This study investigated how ESL instructors address diversity in their teaching. The literature review revealed research on the experiences of teachers using culturally responsive teaching strategies. Using qualitative research methods, this study explores the…

Let's Talk! ESL Students' Needs and Writing Centre Philosophy

ERIC Educational Resources Information Center

Moussu, Lucie

2013-01-01

When university/college faculty members believe that ESL students' writing skills are not equivalent to those of native speakers, they frequently send these ESL students to their institution's writing centres (WCs). However, this often results in frustration for WC staff, the students, and faculty members. This article first describes ESL…

28 CFR 544.42 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Mandatory English-as-a-Second Language Program (ESL) § 544.42 Procedures. (a) The Warden at each federal... proficient are enrolled in the ESL program. Determination of limited English proficiency is made by staff on... demonstrate verified achievement of the eighth grade level, must provide verification or enroll in the ESL...

Translating Information Literacy: Online Library Support for ESL Students

ERIC Educational Resources Information Center

Lombard, Emmett

2016-01-01

This article describes information literacy struggles of ESL college students within the context of four information literacy components: Identify, Locate, Evaluate, Use. Experiences from an online freshman composition course are used to illustrate these struggles, along with techniques academic librarians use to help ESL students from a distance.

Language Minority Student Transitions

ERIC Educational Resources Information Center

Suh, Emily

2016-01-01

Unfortunately, the journey to college can be lengthy for immigrants who must demonstrate English proficiency by completing a series of ESL classes while balancing work, family, and school (Blumenthal, 2002). At Southeast Community College (SCC), in Lincoln, Nebraska, the sequence ranges from classes in Beginning ESL to ESL for Academic Success,…

ESL Learners' Online Research and Comprehension Strategies

ERIC Educational Resources Information Center

Sain, Noridah; Bown, Andy; Fluck, Andrew; Kebble, Paul

2017-01-01

In order to enhance second language (L2) acquisition, English as a Second Language (ESL) students are encouraged to exploit the abundant information and opportunities for authentic language use afforded by the Internet. This study investigated the online research and comprehension strategies employed by ESL learners in a public university in…

Teaching Freshman History to ESL Students: A Model.

ERIC Educational Resources Information Center

Carro, Gladys

This paper describes the evolution and implementation of an interdisciplinary freshman program in world civilization designed to integrate history content with advanced English-as-a-Second-Language (ESL) composition, focusing on academic language use. In it, a three-credit history course is paired with a six-credit ESL composition course. The…

Setting up an Adult ESL Program in the Fiji Islands.

ERIC Educational Resources Information Center

Thorkelson, Myra

1987-01-01

The author describes an English as a Second Language (ESL) course she taught in Fiji (where English is the official language of commerce and government) for adult speakers of a Hindi dialect or Fijian. She discusses evaluation of student needs and specific exercises for adult ESL classes. (CH)

Accuracy vs. Fluency: Which Comes First in ESL Instruction?

ERIC Educational Resources Information Center

Ebsworth, Miriam Eisenstein

1998-01-01

Discusses the debate over fluency versus accuracy in teaching English-as-a-Second-Language (ESL). Defines fluency and accuracy; examines alternative approaches (meaning first, accuracy first, and accuracy and fluency from the beginning); evaluates the alternatives; and highlights implications for teaching ESL. A sidebar presents an accuracy and…

Teaching Techniques for the ESL Literacy Classroom. [Videotape.

ERIC Educational Resources Information Center

Gati, Sally

This 71-minute videotape presents a three-part program of classroom teaching techniques for teachers of English-as-a-Second-Language (ESL) literacy students. It shows students interacting with ESL literacy teachers, and focuses on: (1) essential teaching tools (chalkboard, easel, overhead projector, butcher paper, realia, pictures, flash cards,…

Ouch! Or ESL and the Glass Ceiling.

ERIC Educational Resources Information Center

Migliacci, Naomi

The realities of the glass ceiling, which prevents qualified women, minorities, and many English-as-a-Second-Language (ESL) students from advancement and promotion, are rarely discussed in English for Special Purposes (ESP)/ESL programs and courses. This paper explores the barriers to success, focusing on the sociolinguistic factors of verbal and…

Professionalization and Exclusion in ESL Teaching

ERIC Educational Resources Information Center

Breshears, Sherry

2004-01-01

As ESL/EFL teachers, how do we fit into the spectrum between unskilled workers and highly trained professionals? This article examines three features of the traditional professions and applies them to the ESL/EFL context. It considers problems with the lack of mandatory standardized certification, critically assesses attachment to the university,…

Adult ESL: Politics, Pedagogy, and Participation in Classroom and Community Programs.

ERIC Educational Resources Information Center

Smoke, Trudy, Ed.

The collection of essays on the politics of adult English-as-a-Second-Language (ESL) instruction includes: "The Politics of Adult ESL literacy: Becoming Politically Visible" (Pamela Ferguson); "Learning To Be Legal: Unintended Meanings for Adult Schools" (Pia Moriarty); "The Relationship Between Knowing Our Students' Real…

Unspoken Content: Silent Film in the ESL Classroom.

ERIC Educational Resources Information Center

Kasper, Loretta F.; Singer, Robert

2001-01-01

Describes how one short silent film, "The Painted Lady," may be used to build language and content knowledge in English-as-a-second-language (ESL) courses. Provides a representative list of titles and corresponding content areas to assist instructors in their efforts to incorporate silent film into ESL courses. (SG)

Prisoners Teaching ESL: A Learning Community among "Language Partners"

ERIC Educational Resources Information Center

Olinger, Andrea; Bishop, Hugh; Cabrales, Jose; Ginsburg, Rebecca; Mapp, Joseph; Mayorga, Orlando; Nava, Erick; Nunez, Elfego; Rosas, Otilio; Slater, Andre; Sorenson, LuAnn; Sosnowski, Jim; Torres, Agustin

2012-01-01

This article features Language Partners, an ESL program offered at the Danville Correctional Center, a medium-security men's prison in central Illinois. The program in which prisoners teach ESL classes, supported by volunteer teacher-trainers, is a learning community with immense and sometimes unforeseen value. The authors discuss reasons for…

Teaching English in the Workplace.

ERIC Educational Resources Information Center

Belfiore, Mary Ellen; Burnaby, Barbara

A guide to program planning and administration of instruction in EWP (English as a second language (ESL) in the workplace combined with varying degrees of general ESL/orientation information) is intended for management and union representatives, EWP coordinators, and ESL administrators as well as teachers. Its primary purposes are to bring…

A History of ESL Instruction in Madison, Wisconsin.

ERIC Educational Resources Information Center

Kuntz, Patricia S.

This paper investigates the emergence of English-as-a- Second-Language (ESL) instruction in Madison, Wisconsin. Like other medium-sized, upper-midwest communities, the demand for ESL instruction has exploded. Despite some visa limitations placed on international students who wish to study English in the United States since September 2001, ESL…

English Nominal Compounds and the ESL/EFL Reader.

ERIC Educational Resources Information Center

Olshtain, Elite

The interpretation of nonlexicalized compound words in English by speakers of English as a second language (ESL) was investigated. Three types of competence used in interpreting noun compounds are identified: pragmatic, linguistic, and textual. The use of these three types of competence by Hebrew speaking college students enrolled in ESL reading…

ESL Students' Computer-Mediated Communication Practices: Context Configuration

ERIC Educational Resources Information Center

Shin, Dong-Shin

2006-01-01

This paper examines how context is configured in ESL students' language learning practices through computer-mediated communication (CMC). Specifically, I focus on how a group of ESL students jointly constructed the context of their CMC activities through interactional patterns and norms, and how configured affordances within the CMC environment…

Ethical Issues in Addressing Inequity in/through ESL Research

ERIC Educational Resources Information Center

Lee, Ena

2011-01-01

This article outlines a researcher's struggles with conducting "ethical" research when her case study reveals racializations faced by a minority teacher in a Canadian ESL program. How might becoming privy to research participants' experiences of inequity in ESL education complicate the notion of research ethics when "doing the right…

Sensitizing ESL Learners to Genre

ERIC Educational Resources Information Center

Swami, Jasti Appa

2008-01-01

This article evaluates the efficacy of explicit genre-based instruction by sensitizing the ESL learners to the concept of genre. The main questions addressed are: How does sensitizing ESL learners to the rhetorical move structure of a genre, the communicative purposes of these moves, and linguistic features that realize these moves help them to…

Relevant ESL for the Teenager.

ERIC Educational Resources Information Center

Wheatley, Iris Alicia Velez

This guide was prepared for the ESL teacher to help bilingual students learn the English reading and writing skills necessary to acquire a summer job. These lessons are relevant to students' needs, an important factor in generating interest and motivation. General objectives are: to design a relevant ESL program for teenagers; to help monolingual…

Immigrant Success Stories in ESL Textbooks

ERIC Educational Resources Information Center

Gulliver, Trevor

2010-01-01

Immigrant success stories found in English as a second language (ESL) textbooks used in government-funded language instruction in Canada imagine Canada as a redeemer of immigrant newcomers. Through a critical discourse analysis of ESL textbooks used in Language Instruction for Newcomers to Canada classes in Ontario, I identify two primary…

Challenges of recruiting ESL immigrants into cancer education studies: reflections from practice notes.

PubMed

Thomson, Maria D; Hoffman-Goetz, Laurie

2011-03-01

Changing population demographics and immigration patterns have resulted in increasing numbers of Canadians who report speaking a language other than French or English. Inclusion of English-as-a-second-language (ESL) immigrants in cancer education research is critical if disparities in access and use of preventive health care services are to be addressed. This article describes the challenges experienced recruiting and interviewing older ESL immigrant women for a colon cancer prevention study. Factors influencing the recruitment and interview of ESL immigrant women were identified through regular team meetings, interviews, and reflective practice notes. Issues included the importance of community contacts, language barriers, and the motivations of the women for participating. Recommendations for recruitment and inclusion of ESL immigrants in cancer education research are provided.

Eslicarbazepine acetate as adjunctive therapy in patients with uncontrolled partial-onset seizures: Results of a phase III, double-blind, randomized, placebo-controlled trial

PubMed Central

Sperling, Michael R; Abou-Khalil, Bassel; Harvey, Jay; Rogin, Joanne B; Biraben, Arnaud; Galimberti, Carlo A; Kowacs, Pedro A; Hong, Seung Bong; Cheng, Hailong; Blum, David; Nunes, Teresa; Soares-da-Silva, Patrício

2015-01-01

Objective To evaluate the efficacy and safety of adjunctive eslicarbazepine acetate (ESL) in patients with refractory partial-onset seizures. Methods This randomized, placebo-controlled, double-blind, parallel-group, phase III study was conducted at 173 centers in 19 countries, including the United States and Canada. Eligible patients were aged ≥16 years and had uncontrolled partial-onset seizures despite treatment with 1–2 antiepileptic drugs (AEDs). After an 8-week baseline period, patients were randomized to once-daily placebo (n = 226), ESL 800 mg (n = 216), or ESL 1,200 mg (n = 211). Following a 2-week titration period, patients received ESL 800 or 1,200 mg once-daily for 12 weeks. Seizure data were captured and documented using event-entry or daily entry diaries. Results Standardized seizure frequency (SSF) during the maintenance period (primary end point) was reduced with ESL 1,200 mg (p = 0.004), and there was a trend toward improvement with ESL 800 mg (p = 0.06), compared with placebo. When data for titration and maintenance periods were combined, ESL 800 mg (p = 0.001) and 1,200 mg (p < 0.001) both reduced SSF. There were no statistically significant interactions between treatment response and geographical region (p = 0.38) or diary version (p = 0.76). Responder rate (≥50% reduction in SSF) was significantly higher with ESL 1,200 mg (42.6%, p < 0.001) but not ESL 800 mg (30.5%, p = 0.07) than placebo (23.1%). Incidence of treatment-emergent adverse events (TEAEs) and TEAEs leading to discontinuation increased with ESL dose. The most common TEAEs were dizziness, somnolence, nausea, headache, and diplopia. Significance Adjunctive ESL 1,200 mg once-daily was more efficacious than placebo in adult patients with refractory partial-onset seizures. The once-daily 800 mg dose showed a marginal effect on SSF, but did not reach statistical significance. Both doses were well tolerated. Efficacy assessment was not affected by diary format used. PMID:25528898

ESL students learning biology: The role of language and social interactions

NASA Astrophysics Data System (ADS)

Jaipal, Kamini

This study explored three aspects related to ESL students in a mainstream grade 11 biology classroom: (1) the nature of students' participation in classroom activities, (2) the factors that enhanced or constrained ESL students' engagement in social interactions, and (3) the role of language in the learning of science. Ten ESL students were observed over an eight-month period in this biology classroom. Data were collected using qualitative research methods such as participant observation, audio-recordings of lessons, field notes, semi-structured interviews, short lesson recall interviews and students' written work. The study was framed within sociocultural perspectives, particularly the social constructivist perspectives of Vygotsky (1962, 1978) and Wertsch (1991). Data were analysed with respect to the three research aspects. Firstly, the findings showed that ESL students' preferred and exhibited a variety of participation practices that ranged from personal-individual to socio-interactive in nature. Both personal-individual and socio-interactive practices appeared to support science and language learning. Secondly, the findings indicated that ESL students' engagement in classroom social interactions was most likely influenced by the complex interactions between a number of competing factors at the individual, interpersonal and community/cultural levels (Rogoff, Radziszewska, & Masiello, 1995). In this study, six factors that appeared to enhance or constrain ESL students' engagement in classroom social interactions were identified. These factors were socio-cultural factors, prior classroom practice, teaching practices, affective factors, English language proficiency, and participation in the research project. Thirdly, the findings indicated that language played a significant mediational role in ESL students' learning of science. The data revealed that the learning of science terms and concepts can be explained by a functional model of language that includes: (1) the use of discourse to construct meanings, (2) multiple semiotic representations of the thing/process, and (3) constructing taxonomies and ways of reasoning. Other important findings were: talking about language is integral to biology teaching and learning, ESL students' prior knowledge of everyday words does not necessarily help them interpret written questions on worksheets, and ESL students' prior knowledge of concepts in their first language does not necessarily support concept learning in the second language.

Efficacy and safety of eslicarbazepine-acetate in elderly patients with focal epilepsy: Case series.

PubMed

Gómez-Ibáñez, A; Serratosa, J M; Guillamón, E; Garcés, M; Giráldez, B G; Toledo, M; Salas-Puig, J; López-González, F J; Rodríguez-Uranga, J; Castillo, A; Mauri, J A; Camacho, J L; López-Gomáriz, E; Giner, P; Torres, N; Palau, J; Molins, A; Villanueva, V

2017-05-01

Eslicarbazepine-acetate (ESL) is a third generation antiepileptic drug licensed as adjunctive therapy in adults with focal seizures. Efficacy and safety of ESL have been established in real-life setting. However, data about outcomes in elderly patients are scarce. Primary endpoint was to evaluate outcomes of ESL in elderly patients. This was a retrospective survey that included patients >65years with focal seizures who started ESL between January 2010 and July 2012 at 12 Spanish Hospitals. ESL was prescribed individually according to real-life practice. Efficacy and safety were evaluated over 1year. These patients were included within the bigger study ESLIBASE. We included 29 patients, most of them males (18). Mean age was 71.2 year-old and epilepsy evolution was 20 years. Eighteen were pharmacorresistant at baseline. At 12 months, the mean dose was 850mg/day, the retention rate 69%, the responder rate 62% and 24.1% were seizure-free. At 12 months, 16 patients (55.2%) had ≥1 adverse effect (AE), that led to discontinuation in 7 patients. Dizziness, nausea and ataxia were the most common AEs. The tolerability profile improved in 4/5 patients who switched from carbamazepine (CBZ) or oxcarbazepine (OXC) to ESL due to AEs. ESL was well-tolerated and effective in elderly patients in a real-life setting over 1year, with a dose around 800mg/day. AE effects improved in most of who switched from CBZ or OXC to ESL. Copyright © 2017 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

Species identification of mutans streptococci by groESL gene sequence.

PubMed

Hung, Wei-Chung; Tsai, Jui-Chang; Hsueh, Po-Ren; Chia, Jean-San; Teng, Lee-Jene

2005-09-01

The near full-length sequences of the groESL genes were determined and analysed among eight reference strains (serotypes a to h) representing five species of mutans group streptococci. The groES sequences from these reference strains revealed that there are two lengths (285 and 288 bp) in the five species. The intergenic spacer between groES and groEL appears to be a unique marker for species, with a variable size (ranging from 111 to 310 bp) and sequence. Phylogenetic analysis of groES and groEL separated the eight serotypes into two major clusters. Strains of serotypes b, c, e and f were highly related and had groES gene sequences of the same length, 288 bp, while strains of serotypes a, d, g and h were also closely related and their groES gene sequence lengths were 285 bp. The groESL sequences in clinical isolates of three serotypes of S. mutans were analysed for intraspecies polymorphism. The results showed that the groESL sequences could provide information for differentiation among species, but were unable to distinguish serotypes of the same species. Based on the determined sequences, a PCR assay was developed that could differentiate members of the mutans streptococci by amplicon size and provide an alternative way for distinguishing mutans streptococci from other viridans streptococci.

Standards for Adult Education ESL Programs

ERIC Educational Resources Information Center

TESOL Press, 2013

2013-01-01

What are the components of a quality education ESL program? TESOL's "Standards for Adult Education ESL Programs" answers this question by defining quality components from a national perspective. Using program indicators in eight distinct areas, the standards can be used to review an existing program or as a guide in setting up a new…

Rethinking ESL Service Courses for International Graduate Students

ERIC Educational Resources Information Center

Min, Young-Kyung

2016-01-01

Drawing on data from a writing program in English as a second language (ESL) at a large university in the midwestern United States, this article addresses the significant gap in programmatic and pedagogical responses for graduate writing support by probing the notion of ESL service courses that approach graduate writing courses as being…

Accent, Identity, and a Fear of Loss? ESL Students' Perspectives

ERIC Educational Resources Information Center

McCrocklin, Shannon; Link, Stephanie

2016-01-01

Because many theorists propose a connection between accent and identity, some theorists have justifiably been concerned about the ethical ramifications of L2 pronunciation teaching. However, English-as-a-second-language (ESL) students often state a desire to sound like native speakers. With little research into ESL students' perceptions of links…

Learner's Learning Experiences & Difficulties towards (ESL) among UKM Undergraduates

ERIC Educational Resources Information Center

Maarof, Nooreiny; Munusamy, Indira Malani A/P

2015-01-01

This paper aims to investigate the learners learning experiences and difficulties of ESL among the UKM undergraduates. This study will be focusing on identifying the factors behind Malaysian undergraduate's experiences and also their difficulties in the English as Second Language (ESL) classroom. This paper discusses some of the issues of English…

Perceptions of ESL Program Management in Canadian Higher Education: A Qualitative Case Study

ERIC Educational Resources Information Center

Eaton, Sarah Elaine

2017-01-01

ESL programs at post-secondary institutions must often generate revenue in addition to teaching students English. Institutions often impose explicit expectations on these programs to generate profit, creating unique challenges for those who administer them. This qualitative case study investigated challenges faced by ESL program directors at one…

Science Education and ESL Students

ERIC Educational Resources Information Center

Allen, Heather; Park, Soonhye

2011-01-01

The number of students who learn English as a second language (ESL) in U.S. schools has grown significantly in the past decade. This segment of the student population increased by 56% between the 1994-95 and 2004-05 school years (NCLR 2007). As the ESL student population increases, many science teachers struggle to tailor instructional materials,…

Teachers' Stories: Expanding the Boundaries with the Participatory Approach.

ERIC Educational Resources Information Center

Hewitt, Lee; And Others

Compiled by a group of teachers new to the English-as-a-Second-Language (ESL) field, this volume contains writing samples from teachers involved in the participatory approach to ESL classroom instruction. Introductory notes by Lee Hewitt cite the participatory approach as the most compelling method for teaching ESL adult learners. The…

Serious ESL Lessons Await Students In The Funny Pages

ERIC Educational Resources Information Center

Curriculum Review, 2005

2005-01-01

This brief article discusses how carefully selected comic strips can become great teaching aids for (English Second Language) ESL instructors. They are beneficial in part because they provide brief conversations in English with pictures that help convey the meaning of the words. ESL teacher Dina Dahbany-Miraglia, author of Speaking American…

Computer-Assisted Text-Analysis for ESL Students.

ERIC Educational Resources Information Center

Reid, Joy; And Others

1983-01-01

Reports an investigation into possibilities of using word processors and text analysis software with English as second language (ESL) students to determine (1) if foreign students can learn to use computer equipment, (2) if students feel time invested is worthwhile, and (3) if ESL students' problems with writing American academic prose can be…

Vocabulary Acquisition in an Academic Discipline: ESL Learners and Theology.

ERIC Educational Resources Information Center

Lessard-Clouston, Michael

A study investigated and compared the acquisition of specialized vocabulary among English-as-a-Second Language (ESL) and native English-speaking (NES) graduate students in theology. Research was undertaken in an anglophone city in central Canada. Subjects were 12 students (5 Chinese ESLs, 7 NESs) enrolled in an introductory core theology course. A…

Transfer of Mother Tongue Rhetoric among Undergraduate Students in Second Language Writing

ERIC Educational Resources Information Center

Saffari, Narges; Noordin, Shahrina Md; Sivapalan, Subarna; Zahedpisheh, Nahid

2017-01-01

Mother tongue rhetoric transfer is unavoidable in ESL writings, especially for Iranian ESL learners, since Persian and English language is quite different. The paper discusses the negative transfer of mother tongue rhetoric in Iranian undergraduate ESL learners' writings from the perspectives of choosing rhetorical structure in English and Persian…

An Investigation of How ESL Students Write.

ERIC Educational Resources Information Center

Raimes, Ann

A study is described which investigated the differences between English-as-a-second-language (ESL) writers and native-English-speaking writers and examined closely a range of ESL writers and their composing processes. The procedures used were those used by Sondra Perl in a study of the composing processes of unskilled college writers (1979).…

Guidelines for the Selection of Topical Content in ESL Programs

ERIC Educational Resources Information Center

Deckert, Glenn

2004-01-01

The author contends that the topical content of ESL lesson materials in schools and universities is of ethical significance. Based on an established model for ethical judgment in social services, five guidelines for ethical selection of lesson topics are proposed and illustrated. Lesson topics must help ESL students: (a) adjust to local…

Toward Wider Use of Literature in ESL: Why and How.

ERIC Educational Resources Information Center

Gajdusek, Linda

1988-01-01

Discusses English as a second language (ESL) theory as it relates to the use of literature, and presents a four-step approach to any literary text that obliges ESL students to take responsibility for building their own successively more complex schemata. This approach is illustrated with Hemingway's short story "Soldier's Home." (Author/LMO)

ESL Students Writing Autobiographies: Are There Any Connections?

ERIC Educational Resources Information Center

Wu, Ruoyi

A doctoral student's interest in self-culture connections led her to observe an English-as-a-Second-Language (ESL) writing class focused on autobiography and read all the students' papers. Autobiographical writing not only gives ESL students a chance to write about what matters to them, but the teacher can capitalize on students' cultural…

Lexical Borrowings in the ESL Classrooms in Malaysia

ERIC Educational Resources Information Center

Thirusanku, Jantmary; Yunus, Melor Md

2013-01-01

This paper attempts to show the use of lexical borrowings in ten teaching materials used by the English as Second Language (ESL) teachers in the ESL classrooms in the National Secondary Schools in the Klang district in Selangor, Malaysia. It also discusses the general and pedagogical implications involved in using lexical borrowings. This paper…

The Reliability of the OWLS Written Expression Scale with ESL Kindergarten Students

ERIC Educational Resources Information Center

Harrison, Gina L.; Ogle, Keira C.; Keilty, Megan

2011-01-01

A reliability analysis was conducted on the Written Expression Scale from the Oral and Written Language Scales, (OWLS, Carrow-Woolfolk, 1996), with 68 ESL and 56 non-ESL kindergarten students. Interrater and internal consistency estimates for the Written Expression Scale were examined separately for each language group. Despite lower oral English…

Using Literature and Multiple Technologies in ESL Instruction

ERIC Educational Resources Information Center

Traore, Moussa; Kyei-Blankson, Lydia

2010-01-01

Many instructors are using literary texts along with language structure books in English as a Secondary Language (ESL) classrooms with the aim of increasing students' language skills. Since literature is often written to portray a particular cultural or authentic experience, the material presented may not be familiar to ESL students. Also, the…

Using E-Portfolios and ESL Learners

ERIC Educational Resources Information Center

Alawdat, Maha

2013-01-01

This study examines the use of e-portfolios for ESL (English as a second language) learners. The data were collected by reviewing 11 empirical studies from 2010-2012 in order to synthesize meaningful information about e-portfolios for ESL/EFL (English as a foreign language) acquisition. The studies were coded into two main categories: learning…

Guide to Resources for ESL Literacy Facilitators.

ERIC Educational Resources Information Center

Gaber-Katz, Elaine; Zettel, Kathryn

This resource guide, for English-as-a-Second-Language (ESL) literacy facilitators, reviews a variety of resources for ESL literacy. The guide contains three sections. The first section cites four books that provide a theoretical context for literacy work: "Ah-Hah! A New Approach to Popular Education" (Gatt-Fly); "Approaches and Methods in Language…

Conversations in the Workplace: An ESL Activity Guide.

ERIC Educational Resources Information Center

Falagrady, Teresa; Gossard, Linda; Ingram, Pam; Snapp, Mary

This guide was designed to help English-as-a-second-language (ESL) instructors teach work-related language. All the language areas in the guide address communication situations that ESL students would be likely to encounter in the workplace. The guide is divided into departments at the worksite where conversations between non-native English…

Patterns of Question Selection and Writing Performance of ESL Students.

ERIC Educational Resources Information Center

Chiste, Katherine Beaty; O'Shea, Judith

1988-01-01

Reports on a study examining the pattern of question selection by English as a Second Language (ESL) students on a writing competence test and the relationship to performance. Results suggest that ESL students heavily favored first and second questions in each set of four questions, and shorter questions in sets. (CB)

ESL Students' Interaction in Second Life: Task-Based Synchronous Computer-Mediated Communication

ERIC Educational Resources Information Center

Jee, Min Jung

2010-01-01

The purpose of the present study was to explore ESL students' interactions in task-based synchronous computer-mediated communication (SCMC) in Second Life, a virtual environment by which users can interact through representational figures. I investigated Low-Intermediate and High-Intermediate ESL students' interaction patterns before, during, and…

ESL Instruction and Adults with Learning Disabilities. ERIC Digest.

ERIC Educational Resources Information Center

Schwarz, Robin; Terrill, Lynda

This digest reviews what is known about adult English-as-a-Second-Language (ESL) learners and learning disabilities, suggests ways to identify and assess ESL adults who may have learning disabilities, and offers practical methods for both instruction and teacher training. Topics covered in some detail include identifying and diagnosing learning…

Using Music in the Adult ESL Classroom. ERIC Digest.

ERIC Educational Resources Information Center

Lems, Kristen

Music can be used in the adult English-as-a-Second-Language (ESL) classroom to create a learning environment; to build listening comprehension, speaking, reading, and writing skills; to increase vocabulary; and to expand cultural knowledge. This digest looks briefly at research and offers strategies for using music in the adult ESL classroom.…

Perceptions of school nurses on the challenges of service provision to ESL students.

PubMed

Whitman, Marilyn V; Davis, Jullet A; Terry, Allison J

2010-04-01

The number of English-as-as second-language (ESL) students in public schools across the country is rising creating unique challenges for school health services with the introduction of new cultures and languages. This study describes the perceptions of school nurses in Alabama schools regarding the challenges they face when communicating with ESL students and their parents. The population consists of school nurses in Alabama public schools. The obtained sample of 1,429 responses is presented and discussed. Urban school nurses were more likely to have access to an interpreter, yet they were more likely to rely on an ESL student to act as a translator when speaking to his/her parents. Kindergarten through elementary school nurses were more likely to witness an increase in ESL students and encounter difficulty communicating with these students and their parents. School nurses have a unique opportunity to engage parents of ESL students in the health of their child, thus it is vital that they be provided with cultural facts and encouraged to use interpreter services to lessen language barriers.

Influence of titration schedule and maintenance dose on the tolerability of adjunctive eslicarbazepine acetate: An integrated analysis of three randomized placebo-controlled trials.

PubMed

Krauss, Gregory; Biton, Victor; Harvey, Jay H; Elger, Christian; Trinka, Eugen; Soares da Silva, Patrício; Gama, Helena; Cheng, Hailong; Grinnell, Todd; Blum, David

2018-01-01

To examine the influence of titration schedule and maintenance dose on the incidence and type of treatment-emergent adverse events (TEAEs) associated with adjunctive eslicarbazepine acetate (ESL). Data from three randomized, double-blind, placebo-controlled trials were analyzed. Patients with refractory partial-onset seizures were randomized to maintenance doses of ESL 400, 800, or 1200mg QD (dosing was initiated at 400 or 800mg QD) or placebo. The incidence of TEAEs was analyzed during the double-blind period (2-week titration phase; 12-week maintenance phase), according to the randomized maintenance dose and the titration schedule. 1447 patients were included in the analysis. During the first week of treatment, 62% of patients taking ESL 800mg QD had ≥1 TEAE, vs 35% of those taking 400mg QD and 32% of the placebo group; dizziness, somnolence, nausea, and headache were numerically more frequent in patients taking ESL 800mg than those taking ESL 400mg QD. During the double-blind period, the incidences of common TEAEs were lower in patients who initiated ESL at 400mg vs 800mg QD. For the 800 and 1200mg QD maintenance doses, rates of TEAEs leading to discontinuation were lower in patients who began treatment with 400mg than in those who began taking ESL 800mg QD. Initiation of ESL at 800mg QD is feasible. However, initiating treatment with ESL 400mg QD for 1 or 2 weeks is recommended, being associated with a lower incidence of TEAEs, and related discontinuations. For some patients, treatment may be initiated at 800mg QD, if the need for more immediate seizure reduction outweighs concerns about increased risk of adverse reactions during initiation. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Evidence for a pharmacokinetic interaction between eslicarbazepine and rosuvastatin: Potential effects on xenobiotic transporters.

PubMed

Gidal, Barry E; Mintzer, Scott; Schwab, Matthias; Schutz, Ralph; Kharidia, Jahnavi; Blum, David; Grinnell, Todd; Sunkaraneni, Soujanya

2017-09-01

Patients with partial-onset seizures and comorbid cardiovascular disease may concomitantly receive eslicarbazepine acetate (ESL), an antiepileptic drug, and rosuvastatin, an HMG-CoA reductase inhibitor. This study evaluated the effect of multiple-dose ESL on the pharmacokinetic (PK) parameters of a single dose of rosuvastatin in healthy subjects. This was a Phase I, single-center, fixed-sequence, open-label study. Healthy subjects received two treatments, in sequence. Treatment A: a single 40mg oral dose of rosuvastatin on Day 1, followed by a washout period (Days 1-4); treatment B: titration of ESL (400-800mg once daily) on Days 5-18, followed by ESL 1200mg once daily on Days 19-35, with a single dose of rosuvastatin (40mg) on Day 32. Subjects then entered a 2-week follow-up period. Plasma concentrations of rosuvastatin were quantified for PK analyses. Safety and tolerability were assessed throughout the study. Thirty-three healthy subjects were enrolled and 30 completed the study. Mean rosuvastatin (standard deviation) t 1/2 was similar when rosuvastatin was used concomitantly with ESL and when it was used alone (26.5 [16.3]h, and 22.4 [9.5]h, respectively). The geometric least squares mean ratios (90% confidence intervals) of rosuvastatin exposure levels between rosuvastatin used concomitantly with ESL and rosuvastatin used alone were as follows: C max , 64.0% (55.9-73.3%); AUC (0-∞) , 63.0% (57.1-69.4%); and AUC (0-last) , 60.9% (55.2-67.1%). Concomitant use of ESL and rosuvastatin was generally well tolerated. Rosuvastatin exposure was 36-39% lower with steady-state administration of ESL, potentially due to reduced oral bioavailability of rosuvastatin. Consequently, when rosuvastatin is used with ESL, a rosuvastatin dose adjustment may be necessary if a clinically significant change in lipids is noted. Copyright © 2017. Published by Elsevier B.V.

Pharmacokinetic variability, efficacy and tolerability of eslicarbazepine acetate-A national approach to the evaluation of therapeutic drug monitoring data and clinical outcome.

PubMed

Svendsen, Torleiv; Brodtkorb, Eylert; Reimers, Arne; Molden, Espen; Sætre, Erik; Johannessen, Svein I; Johannessen Landmark, Cecilie

2017-01-01

Eslicarbazepine acetate (ESL) is a new antiepileptic drug (AED), still insufficiently studied regarding pharmacokinetic variability, efficacy and tolerability. The purpose of this study was to evaluate therapeutic drug monitoring (TDM) data in Norway and relate pharmacokinetic variability to clinical efficacy and tolerability in a long-term clinical setting in patients with refractory epilepsy. This retrospective observational study included TDM-data from the main laboratories and population data from the Norwegian Prescription Database in Norway, in addition to clinical data from medical records of adult patients using ESL for up to three years, whenever possible. TDM-data from 168 patients were utilized for assessment of pharmacokinetic variability, consisting of 71% of the total number of patients in Norway using ESL, 2011-14. Median daily dose of ESL was 800mg (range 400-1600mg), and median serum concentration of ESL was 53μmol/L (range 13-132μmol/L). Inter-patient variability of ESL was extensive, with 25-fold variability in concentration/dose ratios. Additional clinical data were available from 104 adult patients out of the 168, all with drug resistant focal epilepsy. After 1, 2 and 3 years follow-up, the retention rate of ESL was 83%, 72% and 64%, respectively. ESL was generally well tolerated as add-on treatment, but sedation, cognitive impairment and hyponatremia were reported. Hyponatremia (sodium <137mmol/L) was present in 36% of the patients, and lead to discontinuation in three. Pharmacokinetic variability of ESL was extensive and the demonstration of usefulness of TDM requires further studies. In patients with drug resistant focal Epilepsy, the high retention rate indicated good efficacy and tolerability. Hyponatremia was observed in one third of the patients. The present results point to a need for individualization of treatment and TDM may be useful. Copyright © 2016 Elsevier B.V. All rights reserved.

Comparative Difficulties with Non-Scientific General Vocabulary and Scientific/Medical Terminology in English as a Second Language (ESL) Medical Students.

PubMed

Heming, Thomas A; Nandagopal, Shobha

2012-11-01

Medical education requires student comprehension of both technical (scientific/medical) and non-technical (general) vocabulary. Our experience with "English as a second language" (ESL) Arab students suggested they often have problems comprehending scientific statements because of weaknesses in their understanding of non-scientific vocabulary. This study aimed to determine whether ESL students have difficulties with general vocabulary that could hinder their understanding of scientific/medical texts. A survey containing English text was given to ESL students in the premedical years of an English-medium medical school in an Arabic country. The survey consisted of sample questions from the Medical College Admission Test (USA). Students were instructed to identify all unknown words in the text. ESL students commenced premedical studies with substantial deficiencies in English vocabulary. Students from English-medium secondary schools had a selective deficiency in scientific/medical terminology which disappeared with time. Students from Arabic-medium secondary schools had equal difficulty with general and scientific/medical vocabulary. Deficiencies in both areas diminished with time but remained even after three years of English-medium higher education. Typically, when teaching technical subjects to ESL students, attention is focused on subject-unique vocabulary and associated modifiers. This study highlights that ESL students also face difficulties with the general vocabulary used to construct statements employing technical words. Such students would benefit from increases in general vocabulary knowledge.

The Conflation of Adult ESL and Literacy: The Views of Experienced Teachers

ERIC Educational Resources Information Center

Fleming, Douglas; René, Carène Pierre; Bangou, Francis; Sarwar, Gul Shahzad

2015-01-01

This article explores the links between English as a second language (ESL) instruction and literacy instruction through an examination of viewpoints from eight teachers in two Canadian provinces. Four of these teachers worked in government--funded adult ESL and literacy education programs for a large urban school district in the province of…

Training Using Technology in the Adult ESL Classroom

ERIC Educational Resources Information Center

McClanahan, Lorna

2014-01-01

In this article I discuss two reasons for the slow adoption of technology as an instructional tool in adult English as a Second Language (ESL) education. I outline recent facts about the relationships between today's adult ESL learners and technology, and then construct a background of theoretical support in favor of integrating technology in…

Divergence in Curricular-Weight Teacher-Efforts and Student-Difficulties in Secondary School ESL

ERIC Educational Resources Information Center

Abdul Gafoor, K.; Sreeja, C.

2013-01-01

The increasing importance of English as a global language, calls for an equally vigorous attempt to improving teaching and learning it in schools as a second language within and outside India. Highlighting the relevance of contextualising ESL learning by allowing for the needs of students and teachers in undertaking reforms to ESL learning, this…

Tuning In: Using the News for a Content-Based ESL Class

ERIC Educational Resources Information Center

Moglen, Daniel

2014-01-01

Vast amounts of daily news content are widely available and easily accessible, and they can be converted into materials for intermediate and advanced ESL classes. This article will describe the why and how for integrating news media sources into a multiskills ESL classroom. Through the news, students are immediately engaged with the material…

The Knowledge Base of Non-Native English-Speaking Teachers: Perspectives of Teachers and Administrators

ERIC Educational Resources Information Center

Zhang, Fengjuan; Zhan, Ju

2014-01-01

This study explores the knowledge base of non-native English-speaking teachers (NNESTs) working in the Canadian English as a second language (ESL) context. By examining NNESTs' experiences in seeking employment and teaching ESL in Canada, and investigating ESL program administrators' perceptions and hiring practices in relation to NNESTs, it…

Principled Eclecticism: Approach and Application in Teaching Writing to ESL/EFL Students

ERIC Educational Resources Information Center

Alharbi, Sultan H.

2017-01-01

The principal purpose of this paper is to critically examine and evaluate the efficacy of the principled eclectic approach to teaching English as second/foreign language (ESL/EFL) writing to undergraduate students. The paper illustrates that this new method adapts mainstream writing pedagogies to individual needs of learners of ESL/EFL in order to…

The Experiences in Processing Policies and Contracts by Adult ESL Readers

ERIC Educational Resources Information Center

Abiog, Evalyn B.

2017-01-01

The present study describes the experiences of adult English as a Second Language (ESL) readers in processing legal texts prior to entering a financial agreement. A preliminary survey was conducted to determine the commonly read policies and contracts of adult ESL reader-consumers, which revealed those of banks and life-insurance companies; hence,…

Differences in Less Proficient and More Proficient ESL College Writing in the Philippine Setting

ERIC Educational Resources Information Center

Gustilo, Leah E.

2016-01-01

The present study aimed at characterizing what skilled or more proficient ESL college writing is in the Philippine setting through a contrastive analysis of three groups of variables identified from previous studies: resources, processes, and performance of ESL writers. Based on Chenoweth and Hayes' (2001; 2003) framework, the resource level…

Closed-Captioned Video and the ESL Classroom: A Multi-Sensory Approach

ERIC Educational Resources Information Center

Rowland, James L.

2007-01-01

Traditional ESL instruction accepts the idea that a student's ability to visualize text and to create mental pictures of letters and whole words is important in comprehension. Closed-captioned video presentations can be useful in English as a Second Language (ESL) instruction. Video topics rich with the history and culture of the target language…

Fusing Pedagogic Horizons: Language and Content Teaching in the Mainstream

ERIC Educational Resources Information Center

Arkoudis, Sophie

2005-01-01

One of the central concerns of English as a Second Language (ESL) education within many English-speaking countries has been the relationship between content and language teaching. In Victoria, a state of Australia, the educational policy of mainstreaming ESL is presented as a means of catering to the language learning needs of ESL students within…

Writing with Computers in ESL Classroom: Enhancing ESL Learners' Motivation, Confidence and Writing Proficiency

ERIC Educational Resources Information Center

Hadi, Marham Jupri

2013-01-01

Researcher's observation on his ESL class indicates the main issues concerning the writing skills: learners' low motivation to write, minimum interaction in writing, and poor writing skills. These limitations have led them to be less confidence to write in English. This article discusses how computers can be used for the purpose of increasing…

ESL Teacher Education Abroad and at Home: A Cautionary Tale

ERIC Educational Resources Information Center

Pray, Lisa; Marx, Sherry

2010-01-01

In this article, we compared teacher attitudes and beliefs about culturally appropriate language teaching resulting from an examination of two groups of preservice teachers. One group of preservice teachers enrolled in an English as a Second Language (ESL) study abroad program in Mexico; the other enrolled in a traditional on-campus ESL program.…

Teaching More Than English: Connecting ESL Students to Their Community through Service Learning

ERIC Educational Resources Information Center

Russell, Natalie M.

2007-01-01

Language and cultural differences often cause English as a second language (ESL) students to feel alienated from their school and their community. As a result, they tend to make friends primarily within their own ESL classes and avoid interacting with mainstream students and getting involved in school activities. This article describes how…

Empirical Study on Learners' Self-Efficacy in ESL/EFL Context

ERIC Educational Resources Information Center

Shi, Lihong

2016-01-01

With the popularity of learner-oriented approach in language teaching, research on learners is gaining more and more importance. This paper attempts to review the empirical researches on self-efficacy in the ESL/EFL settings during the past 10 years with the purpose of depicting the extent to which the self-efficacy research in ESL/EFL has…

Influence of Speech Anxiety on Oral Communication Skills among ESL/EFL Learners

ERIC Educational Resources Information Center

Khan, Said Muhammad

2015-01-01

The realization of speech anxiety among ESL/EFL learners is important. Once understood, these feelings of fear or nervousness may be relieved and the desired objectives of learning the target language may be achieved. The study has attempted to measure the level of anxiety among ESL/EFL learners at HITEC University, Taxila, Pakistan. The current…

Content-Learning Tasks for Adult ESL Learners: Promoting Literacy for Work or School

ERIC Educational Resources Information Center

Ewert, Doreen E.

2014-01-01

Teachers of English as a second language (ESL) are often on the frontline of working with adult ESL learners who are facing a difficult developmental pathway to academic and/or economic success. These learners come to the task of learning English with widely varying schooling experiences, degrees of first language literacy, and English language…

Mental Health and the ESL Classroom: A Guide for Teachers Working with Refugees.

ERIC Educational Resources Information Center

Lucey, Moira; Chaffee, Marcia; Terry, Diane; Le Marbre, Joan; Stone, Betty; Wiencek, Donna

This manual guides English-as-a-Second-Language (ESL) teachers by outlining the complex burdens that refugee students carry and setting out concrete steps that ESL teachers can take in order to turn their classrooms into effective and welcoming teaching and learning environments. The seven sections focus on the following: (1) "The Refugee and…

Marketing of Revenue-Generating ESL Programs at the University of Calgary: A Qualitative Study

ERIC Educational Resources Information Center

Eaton, Sarah Elaine

2009-01-01

This qualitative case study endeavored to understand how program managers at one post-secondary Canadian university define, understand and undertake the marketing of their revenue-generating English as a Second Language (ESL) programs. Data were collected through interviews with three managers of distinct English as a Second Language (ESL)…

Changes in the Motivation of Chinese ESL Learners: A Qualitative Investigation

ERIC Educational Resources Information Center

Li, Qi

2017-01-01

This article reports on a case study that investigated changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking environment. The participants consisted of 11 Chinese ESL learners, who were tertiary students and taking general or academic English courses in New Zealand. They took part in the…

Investment and Return: Wiki Engagement in a "Remedial" ESL Writing Course

ERIC Educational Resources Information Center

Nakamaru, Sarah

2012-01-01

This study explores the extent to which students in a community college remedial English as a second language (ESL) course engaged with a class wiki and the relationship between their pattern of engagement over time and success in exiting remediation. Participants included 47 students in two sections of ESL writing during the spring 2009 semester.…

Linguistic Characteristics of ESL Writing in Task-based E-mail Activities.

ERIC Educational Resources Information Center

Li, Yili

2000-01-01

Investigated the efficacy of integrating task-based e-mail activities into a process-oriented English-as-Second-Language (ESL) writing class. Particular focus was on the linguistic characteristics of 132 pieces of e-mail writing by ESL students in tasks that differed in terms of purpose, audience interaction, and task structure. Computerized text…

The Perceptions of Japanese Students toward Academic English Reading: Implications for Effective ESL Reading Strategies

ERIC Educational Resources Information Center

Iwai, Yuko

2008-01-01

The population of English as a Second Language (ESL) learners has increased significantly in higher education settings in the United States today. It has been reported that Japanese ESL students are generally unsuccessful when studying in English speaking countries. The typical way of reading in English for Japanese students is the…

Pocket Electronic Dictionaries for Second Language Learning: Help or Hindrance?

ERIC Educational Resources Information Center

Tang, Gloria M.

1997-01-01

Reports on the concerns of English-as-a-Second-Language (ESL) teachers in Canada regarding their students' use of pocket bilingual electronic dictionaries (EDs). The article highlights the ED's features, uses, and effectiveness as a tool for learning ESL at the secondary level and ESL students' perceptions of the ED's usefulness. (nine references)…

Using Facebook-Based e-Portfolio in ESL Writing Classrooms: Impact and Challenges

ERIC Educational Resources Information Center

Barrot, Jessie S.

2016-01-01

In English as a second language (ESL) writing pedagogy, much attention has been given to electronic portfolio (e-portfolio) assessment via social networking sites. However, little is known about how Facebook can be used as an e-portfolio platform. Hence, this paper describes the impact of Facebook-based e-portfolio on ESL students' writing…

A realistic multimodal modeling approach for the evaluation of distributed source analysis: application to sLORETA.

PubMed

Cosandier-Rimélé, D; Ramantani, G; Zentner, J; Schulze-Bonhage, A; Dümpelmann, M

2017-10-01

Electrical source localization (ESL) deriving from scalp EEG and, in recent years, from intracranial EEG (iEEG), is an established method in epilepsy surgery workup. We aimed to validate the distributed ESL derived from scalp EEG and iEEG, particularly regarding the spatial extent of the source, using a realistic epileptic spike activity simulator. ESL was applied to the averaged scalp EEG and iEEG spikes of two patients with drug-resistant structural epilepsy. The ESL results for both patients were used to outline the location and extent of epileptic cortical patches, which served as the basis for designing a spatiotemporal source model. EEG signals for both modalities were then generated for different anatomic locations and spatial extents. ESL was subsequently performed on simulated signals with sLORETA, a commonly used distributed algorithm. ESL accuracy was quantitatively assessed for iEEG and scalp EEG. The source volume was overestimated by sLORETA at both EEG scales, with the error increasing with source size, particularly for iEEG. For larger sources, ESL accuracy drastically decreased, and reconstruction volumes shifted to the center of the head for iEEG, while remaining stable for scalp EEG. Overall, the mislocalization of the reconstructed source was more pronounced for iEEG. We present a novel multiscale framework for the evaluation of distributed ESL, based on realistic multiscale EEG simulations. Our findings support that reconstruction results for scalp EEG are often more accurate than for iEEG, owing to the superior 3D coverage of the head. Particularly the iEEG-derived reconstruction results for larger, widespread generators should be treated with caution.

A realistic multimodal modeling approach for the evaluation of distributed source analysis: application to sLORETA

NASA Astrophysics Data System (ADS)

Cosandier-Rimélé, D.; Ramantani, G.; Zentner, J.; Schulze-Bonhage, A.; Dümpelmann, M.

2017-10-01

Objective. Electrical source localization (ESL) deriving from scalp EEG and, in recent years, from intracranial EEG (iEEG), is an established method in epilepsy surgery workup. We aimed to validate the distributed ESL derived from scalp EEG and iEEG, particularly regarding the spatial extent of the source, using a realistic epileptic spike activity simulator. Approach. ESL was applied to the averaged scalp EEG and iEEG spikes of two patients with drug-resistant structural epilepsy. The ESL results for both patients were used to outline the location and extent of epileptic cortical patches, which served as the basis for designing a spatiotemporal source model. EEG signals for both modalities were then generated for different anatomic locations and spatial extents. ESL was subsequently performed on simulated signals with sLORETA, a commonly used distributed algorithm. ESL accuracy was quantitatively assessed for iEEG and scalp EEG. Main results. The source volume was overestimated by sLORETA at both EEG scales, with the error increasing with source size, particularly for iEEG. For larger sources, ESL accuracy drastically decreased, and reconstruction volumes shifted to the center of the head for iEEG, while remaining stable for scalp EEG. Overall, the mislocalization of the reconstructed source was more pronounced for iEEG. Significance. We present a novel multiscale framework for the evaluation of distributed ESL, based on realistic multiscale EEG simulations. Our findings support that reconstruction results for scalp EEG are often more accurate than for iEEG, owing to the superior 3D coverage of the head. Particularly the iEEG-derived reconstruction results for larger, widespread generators should be treated with caution.

Efficacy and tolerability of brivaracetam compared to lacosamide, eslicarbazepine acetate, and perampanel as adjunctive treatments in uncontrolled focal epilepsy: Results of an indirect comparison meta-analysis of RCTs.

PubMed

Brigo, Francesco; Bragazzi, Nicola Luigi; Nardone, Raffaele; Trinka, Eugen

2016-11-01

Brivaracetam (BRV), eslicarbazepine acetate (ESL), lacosamide (LCM), and perampanel (PER) have been recently marketed as adjunctive treatments for focal onset seizures. To date, no randomized controlled trial (RCT) has directly compared BRV with ESL, LCM, or PER. To compare BRV with the other add-on AEDs in patients with uncontrolled focal epilepsy, estimating their efficacy and tolerability through an adjusted, common-reference based indirect comparison meta-analysis. We systematically searched RCTs in which add-on treatment with ESL or LCM in patients with focal onset seizures have been compared with placebo. Efficacy and tolerability outcomes were considered. Random-effects Mantel-Haenszel meta-analyses were performed to obtain odds ratios (ORs) for the efficacy of BRV, LCM, ESL, or PER versus placebo. Adjusted indirect comparisons were then made between BRV and the other three AEDs using the obtained results, comparing the minimum and the highest effective recommended daily dose of each drug. Seventeen RCTs, with a total of 4971 patients were included. After adjusting for dose-effects, indirect comparisons showed no difference between BRV and LCM, ESL, or PER for responder rate and seizure freedom. Lower adverse events were observed with high dose BRV compared to high dose ESL or PER, but no difference was found in withdrawing because of adverse events. Indirect comparisons do not demonstrate a significant difference in efficacy between add-on BRV and LCM, ESL, or PER in focal epilepsy, and might suggest a better tolerability of BRV than ESL, and possibly also PER, at the highest effective recommended dose. Copyright © 2016 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

Real-world data on eslicarbazepine acetate as add-on to antiepileptic monotherapy.

PubMed

Holtkamp, M; McMurray, R; Bagul, M; Sousa, R; Kockelmann, E

2016-07-01

To assess retention, tolerability, and safety, efficacy and effects on quality of life (QoL) of eslicarbazepine acetate (ESL) add-on treatment over 6 months in a real-world adult population with partial-onset seizures. This non-interventional, multicenter, prospective study was performed in eight European countries. Adult patients (n = 247) for whom the physician had decided to initiate ESL as add-on to an existing antiepileptic drug (AED) monotherapy were invited to participate. The study comprised three visits: baseline, and after 3 and 6 months. Data on ESL retention, efficacy, tolerability, safety, and QoL were collected. After 6 months, the retention rate of ESL was 82.2%, and 81.8% of patients reported a reduction of seizure frequency of at least 50%; 39.2% of patients reported seizure freedom at this time. The mean QOLIE-10 score improved from 2.9 (SD ± 0.8) at baseline to 2.1 (SD ± 0.8) after 6 months. 109 adverse events (AEs) were reported in 57 patients (26.0%); the majority were rated as related to ESL by the investigator and led to a discontinuation of ESL in 25 patients (11.4%). Eight patients (3.7%) suffered at least one serious AE. The most frequently reported AEs were dizziness, headache, convulsion, and fatigue. This study shows that ESL was well tolerated and efficacious as add-on therapy to one baseline AED. The use of ESL in patients less refractory than those included in previous clinical trials led to higher responder and seizure freedom rates. No new safety issues were observed. © 2016 Esai Europe Ltd. Acta Neurologica Scandinavica published by John Wiley & Sons Ltd.

Understanding extreme sea levels for broad-scale coastal impact and adaptation analysis

NASA Astrophysics Data System (ADS)

Wahl, T.; Haigh, I. D.; Nicholls, R. J.; Arns, A.; Dangendorf, S.; Hinkel, J.; Slangen, A. B. A.

2017-07-01

One of the main consequences of mean sea level rise (SLR) on human settlements is an increase in flood risk due to an increase in the intensity and frequency of extreme sea levels (ESL). While substantial research efforts are directed towards quantifying projections and uncertainties of future global and regional SLR, corresponding uncertainties in contemporary ESL have not been assessed and projections are limited. Here we quantify, for the first time at global scale, the uncertainties in present-day ESL estimates, which have by default been ignored in broad-scale sea-level rise impact assessments to date. ESL uncertainties exceed those from global SLR projections and, assuming that we meet the Paris agreement goals, the projected SLR itself by the end of the century in many regions. Both uncertainties in SLR projections and ESL estimates need to be understood and combined to fully assess potential impacts and adaptation needs.

Titanium-Zirconium-Nickel Alloy Inside Marshall's Electrostatic Levitator (ESL)

NASA Technical Reports Server (NTRS)

2003-01-01

This Photo, which appeared on the July cover of `Physics Today', is of the Electrostatic Levitator (ESL) at NASA's Marshall Space Flight Center (MSFC). The ESL uses static electricity to suspend an object (about 3-4 mm in diameter) inside a vacuum chamber allowing scientists to record a wide range of physical properties without the sample contracting the container or any instruments, conditions that would alter the readings. Once inside the chamber, a laser heats the sample until it melts. The laser is then turned off and the sample cools, changing from a liquid drop to a solid sphere. In this particular shot, the ESL contains a solid metal sample of titanium-zirconium-nickel alloy. Since 1977, the ESL has been used at MSFC to study the characteristics of new metals, ceramics, and glass compounds. Materials created as a result of these tests include new optical materials, special metallic glasses, and spacecraft components.

Thermophysical Property Measurements in the MSFC ESL

NASA Technical Reports Server (NTRS)

Hyers, R. W.; Rogers, J. R.; Robinson, M. B.; Rathz, T. J.; Curreri, Peter A. (Technical Monitor)

2002-01-01

Electrostatic Levitation (ESL) is an advanced technique for containerless processing of metals, ceramics, and semiconductors. Because no container is required, there is no contamination from reaction with a crucible, allowing processing of high temperature, highly reactive melts. The high vacuum processing environment further reduces possible contamination of the samples. Finally, there is no container to provide heterogeneous nucleation sites, so the undercooled range is also accessible for many materials. For these reasons, ESL provides a unique environment for measuring thermophysical properties of liquid materials. The properties that can be measured in ESL include density, surface tension, viscosity, electrical and thermal conductivity, specific heat, phase diagram, TTT- and CCT- curves, and other thermodynamic properties. In this paper, we present data on surface tension and viscosity, measured by the oscillating drop technique, and density, measured by an automated photographic technique, measured in the ESL at NASA Marshall Space Flight Center.

Comparison of the South African Spondaic and CID W-1 wordlists for measuring speech recognition threshold

PubMed Central

Soer, Maggi; Pottas, Lidia

2015-01-01

Background The home language of most audiologists in South Africa is either English or Afrikaans, whereas most South Africans speak an African language as their home language. The use of an English wordlist, the South African Spondaic (SAS) wordlist, which is familiar to the English Second Language (ESL) population, was developed by the author for testing the speech recognition threshold (SRT) of ESL speakers. Objectives The aim of this study was to compare the pure-tone average (PTA)/SRT correlation results of ESL participants when using the SAS wordlist (list A) and the CID W-1 spondaic wordlist (list B – less familiar; list C – more familiar CID W-1 words). Method A mixed-group correlational, quantitative design was adopted. PTA and SRT measurements were compared for lists A, B and C for 101 (197 ears) ESL participants with normal hearing or a minimal hearing loss (<26 dBHL; mean age 33.3). Results The Pearson correlation analysis revealed a strong PTA/SRT correlation when using list A (right 0.65; left 0.58) and list C (right 0.63; left 0.56). The use of list B revealed weak correlations (right 0.30; left 0.32). Paired sample t-tests indicated a statistically significantly stronger PTA/SRT correlation when list A was used, rather than list B or list C, at a 95% level of confidence. Conclusions The use of the SAS wordlist yielded a stronger PTA/SRT correlation than the use of the CID W-1 wordlist, when performing SRT testing on South African ESL speakers with normal hearing, or minimal hearing loss (<26 dBHL). PMID:26304218

E-selectin ligand-1 controls circulating prostate cancer cell rolling/adhesion and metastasis

PubMed Central

Yasmin-Karim, Sayeda; King, Michael R.; Messing, Edward M.; Lee, Yi-Fen

2014-01-01

Circulating prostate cancer (PCa) cells preferentially roll and adhere on bone marrow vascular endothelial cells, where abundant E-selectin and stromal cell-derived factor 1 (SDF-1) are expressed, subsequently initiating a cascade of activation events that eventually lead to the development of metastases. To elucidate the roles of circulating PCa cells' rolling and adhesion behaviors in cancer metastases, we applied a dynamic cylindrical flow-based microchannel device that is coated with E-selectin and SDF-1, mimicking capillary endothelium. Using this device we captured a small fraction of rolling PCa cells. These rolling cells display higher static adhesion ability, more aggressive cancer phenotypes and stem-like properties. Importantly, mice received rolling PCa cells, but not floating PCa cells, developed cancer metastases. Genes coding for E-selectin ligands and genes associated with cancer stem cells and metastasis were elevated in rolling PCa cells. Knock down of E-selectin ligand 1(ESL-1), significantly impaired PCa cells' rolling capacity and reduced cancer aggressiveness. Moreover, ESL-1 activates RAS and MAP kinase signal cascade, consequently inducing the downstream targets. In summary, circulating PCa cells' rolling capacity contributes to PCa metastasis, and that is in part controlled by ESL-1. PMID:25301730

NASA MSFC Electrostatic Levitator (ESL) Rapid Quench System

NASA Technical Reports Server (NTRS)

SanSoucie, Michael P.; Craven, Paul D.

2014-01-01

Electrostatic levitation, a form of containerless processing, is an important tool in materials research. Levitated specimens are free from contact with a container; therefore, heterogeneous nucleation on container walls is not possible. This allows studies of deeply undercooled melts. Furthermore, studies of high-temperature, highly reactive materials are also possible. Studies of the solidification and crystallization of undercooled melts is vital to the understanding of microstructure development, particularly the formation of alloys with unique properties by rapid solidification. The NASA Marshall Space Flight Center (MSFC) Electrostatic Levitator (ESL) lab has recently been upgraded to allow for rapid quenching of levitated materials. The ESL Rapid Quench System uses a small crucible-like vessel that can be partially filled with a low melting point material, such as a Gallium alloy, as a quench medium. An undercooled sample can be dropped into the vessel to rapidly quench the sample. A carousel with nine vessels sits below the bottom electrode assembly. This system allows up to nine rapid quenches before having to break vacuum and remove the vessels. This new Rapid Quench System will allow materials science studies of undercooled materials and new materials development. In this presentation, the system is described and initial results are presented.

Microcomputer pollution model for civilian airports and Air Force Bases. Model application and background

DOE Office of Scientific and Technical Information (OSTI.GOV)

Segal, H.M.

1988-08-01

This is one of three reports describing the Emissions and Dispersion Modeling System (EDMS). All reports use the same main title--A MICROCOMPUTER MODEL FOR CIVILIAN AIRPORTS AND AIR FORCE BASES--but different subtitles. The subtitles are: (1) USER'S GUIDE - ISSUE 2 (FAA-EE-88-3/ESL-TR-88-54); (2) MODEL DESCRIPTION (FAA-EE-88-4/ESL-TR-88-53); (S) MODEL APPLICATION AND BACKGROUND (FAA-EE-88-5/ESL-TR-88-55). The first and second reports above describe the EDMS model and provide instructions for its use. This is the third report. IT consists of an accumulation of five key documents describing the development and use of the EDMS model. This report is prepared in accordance with discussions withmore » the EPA and requirements outlined in the March 27, 1980 Federal Register for submitting air-quality models to the EPA. Contents: Model Development and Use - Its Chronology and Reports; Monitoring Concorde EMissions; The Influence of Aircraft Operations on Air Quality at Airports; Simplex A - A simplified Atmospheric Dispersion Model for Airport Use -(User's Guide); Microcomputer Graphics in Atmospheric Dispersion Modeling; Pollution from Motor Vehicles and Aircraft at Stapleton International Airport (Abbreviated Report).« less

A Very Important Lesson: Respect and the Socialization of Order(s) in High School ESL

ERIC Educational Resources Information Center

Talmy, Steven

2009-01-01

The "stigma" associated with ESL in K-12 public schools is a widely referenced if little explored topic. In this paper, I consider how this "stigma" was produced in a high school ESL class in Hawai'i, specifically, as it was licensed by and framed in terms of teaching students "respect." Based on analysis of two…

The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

ERIC Educational Resources Information Center

Huang, Jiuhan; Nisbet, Deanna

2014-01-01

This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

A Pedagogical Framework for Technology Integration in ESL Classrooms: The Promises and Challenges of Integration

ERIC Educational Resources Information Center

Yang, Sha; Walker, Victoria

2015-01-01

Technologies have the potential to support language teaching and learning, but English as a Second Language (ESL) teachers in the United States (U.S.) either sparingly use technologies for instruction or use them at low level. Although previous research has indicated some promises and challenges faced by U.S. ESL teachers with integrating…

Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

ERIC Educational Resources Information Center

Ferlis, Emily; Xu, Yaoying

2016-01-01

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi's (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based…

Placement of English as a Second Language (ESL) Student Learners in Higher Education

ERIC Educational Resources Information Center

Banegas, Michael R.

2013-01-01

Immigration into the U.S. will continue to increase in the coming years, thereby increasing the postsecondary enrollment of ESL students. Yet there is still a limited amount of research designed to evaluate which ESL placement programs are most effective. This study was designed to determine if the use of correct testing instruments would ensure…

Japanese Female Students in an American ESL Class: Cultural Conflict and Change.

ERIC Educational Resources Information Center

Miyakoshi, Yoshiko

This study investigated the process of change and acculturation in a group of Japanese female students studying English as a Second Language (ESL) in the United States. The first part of the report, based on data from five questionnaires administered to 36 students, discusses what the students did in their 6-week ESL class and how they reacted…

Perspectives on Community College ESL, Volume 1: Pedagogy, Programs, Curricula, and Assessment

ERIC Educational Resources Information Center

Spaventa, Marilyn, Ed.; Machado, Craig, Ed.

2006-01-01

English as a second language (ESL) programs in community colleges are as diverse in the models they follow as the students they serve. This volume provides a detailed look at how faculty and administrators are tailoring their ESL programs to best serve the needs of their students and the missions of their institutions. The authors of the thirteen…

Readings on English as a Second Language.

ERIC Educational Resources Information Center

Croft, Kenneth, Ed.

This collection of readings on the topic of teaching English as a second language (ESL) has a twofold purpose: to enlarge the ESL teacher's awareness of the field and to assist in the professional growth of the new teacher or teacher-trainee. Each of the book's nine sections deal with one area of ESL instruction. Section 1, "Trends and Practices,"…

Research, Classroom Practice, Programs. Improving the Odds: Helping ESL Students Succeed. Selected Papers from the CUNY ESL Council Conference (New York, New York, February 1987).

ERIC Educational Resources Information Center

City Univ. of New York, NY. Instructional Resource Center.

Papers presented at the City University of New York's English-as-a-Second-Language (ESL) Council conference on maximizing the chances for success of limited-English-proficient college students include the following: "Thresholds, Alienation, and Syntax" (Geoffrey Summerfield); "Storytelling: Starting with the Familiar" (A. Duku…

What Prevents ESL/FL Writers from Avoiding Plagiarism? Analyses of 10 North-American College Websites.

ERIC Educational Resources Information Center

Yamada, Kyoko

2003-01-01

Discusses how inexperienced English-as-a-Second/Foreign-Language (ESL/EFL) writers can be helped to avoid plagiarism. Analyzes 10 North American Web sites on plagiarism, which provide a window to understanding how this issue has been problemitized and explained in Anglophone academic contexts. Concludes ESL/EFL may need to emphasize the role of…

Put Reading First: Positive Effects of Direct Instruction and Scaffolding for ESL Learners Struggling with Reading

ERIC Educational Resources Information Center

Van Staden, Annalene

2011-01-01

The inability of many English second-language (ESL) learners to read at desirable levels is universal, but reasons for this and solutions have not yet been addressed. Within the South African teaching context especially there is a paucity of evidence-based research findings available on the literacy challenges faced by ESL learners and the…

Compton Community College General Education Associate of Arts/Certification, Bilingual Immersion Program for the California State University System.

ERIC Educational Resources Information Center

Camacho, Julian S.

The Compton Community College (CCC) General Education Associate of Arts/Certification Bilingual Immersion Program (BIP) is designed to allow English-as-a-Second-Language (ESL) or limited English proficiency (LEP) students to study subjects beyond ESL in a bilingual setting. Current ESL programs offer students no oppurtunity to take degree/transfer…

Improving Reading Skills in ESL Students through an Intensive Vocabulary Building Program.

ERIC Educational Resources Information Center

Gaudio, Vince

This report describes a program for improving the reading skills of English-as-a-Second-Language (ESL) students. The targeted population consists of 19 ESL students, ranging in age from 7-10 years, in a western suburb of a large metropolitan city in Illinois. The problem of poor reading ability was documented through low reading scores on the STAR…

ESL Population and Program Patterns in Community Colleges. ERIC Digest.

ERIC Educational Resources Information Center

Ignash, Jan M.

Recent trends in immigration and foreign student enrollments are placing a growing demand on community colleges for English-as-a-Second-Language (ESL) instruction. A 1991 study of course sections at 164 two-year colleges nationwide revealed that ESL had grown from 30% of all foreign language courses offered in 1983 to 51% in 1991, and that the…

Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom

ERIC Educational Resources Information Center

Nam, Jihyun

2010-01-01

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap…

Relationship between Bilingual Instruction and Learners' Performance in English as Second Language Context

ERIC Educational Resources Information Center

Khan, Huma Imran

2015-01-01

The prime purpose of this study was to explore a correlation between bilingual instruction in an ESL class and the class performance of the ESL learners at the secondary level. Quantitative research method was used to evaluate the test performance of 60 ESL learners divided into two groups: One was the controlled group (which was given…

The ESL Lab as Tutorial and Learning Center.

ERIC Educational Resources Information Center

Sherwood, Walter; Davis, Margaret Robbins

A language laboratory component became an integral part of the ESL (English as a second language) program at Sacramento City College when student enrollment increased and a freeze on hiring new teachers went into effect. While the number of class hours of each ESL course was reduced, an hour or two per week of laboratory work was added. The term…

Hidden Losses: How Demographics Can Encourage Incorrect Assumptions about ESL High School Students' Success

ERIC Educational Resources Information Center

Toohey, Kelleen; Derwing, Tracey M.

2008-01-01

Data from ESL students' records in Vancouver are examined in the light of the BC Ministry of Education's claim that ESL high school students are more successful than students whose first language is English. We argue that the academic achievement of well-to-do students whose parents are skilled workers or entrepreneurs may mask the completion…

Becoming "Local" in ESL: Racism as Resource in a Hawai'i Public High School

ERIC Educational Resources Information Center

Talmy, Steven

2010-01-01

Drawn from a 2.5 year critical ethnography in the ESL program of a Hawai'i public high school (Tradewinds High), this article examines racializing and racist conduct directed at Micronesian students by a group of old-timer ESL students, primarily of East/Southeast Asian inheritance. Racialization and racism directed at Micronesians positioned them…

The Year in Review: Reports of Research Conducted by Adult Education Practitioners-Researchers in Virginia. Volume 5: 1995-1996.

ERIC Educational Resources Information Center

Virginia Adult Educators Research Network, Dayton.

This report contains four separate articles of interest to adult English-as-a-second-language (ESL) educators. "Learning Disabilities in Adult ESL: Case Studies and Directions" (Dorothy Almanza, Kate Singleton, Lynda Terrill) looks at three case studies of adult ESL students whom teachers have identified as possibly learning disabled.…

English as a Second Language Teachers and the Use of New Media: Collaboration and Connection

ERIC Educational Resources Information Center

Paraiso, Johnna

2012-01-01

The role of the ESL teacher is that of both educator and advocate. Frequently ESL teachers work with a population that presents complex challenges to the school culture at large. The distribution of the ELL population within a school system may require the ESL teacher to fulfill responsibilities at multiple schools, thus maintaining an itinerant…

Counting Words: Successful Sentences for Beginning ESL Adult Learners Using the Product Approach

ERIC Educational Resources Information Center

Gardner, Susanne

2017-01-01

The majority of correctional students of English as a second language (ESL) in Maryland come to school with limited formal education in their first language. Education has not been prioritized, and formal writing ability is absent. It then becomes a challenge to motivate students to successful writing, as is required by the state. ESL students at…

Assessment of the efficacy and safety of eslicarbazepine acetate in acute mania and prevention of recurrence: experience from multicentre, double-blind, randomised phase II clinical studies in patients with bipolar disorder I.

PubMed

Grunze, Heinz; Kotlik, Eduardo; Costa, Raquel; Nunes, Teresa; Falcão, Amílcar; Almeida, Luis; Soares-da-Silva, Patrício

2015-03-15

Eslicarbazepine acetate (ESL) is an anticonvulsant approved as an adjunctive therapy in adults with partial-onset seizures. To evaluate the efficacy, safety and tolerability of ESL in the treatment of acute mania and prevention of recurrence in bipolar disorder I. Two 3-week multicentre, double-blind, randomised, placebo-controlled studies in acute mania (study BIA-2093-203: dose titrated by response, ESL 600-1800mg or 800-2400mg, once-daily; study BIA-2093-204: fixed doses of 600, 1200 and 1800mg, once-daily) were followed by a recurrence prevention study consisting of a 2-week open-label period (900mg, once-daily) continued by a double-blind, parallel-group, fixed dose (300, 900 and 1800mg, once-daily) period for a minimum of 6 months. The primary endpoint was changed from baseline until the end of the 3-week treatment period in Young Mania Rating Scale (YMRS) in studies BIA-2093-203 and BIA-2093-204, and the proportion of patients showing no worsening according to the Clinical Global Impressions - Bipolar Version (CGI-BP) over Part II in study BIA-2093-205. In study BIA-2093-203 (n=160, ITT), neither dose group was statistically different from placebo in the primary endpoint, though the ESL 800-2400mg showed a greater reduction in YMRS score (p=0.0523). CGI-BP score changes for mania and overall bipolar illness indicate a significant improvement in patient symptomatology for the ESL 800-2400mg group (from preceding and worst phase) and for ESL 600-1800mg group (from worst phase only) when compared to placebo. Study BIA-2093-204 (n=38) results were inconclusive due to premature termination caused by recruitment difficulties. In study BIA-2093-205 (n=85, ITT), at least 50% of patients showed no worsening in all treatment groups (p=0.250). ESL adverse events were mostly of mild and moderate intensities and consistent with previously reported observations for ESL. ESL treatment was not significantly different from placebo in manic patients in the primary outcome, but secondary outcomes may be suggestive of efficacy. The recurrence prevention study provides preliminary support for efficacy of ESL in patients recovered from an acute manic episode. Copyright © 2014 Elsevier B.V. All rights reserved.

Literature and Language Teaching: Exploring Literary Texts with the Language Learner and Re-Creating Literature in the ESL Classroom.

ERIC Educational Resources Information Center

Lazar, Gillian; Heath, Shirley Brice

1996-01-01

Two educators discuss the role literature plays in the English as a Second Language (ESL) classroom. One emphasizes that literary texts are a source for classroom activities that can motivate learners. The other points out that the English writings of ESL students about their travels and friends published in newsletters and journals generate…

Mainstream Teacher Candidates' Perspectives on ESL Writing: The Effects of Writer Identity and Rater Background

ERIC Educational Resources Information Center

Kang, Hyun-Sook; Veitch, Hillary

2017-01-01

This study explored the extent to which the ethnic identity of a writer and the background (gender and area of teaching) of a rater can influence mainstream teacher candidates' evaluation of English as a second language (ESL) writing, using a matched-guise method. A one-page essay was elicited from an ESL learner enrolled in an intensive English…

Building Interactional Space in an ESL Classroom to Foster Bilingual Identity and Linguistic Repertoires

ERIC Educational Resources Information Center

Welch, Irene

2015-01-01

This article draws on data from a yearlong case study of a Mexican American ESL teacher's practice in a K-5 school in the southeastern United States. The study examines how the teacher established bilingual interactional space in her ESL pullout class consisting of six 9- to 11-year old students of Mexican descent. The analysis shows the ways in…

Factors of Significant Impact on Proficiency Levels of Adult ESL Learners within Post-Secondary Education in Puerto Rico

ERIC Educational Resources Information Center

Perez, Ramon

2011-01-01

This qualitative case study seeks to identify factors that have a significant impact on the second language proficiency levels of adult English as a Second Language (ESL) learners at a four-year university in Puerto Rico. Current data indicate that a significant percentage of adult ESL learners encounter major difficulties within the process of…

Making the Invisible Visible: A Responsive Evaluation Study of ESL and Spanish Language Services for Immigrants in a Small Rural County in Indiana

ERIC Educational Resources Information Center

Pawan, Faridah; Thomalla, Therese Groff

2005-01-01

This article describes a responsive evaluation study of ESL services and Spanish language services for immigrants in a rural county in Indiana. An ESL specialist led the evaluation of language services in the county from the perspectives of language providers and recipients. The responsive evaluation--a form of action research that uses…

How Should Different Types of Feedback Be Administered to Create More Effective Learning among Advanced ESL Writing Students? A Student Perspective

ERIC Educational Resources Information Center

Bao, Ze

2015-01-01

This paper is set in the context of my experience in advanced ESL writing classes at two Canadian universities. Based on my experience and the research literature, several types of feedback should be administered by teachers to create more effective learning opportunities among advanced ESL writing students. In this paper, I examine the advantages…

Pooled efficacy and safety of eslicarbazepine acetate as add-on treatment in patients with focal-onset seizures: Data from four double-blind placebo-controlled pivotal phase III clinical studies.

PubMed

Elger, Christian; Koepp, Mathias; Trinka, Eugen; Villanueva, Vicente; Chaves, João; Ben-Menachen, Elinor; Kowacs, Pedro A; Gil-Nagel, António; Moreira, Joana; Gama, Helena; Rocha, José-Francisco; Soares-da-Silva, Patrício

2017-12-01

Pooled evaluation of the key efficacy and safety profile of eslicarbazepine acetate (ESL) added-on to stable antiepileptic therapy in adults with focal-onset seizures. Data from 1703 patients enrolled in four phase III double-blind, randomized, placebo-controlled studies were pooled and analyzed. Following a 2 week titration period, ESL was administered at 400 mg, 800 mg, and 1200 mg once-daily doses for 12 weeks (maintenance period). Pooled efficacy variable was standardized (/4 weeks) seizure frequency (SSF) analyzed over the maintenance period as reduction in absolute and relative SSF and proportion of responders (≥50% reduction in SSF). Pooled safety was analyzed by means of adverse events and clinical laboratory assessments. SSF was significantly reduced with ESL 800 mg (P < 0.0001) and 1200 mg (P < 0.0001) compared to placebo. Median relative reduction in SSF was 33.4% for ESL 800 mg and 37.8% for 1200 mg (placebo: 17.6%), and responder rate was 33.8% and 43.1% (placebo: 22.2%). ESL was more efficacious than placebo regardless of gender, geographical region, epilepsy duration, age at time of diagnosis, seizure type, and type of concomitant antiepileptic drugs (AED). Incidence of adverse events (AEs) and AEs leading to discontinuation was dose dependent. Most common AEs (>10% patients) were dizziness, somnolence, and nausea. The incidence of treatment-emergent AEs (dizziness, somnolence, ataxia, vomiting, and nausea) was lower in patients who began taking ESL 400 mg (followed by 400 mg increments to 800 or 1200 mg) than in those who began taking ESL 600 mg or 800 mg. Once-daily ESL 800 mg and 1200 mg showed consistent results across all efficacy and safety endpoints, independent of study population characteristics and type of concomitant AEDs. Treatment initiated with ESL 400 mg followed by 400 mg increments to 800 or 1200 mg provides optimal balance of efficacy and tolerability. © 2017 The Authors. CNS Neuroscience & Therapeutics Published by John Wiley & Sons Ltd.

School Context and the Effect ESL Placement on Mexican-Origin Adolescents’ Achievement*

PubMed Central

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

2010-01-01

Objectives Immigrant adolescents’ academic achievement is crucial to our future economic stability, and Mexican-origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students’ needs, the effect of which may vary by the proportion of immigrant students in the school. Measures Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican-origin achievement for first-, second-, and third-generation adolescents separately in schools with many and few immigrant students. Results The estimated effect of ESL placement varies by both immigrant concentration in the school and by students’ generational status. Conclusions We find that ESL enrollment may be protective for second-generation Mexican-origin adolescents in high immigrant concentration schools, and may prove detrimental for first-generation adolescents in contexts with few other immigrant students. PMID:20354570

School Context and the Effect ESL Placement on Mexican-Origin Adolescents' Achievement.

PubMed

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

2008-01-01

OBJECTIVES: Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican-origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. MEASURES: Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican-origin achievement for first-, second-, and third-generation adolescents separately in schools with many and few immigrant students. RESULTS: The estimated effect of ESL placement varies by both immigrant concentration in the school and by students' generational status. CONCLUSIONS: We find that ESL enrollment may be protective for second-generation Mexican-origin adolescents in high immigrant concentration schools, and may prove detrimental for first-generation adolescents in contexts with few other immigrant students.

Global probabilistic projections of extreme sea levels show intensification of coastal flood hazard.

PubMed

Vousdoukas, Michalis I; Mentaschi, Lorenzo; Voukouvalas, Evangelos; Verlaan, Martin; Jevrejeva, Svetlana; Jackson, Luke P; Feyen, Luc

2018-06-18

Global warming is expected to drive increasing extreme sea levels (ESLs) and flood risk along the world's coastlines. In this work we present probabilistic projections of ESLs for the present century taking into consideration changes in mean sea level, tides, wind-waves, and storm surges. Between the year 2000 and 2100 we project a very likely increase of the global average 100-year ESL of 34-76 cm under a moderate-emission-mitigation-policy scenario and of 58-172 cm under a business as usual scenario. Rising ESLs are mostly driven by thermal expansion, followed by contributions from ice mass-loss from glaciers, and ice-sheets in Greenland and Antarctica. Under these scenarios ESL rise would render a large part of the tropics exposed annually to the present-day 100-year event from 2050. By the end of this century this applies to most coastlines around the world, implying unprecedented flood risk levels unless timely adaptation measures are taken.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang, Changlei; Xiao, Chuanxiao; Yu, Yue

Through detailed device characterization using cross-sectional Kelvin probe force microscopy (KPFM) and trap density of states measurements, we identify that the J-V hysteresis seen in planar organic-inorganic hybrid perovskite solar cells (PVSCs) using SnO 2 electron selective layers (ESLs) synthesized by low-temperature plasma-enhanced atomic-layer deposition (PEALD) method is mainly caused by the imbalanced charge transportation between the ESL/perovskite and the hole selective layer/perovskite interfaces. We find that this charge transportation imbalance is originated from the poor electrical conductivity of the low-temperature PEALD SnO 2 ESL. We further discover that a facile low-temperature thermal annealing of SnO 2 ESLs can effectivelymore » improve the electrical mobility of low-temperature PEALD SnO 2 ESLs and consequently significantly reduce or even eliminate the J-V hysteresis. With the reduction of J-V hysteresis and optimization of deposition process, planar PVSCs with stabilized output powers up to 20.3% are achieved. Here, the results of this study provide insights for further enhancing the efficiency of planar PVSCs.« less

English-as-a-Second-Language Programs for Matriculated Students in the United States: An Exploratory Survey and Some Issues. Research Report. ETS RR-14-11

ERIC Educational Resources Information Center

Ling, Guangming; Wolf, Mikyung Kim; Cho, Yeonsuk; Wang, Yuan

2014-01-01

Although English-as-a-second-language (ESL) programs for matriculated students have been a presence in U.S. higher education since the 1940s, little has been documented in the literature concerning ESL courses, ESL placement tests, and the procedures in which incoming students are placed into appropriate classes.The present study takes three…

The Impact of Interface on ESL Reading Comprehension and Strategy Use: A Comparison of E-Books and Paper Texts

ERIC Educational Resources Information Center

Isaacson, Sarah A.

2017-01-01

The use of e-books in postsecondary education is projected to increase, yet many English as a second language (ESL) institutions have not yet incorporated e-books into their curricula, in part due to a dearth of research regarding their potential impacts on ESL reading comprehension and strategy use. This study fills a gap in the existing research…

The Navy’s Management of Software Licenses Needs Improvement

DTIC Science & Technology

2013-08-07

Enterprise Software Licensing ( ESL ) as a primary DON etliciency target. Through policy and Integrated Product Team actions, this efficiency...review, as well as with DoD Enterprise Software Initiative ( ESl ) Blanket Pw·chase Agreements and any r•elated fedeml Acquisition Regulation and General...organizational and multi-functional DON ESL team. The DON is also participating in DoD level enterprise softwru·e licensing project~ through the Dol

The Presence or Absence of Definiteness in the Native Language and Its Impact on ESL Learning

ERIC Educational Resources Information Center

Abu-Melhim Abdel-Rahman

2014-01-01

The purpose of this study was to determine if first language interference does play a significant role in the use of articles in English by native speakers of Arabic as compared to other ESL learners. An error analysis was conducted on the use of English articles in essays taken from two groups of advanced ESL learners. The essays were composed by…

From Welfare to Work: Dynamic Lesson Plans for ESL Learners. Final Report. Fiscal Year 1998-99 [and] From Welfare to Work: Lessons for ESL Learners.

ERIC Educational Resources Information Center

Center for Literacy, Inc., Philadelphia, PA.

This document combines a final project report and the resulting guidebook of 20 lesson plans for English as a second language (ESL) instructors to help learners work within the Temporary Assistance to Needy Families (TANF) system and acquire effective job readiness strategies, choose a career path, and pursue employment. The report describes the…

Educating Bilingual/ESL Teachers in a Language/Culture Exchange Field School: A Collaborative Model in Teacher Education.

ERIC Educational Resources Information Center

Guadarrama, Irma N.

This paper describes a program that brings bilingual and English-as-a-Second-Language (ESL) teachers from the United States to a Mexican ESL school to teach in the Tetiz (Yucatan, Mexico) field school and in exchange, learn Mayan language and culture. The theoretical base for the project is drawn from the work of major theorists in second language…

Eligibility and Programming in Chapter 1 E.S.L. Programs, 1987-88. Evaluation Section Report. End-of-Year Report. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Stern, Lucia

This report profiles the utilization of funding by sites implementing Chapter 1/ Pupils with Compensatory Education Needs (PCEN) programs in English as a Second Language (ESL) in New York City schools, based on funding data and a district survey. Data for 83 high schools show that 23% of total allocations for ESL teachers were Chapter 1, 32% were…

Geospatial assessment of bioenergy land use and its impacts on soil erosion in the U.S. Midwest.

PubMed

SooHoo, William M; Wang, Cuizhen; Li, Huixuan

2017-04-01

Agricultural land use change, especially corn expansion since 2000s, has been accelerating to meet the growing bioenergy demand of the United States. This study identifies the environmentally sensitive lands (ESLs) in the U.S. Midwest using the distance-weighted Revised Universal Soil Loss Equation (RUSLE) associated with bioenergy land uses extracted from USDA Cropland Data Layers. The impacts of soil erosion to downstream wetlands and waterbodies in the river basin are counted in the RUSLE with an inverse distance weighting approach. In a GIS-ranking model, the ESLs in 2008 and 2011 (two representative years of corn expansion) are ranked based on their soil erosion severity in crop fields. Under scenarios of bioenergy land use change (corn to grass and grass to corn) on two land types (ESLs and non-ESLs) at three magnitudes (5%, 10% and 15% change), this study assesses the potential environmental impacts of bioenergy land use at a basin level. The ESL distributions and projected trends vary geographically responding to different agricultural conversions. Results support the idea of re-planting native prairie grasses in the identified High and Severe rank ESLs for sustainable bioenergy management in this important agricultural region. Copyright © 2016 Elsevier Ltd. All rights reserved.

Extreme sea levels on the rise along Europe's coasts

NASA Astrophysics Data System (ADS)

Vousdoukas, Michalis I.; Mentaschi, Lorenzo; Voukouvalas, Evangelos; Verlaan, Martin; Feyen, Luc

2017-03-01

Future extreme sea levels (ESLs) and flood risk along European coasts will be strongly impacted by global warming. Yet, comprehensive projections of ESL that include mean sea level (MSL), tides, waves, and storm surges do not exist. Here, we show changes in all components of ESLs until 2100 in view of climate change. We find that by the end of this century, the 100-year ESL along Europe's coastlines is on average projected to increase by 57 cm for Representative Concentration Pathways (RCP)4.5 and 81 cm for RCP8.5. The North Sea region is projected to face the highest increase in ESLs, amounting to nearly 1 m under RCP8.5 by 2100, followed by the Baltic Sea and Atlantic coasts of the UK and Ireland. Relative sea level rise (RSLR) is shown to be the main driver of the projected rise in ESL, with increasing dominance toward the end of the century and for the high-concentration pathway. Changes in storm surges and waves enhance the effects of RSLR along the majority of northern European coasts, locally with contributions up to 40%. In southern Europe, episodic extreme events tend to stay stable, except along the Portuguese coast and the Gulf of Cadiz where reductions in surge and wave extremes offset RSLR by 20-30%. By the end of this century, 5 million Europeans currently under threat of a 100-year ESL could be annually at risk from coastal flooding under high-end warming. The presented dataset is available through this link: http://data.jrc.ec.europa.eu/collection/LISCOAST.

Reducing Hysteresis and Enhancing Performance of Perovskite Solar Cells Using Low-Temperature Processed Y-Doped SnO2 Nanosheets as Electron Selective Layers.

PubMed

Yang, Guang; Lei, Hongwei; Tao, Hong; Zheng, Xiaolu; Ma, Junjie; Liu, Qin; Ke, Weijun; Chen, Zhiliang; Xiong, Liangbin; Qin, Pingli; Chen, Zhao; Qin, Minchao; Lu, Xinhui; Yan, Yanfa; Fang, Guojia

2017-01-01

Despite the rapid increase of efficiency, perovskite solar cells (PSCs) still face some challenges, one of which is the current-voltage hysteresis. Herein, it is reported that yttrium-doped tin dioxide (Y-SnO 2 ) electron selective layer (ESL) synthesized by an in situ hydrothermal growth process at 95 °C can significantly reduce the hysteresis and improve the performance of PSCs. Comparison studies reveal two main effects of Y doping of SnO 2 ESLs: (1) it promotes the formation of well-aligned and more homogeneous distribution of SnO 2 nanosheet arrays (NSAs), which allows better perovskite infiltration, better contacts of perovskite with SnO 2 nanosheets, and improves electron transfer from perovskite to ESL; (2) it enlarges the band gap and upshifts the band energy levels, resulting in better energy level alignment with perovskite and reduced charge recombination at NSA/perovskite interfaces. As a result, PSCs using Y-SnO 2 NSA ESLs exhibit much less hysteresis and better performance compared with the cells using pristine SnO 2 NSA ESLs. The champion cell using Y-SnO 2 NSA ESL achieves a photovoltaic conversion efficiency of 17.29% (16.97%) when measured under reverse (forward) voltage scanning and a steady-state efficiency of 16.25%. The results suggest that low-temperature hydrothermal-synthesized Y-SnO 2 NSA is a promising ESL for fabricating efficient and hysteresis-less PSC. © 2016 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

The groESL Chaperone Operon of Lactobacillus johnsonii†

PubMed Central

Walker, D. Carey; Girgis, Hany S.; Klaenhammer, Todd R.

1999-01-01

The Lactobacillus johnsonii VPI 11088 groESL operon was localized on the chromosome near the insertion element IS1223. The operon was initially cloned as a series of three overlapping PCR fragments, which were sequenced and used to design primers to amplify the entire operon. The amplified fragment was used as a probe to recover the chromosomal copy of the groESL operon from a partial library of L. johnsonii VPI 11088 (NCK88) DNA, cloned in the shuttle vector pTRKH2. The 2,253-bp groESL fragment contained three putative open reading frames, two of which encoded the ubiquitous GroES and GroEL chaperone proteins. Analysis of the groESL promoter region revealed three transcription initiation sites, as well as three sets of inverted repeats (IR) positioned between the transcription and translation start sites. Two of the three IR sets bore significant homology to the CIRCE elements, implicated in negative regulation of the heat shock response in many bacteria. Northern analysis and primer extension revealed that multiple temperature-sensitive promoters preceded the groESL chaperone operon, suggesting that stress protein production in L. johnsonii is strongly regulated. Maximum groESL transcription activity was observed following a shift to 55°C, and a 15 to 30-min exposure of log-phase cells to this temperature increased the recovery of freeze-thawed L. johnsonii VPI 11088. These results suggest that a brief, preconditioning heat shock can be used to trigger increased chaperone production and provide significant cross-protection from the stresses imposed during the production of frozen culture concentrates. PMID:10388700

The ROME (Retrospective Observational Multicenter study on Eslicarbazepine) study: Efficacy and behavioural effects of Eslicarbazepine acetate as adjunctive therapy for adults with partial onset seizures in real life.

PubMed

Assenza, G; Mecarelli, O; Lanzone, J; Assenza, F; Tombini, M; Di Lazzaro, V; Pulitano, P

2018-05-01

Eslicarbazepine acetate (ESL) is a third-generation member of the dibenzazepine family approved in 2009 by the European Medicines Agency with the indication of adjunctive therapy in adult people with partial-onset seizures (PPOS). We aimed at assessing the ESL impact on seizure frequency and quality of life in PPOS with a particular attention to sleepiness and depression. We evaluated 50 adult PPOS (>18 years; 48 ± 14 years-old; 23 males) treated with adjunctive ESL for ≥2months with a retrospective multi-centric design. Clinical files of the last 2 years were reviewed checking for monthly seizure frequency, treatment retention rate, adverse drug reactions (ADRs), concomitant anti-epileptic drugs and behavioural scales for sleepiness (Stanford Sleepiness Scale, SSS, and Epworth Sleepiness Scale, ESS), depression (Beck Depression Inventory-II, BDI) and overall quality of life (QOLIE-31). At the end of 96 ± 28 days of ESL treatment, the mean seizure reduction was 56%; 60% of patients had seizure reduction above 50%, with a 31% of the whole population becoming seizure free. We reported 16 ADRs with 4 hyponatremia. Retention rate was 76%. Patient reported less sleepiness after ESL (SSS, p = 0.031; ESS, p = 0.0000002). Before ESL, 38% of patients had pathologic BDI scores, which normalized in most of them (73%) after ESL (BDI improvement, p = 0.000012). These scores resulted in an amelioration of quality of life (QOLIE-31, p = 0.000002). ESL is a safe and effective anti-epileptic drug in a real life scenario, with an excellent behavioural profile for the overall quality of life and, in particular, for sleepiness and depression. Copyright © 2018 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

Effects of two different feeding positions on physiological characteristics and feeding performance of preterm infants: A randomized controlled trial.

PubMed

Girgin, Burcu Aykanat; Gözen, Duygu; Karatekin, Güner

2018-04-01

The aim of this randomized controlled study was to determine the effect of semielevated side-lying (ESL) and semielevated supine (ESU) positions, which are used to bottle-feed preterm infants, on their physiological characteristics and feeding performance. The sample consisted of preterm infants who were born in the 31st gestational week and below, and met the inclusion criteria. A randomization was provided in the sample group with a total of 80 infants including 38 infants in the ESL (experimental) group and 42 infants in the ESU (control) group. Both groups were compared in terms of their SpO2 values, heart rates, and feeding performances before, during, and after the feeding. The data were obtained by using a form for infant descriptive characteristics, feeding follow-up form, a Masimo Radical-7 pulse oximeter device, and a video camera. It was determined that the infants in the ESL group had statistically significantly higher SpO2 values (ESL: 96.77 ± 2.51; ESU: 93.48 ± 5.63) and lower heart rates (ESL: 155.87 ± 11.18; ESU: 164.35 ± 6.00) during the feeding compared to the infants in the ESU group (p < .05). Besides, oxygen saturation levels of the infants in the ESU group decreased more (p < .01) and their heart rates increased more (p < .05) during the feeding than those obtained before the feeding compared to the infants in the ESL group. The ESL position has a more positive effect on oxygen saturation and heart rate of infants and it is more effective in providing a physiological stabilization during the feeding, compared to the ESU position. According to these results, the ESL position can be recommended for preterm feeding. © 2018 Wiley Periodicals, Inc.

Navy Force Structure and Shipbuilding Plans: Background and Issues for Congress

DTIC Science & Technology

2013-11-08

deferred repairs rise exponentially. The end result will be ships being decommissioned before their expected service life ( ESL ) due to degraded material...conduct routine operations, culminating in decommissioning ships before their ESL . Even when the trend is reversed and more funding is made available for...repair broken equipment and upgrade obsolete systems needed for deployment, and to ensure each ship reaches its ESL of thirty-five to forty years.23

New Beginnings: Ensuring Quality Bilingual/ESL Instruction in New York City Public Schools. Executive Summary [and] Report of the Chancellor's Bilingual/ESL Education Practitioners' Workgroup and Policy/Research Panels.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education.

The report presents a conceptual framework and related strategies designed to help policymakers and practitioners re-examine, and when necessary, rework the basic assumptions and practices defining the educational experiences of bilingual/English-as-a-Second-Language (ESL) learners in New York City (New York) public schools. The report consists of…

Non-contact Creep Resistance Measurement for Ultra-high temperature Materials

NASA Technical Reports Server (NTRS)

Hyers, Robert W.; Lee, Jonghuyn; Bradshaw, Richard C.; Rogers, Jan; Rathz, Thomas J.; Wall, James J.; Choo, Hahn; Liaw, Peter K.

2005-01-01

Continuing pressures for higher performance and efficiency in propulsion are driving ever more demanding needs for high-temperature materials. Some immediate applications in spaceflight include combustion chambers for advanced chemical rockets and turbomachinery for jet engines and power conversion in nuclear-electric propulsion. In the case of rockets, the combination of high stresses and high temperatures make the characterization of creep properties very important. Creep is even more important in the turbomachinery, where a long service life is an additional constraint. Some very high-temperature materials are being developed, including platinum group metals, carbides, borides, and silicides. But the measurement of creep properties at very high temperatures is itself problematic, because the testing instrument must operate at such high temperatures. Conventional techniques are limited to about 1700 C. A new, containerless technique for measuring creep deformation has been developed. This technique is based on electrostatic levitation (ESL) of a spherical sample, which is heated to the measurement temperature and rotated at a rate such that the centrifugal acceleration causes creep deformation. Creep of samples has been demonstrated at up to 2300 C in the ESL facility at NASA MSFC, while ESL itself has been applied at over 3000 C, and has no theoretical maximum temperature. The preliminary results and future directions of this NASA-funded research collaboration will be presented.

Effects of adjunctive eslicarbazepine acetate on neurocognitive functioning in children with refractory focal-onset seizures.

PubMed

Jóźwiak, Sergiusz; Veggiotti, P; Moreira, J; Gama, H; Rocha, F; Soares-da-Silva, P

2018-04-01

This was a phase-II, randomized, double-blind (DB), placebo-controlled study aimed to evaluate neurocognitive effects of eslicarbazepine acetate (ESL) as adjunctive therapy in pediatric patients with refractory focal-onset seizures (FOS). Children (6-16years old) with FOS were randomized (2:1) to ESL or placebo. Treatment started at 10mg/kg/day, was up-titrated up to 30mg/kg/day (target dose), and maintained for 8weeks, followed by one-year open-label follow-up. The primary endpoint was change from baseline to the end of maintenance period in the composite Power of Attention assessed with the Cognitive Drug Research (CDR) system. Behavioral and emotional functioning and quality of life (QOL), secondary endpoints, were assessed with Child Health Questionnaire-Parent Form 50 (CHQ-PF50), Child Behavior Checklist (CBCL), and Raven's Standard Progressive Matrices (SPM). Efficacy was evaluated through changes in standardized seizure frequency (SF), responder rate, and proportion of seizure-free patients. Safety was evaluated by the incidence of treatment-emergent adverse events (TEAEs). One hundred and twenty-three patients were randomized. A noninferiority analysis failed to reject the null hypothesis that the change from baseline in the Power of Attention score in the ESL group was at least 121ms inferior to the placebo group for all age groups. The CDR scores showed no differences between placebo and ESL in Power of Attention (1868.0 vs 1759.5), Continuity of Attention (1.136 vs -1.786), Quality of Working Memory (-0.023 vs -0.024), and Speed of Memory (-263.4 vs -249.6). Nonsignificant differences between placebo and ESL were seen for CHQ-PF50, CBCL scores, and Raven's SPM. Episodic Memory Index showed significant negative effect on ESL. Efficacy results favored the ESL group (SF least square [LS] means 1.98 vs 4.29). The TEAEs had a similar incidence between treatment groups (41.0% vs 47.5%). Overall ESL did not produce statistically significant effects on neurocognitive and behavioral functioning in patients with epilepsy aged 6 to 16years. Additionally, ESL was effective in reducing seizure frequency and was well-tolerated. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

Efficacy and safety of conversion to monotherapy with eslicarbazepine acetate in adults with uncontrolled partial-onset seizures: a randomized historical-control phase III study based in North America.

PubMed

Sperling, Michael R; Harvey, Jay; Grinnell, Todd; Cheng, Hailong; Blum, David

2015-04-01

To assess the efficacy and safety of eslicarbazepine acetate (ESL) as monotherapy in North American patients with partial-onset seizures (POS). This multicenter, randomized, double-blind "withdrawal to monotherapy" study used historical control data as the comparator. Adults with POS medically uncontrolled by one to two antiepileptic drugs gradually converted to ESL monotherapy. Following an 8-week baseline period, patients were randomized 2:1 to receive ESL 1,600 mg (n = 128) or 1,200 mg QD (n = 65) for 18 weeks. The primary end point was the proportion of patients meeting predefined exit criteria (signifying worsening seizure control). Treatment was considered effective if the 95% upper confidence limit (UCL) for the Kaplan-Meier estimated exit rate was lower than the exit rate threshold calculated from the historical control (65.3%). Kaplan-Meier estimated exit rates were: ESL 1,600 mg, 28.7% (95% CI 21.2-38.1%) and 1,200 mg, 44.4% (32.5-58.3%). The difference between doses was not significant (p = 0.07). For both doses, the 95% UCLs for the exit rate were ˂ 65.3%; ESL monotherapy was considered superior to the historical control. There was no statistically significant increase in the risk of study exit related to carbamazepine use. Nine (7.6%) and five patients (8.3%) remained seizure-free during the 10-week monotherapy period, while taking ESL 1,600 and 1,200 mg, respectively. The reductions in median standardized seizure frequency (seizures per 28 days) between baseline and the 18-week treatment period were: ESL 1,600 mg, 42% and 1,200 mg, 31%. Treatment-emergent adverse events (TEAEs) occurring in ≥ 10% of patients were dizziness, headache, fatigue, somnolence, nausea, and nasopharyngitis. The TEAE most frequently leading to discontinuation was hyponatremia (2.1%). ESL was efficacious and well tolerated as monotherapy in North American patients, and led to a reduction in seizure frequency. Exit rates for ESL 1,600 and 1,200 mg QD were superior to the historical control; the difference in exit rates between doses was not statistically significant. © 2015 The Authors. Epilepsia published by Wiley Periodicals, Inc. on behalf of International League Against Epilepsy.

Effects of eslicarbazepine acetate on lipid profile and sodium levels in patients with epilepsy.

PubMed

Pulitano, Patrizia; Franco, Valentina; Mecarelli, Oriano; Brienza, Marianna; Davassi, Chiara; Russo, Emilio

2017-12-01

Several studies have demonstrated that treatment with enzyme-inducing antiepileptic drugs is associated with increased serum lipid levels. Eslicarbazepine acetate (ESL) is a novel antiepileptic drug specifically designed with the objective to identify carbamazepine and oxcarbazepine analogues with favorable pharmacodynamic and pharmacokinetic profiles. The present study aimed to assess the changes in lipid profile and sodium levels in patients with epilepsy taking ESL as adjunctive therapy. This report describes a retrospective cohort study of 36 adult patients with epilepsy, taking ESL as an add-on treatment. The laboratory values assessed prior and after (range 6-18 months) ESL treatment were sodium levels, total cholesterol (TC), low (LDL) and high (HDL) density lipoproteins and triglycerides. TC and LDL values were significantly decreased already after at least six months of therapy with ESL (191.3±29.6 vs 179.7±29.2mg/dl, p <0.0001 and 114.58±22.7 vs 103.11±19.46mg/dl, p <0.0001 respectively). HDL values before and during ESL treatment were significantly increased (57.5± 9.1 vs 63.9±8.3mg/dl; p<0.0001). No statistically significant changes have been found in triglycerides and sodium values. Add-on therapy with ESL, in contrast to the negative effects observed with traditional older carboxamides, positively affects lipid metabolism profile in patients with epilepsy over an average follow-up of 11 months. Further research is needed to confirm the obtained results with a focus on a comprehensive assessment of the biochemical and molecular mechanisms involved. Copyright © 2017 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

Euro-Esli: a European audit of real-world use of eslicarbazepine acetate as a treatment for partial-onset seizures.

PubMed

Villanueva, Vicente; Holtkamp, Martin; Delanty, Norman; Rodriguez-Uranga, Juan; McMurray, Rob; Santagueda, Patricia

2017-11-01

The Euro-Esli study was an exploratory pooled analysis of data from 14 European clinical practice studies, which was conducted to audit the real-world effectiveness, safety, and tolerability of eslicarbazepine acetate (ESL) as an adjunctive treatment for partial-onset seizures. Retention and effectiveness were assessed after 3, 6, and 12 months of ESL treatment, and at the final visit. Safety and tolerability were assessed throughout ESL treatment by evaluating adverse events (AEs) and ESL discontinuation due to AEs. Data from 2058 patients (52.1% male; mean age 44.0 years) were included. All 2058 patients were assessed for safety and 1975 (96.0%) patients were assessed for effectiveness. After 12 months, retention, responder (≥50% seizure frequency reduction), and seizure freedom rates were 73.4, 75.6, and 41.3%, respectively. AEs were reported for 34.0% of patients and led to discontinuation in 13.6% of patients. The most frequently reported AEs were dizziness (6.7% of patients), fatigue (5.4%), and somnolence (5.1%). No unexpected safety signals emerged over a median duration of follow-up of >5 years. Subgroup analyses revealed that ESL was significantly more effective in patients aged ≥65 versus <65 years, in patients who were not receiving treatment with other sodium channel blockers versus those who were receiving treatment with other sodium channel blockers, and in patients who were receiving <2 versus ≥2 concomitant antiepileptic drugs at baseline. Euro-Esli is the largest ESL clinical practice study conducted to date. This study provides strong and reassuring evidence of ESL's safety profile, and complements the data from clinical trials.

Effective side length formula for resonant frequency of equilateral triangular microstrip antenna

NASA Astrophysics Data System (ADS)

Guney, Kerim; Kurt, Erhan

2016-02-01

A novel and accurate expression is obtained by employing the differential evolution algorithm for the effective side length (ESL) of the equilateral triangular microstrip antenna (ETMA). This useful formula allows the antenna engineers to accurately calculate the ESL of the ETMA. The computed resonant frequencies (RFs) show very good agreement with the experimental RFs when this accurate ESL formula is utilised for the computation of the RFs for the first five modes.

A Comparative Study of the Complaint Strategies among Iranian EFL and ESL Students--The Study of the Effect of Length of Residence and the Amount of Contact

ERIC Educational Resources Information Center

Mofidi, Marzieh; Shoushtari, Zohreh Gooniband

2012-01-01

The purpose of this study was to investigate the pragmatic transfer Iranian EFL and ESL learners of English showed when complaining in English. The study aimed to find out if there exists any relationship between the amount of contact with English and pragmatic competence of both EFL and ESL groups as well as the relationship between the duration…

Emergency Immigration Education Act Programs: Summer E.S.L. Welcome Plus Program for Students of Limited English Proficiency (LEP), Summer Bilingual Program, and Project Omega. OREA Report.

ERIC Educational Resources Information Center

Duque, Diana L.

This report presents findings of the evaluation by the New York City public school system's Office of Research, Evaluation, and Assessment of three programs (Summer E.S.L. Welcome Plus, Summer Bilingual, and Project Omega) for immigrant students. The Summer E.S.L. (English as a Second Language) Welcome Plus program operated at 19 sites in New York…

Expanding Learning and Teaching Processes in an ESL/Civics ABE Classroom Using an Interactive Video Lesson Plan in the U.S. Southwest: An Action Research Study

ERIC Educational Resources Information Center

Cajar-Bravo, Aristides

2010-01-01

This study is an action research project that analyzed the ways in which ESL students improve their language learning processes by using as a teaching tool a media literacy video and Civics Education for social skills; it was presented to two groups of 12 students who were attending an ESL/Civics Education Intermediate-Advanced class in an ABE…

A Teacher’s Guide for Using Learning Strategies in English-as-a-Second- Language Instruction

DTIC Science & Technology

1984-11-01

learner strategies used in the acquisition of English as a second language (ESL). The Teacher’s Guide demonstrates for ESL...strategies to apply to a wide range of language learning tasks are far more likely to be effective language learners . The language lessons in this section...skills in the acquisition of English as a second language (ESL). This study completed a review of the literature on learning strategies in

Electrical source localization by LORETA in patients with epilepsy: Confirmation by postoperative MRI

PubMed Central

Akdeniz, Gülsüm

2016-01-01

Background: Few studies have been conducted that have compared electrical source localization (ESL) results obtained by analyzing ictal patterns in scalp electroencephalogram (EEG) with the brain areas that are found to be responsible for seizures using other brain imaging techniques. Additionally, adequate studies have not been performed to confirm the accuracy of ESL methods. Materials and Methods: In this study, ESL was conducted using LORETA (Low Resolution Brain Electromagnetic Tomography) in 9 patients with lesions apparent on magnetic resonance imaging (MRI) and in 6 patients who did not exhibit lesions on their MRIs. EEGs of patients who underwent surgery for epilepsy and had follow-ups for at least 1 year after operations were analyzed for ictal spike, rhythmic, paroxysmal fast, and obscured EEG activities. Epileptogenic zones identified in postoperative MRIs were then compared with localizations obtained by LORETA model we employed. Results: We found that brain areas determined via ESL were in concordance with resected brain areas for 13 of the 15 patients evaluated, and those 13 patients were post-operatively determined as being seizure-free. Conclusion: ESL, which is a noninvasive technique, may contribute to the correct delineation of epileptogenic zones in patients who will eventually undergo surgery to treat epilepsy, (regardless of neuroimaging status). Moreover, ESL may aid in deciding on the number and localization of intracranial electrodes to be used in patients who are candidates for invasive recording. PMID:27011626

Electrical source localization by LORETA in patients with epilepsy: Confirmation by postoperative MRI.

PubMed

Akdeniz, Gülsüm

2016-01-01

Few studies have been conducted that have compared electrical source localization (ESL) results obtained by analyzing ictal patterns in scalp electroencephalogram (EEG) with the brain areas that are found to be responsible for seizures using other brain imaging techniques. Additionally, adequate studies have not been performed to confirm the accuracy of ESL methods. In this study, ESL was conducted using LORETA (Low Resolution Brain Electromagnetic Tomography) in 9 patients with lesions apparent on magnetic resonance imaging (MRI) and in 6 patients who did not exhibit lesions on their MRIs. EEGs of patients who underwent surgery for epilepsy and had follow-ups for at least 1 year after operations were analyzed for ictal spike, rhythmic, paroxysmal fast, and obscured EEG activities. Epileptogenic zones identified in postoperative MRIs were then compared with localizations obtained by LORETA model we employed. We found that brain areas determined via ESL were in concordance with resected brain areas for 13 of the 15 patients evaluated, and those 13 patients were post-operatively determined as being seizure-free. ESL, which is a noninvasive technique, may contribute to the correct delineation of epileptogenic zones in patients who will eventually undergo surgery to treat epilepsy, (regardless of neuroimaging status). Moreover, ESL may aid in deciding on the number and localization of intracranial electrodes to be used in patients who are candidates for invasive recording.

Improved Creep Measurements for Ultra-High Temperature Materials

NASA Technical Reports Server (NTRS)

Hyers, Robert W.; Ye, X.; Rogers, Jan R.

2010-01-01

Our team has developed a novel approach to measuring creep at extremely high temperatures using electrostatic levitation (ESL). This method has been demonstrated on niobium up to 2300 C, while ESL has melted tungsten (3400 C). This method has been extended to lower temperatures and higher stresses and applied to new materials, including a niobium-based superalloy, MASC. High-precision machined spheres of the sample are levitated in the NASA MSFC ESL, a national user facility and heated with a laser. The samples are rotated with an induction motor at up to 30,000 revolutions per second. The rapid rotation loads the sample through centripetal acceleration, producing a shear stress of about 60 MPa at the center, causing the sample to deform. The deformation of the sample is captured on high-speed video, which is analyzed by machine-vision software from the University of Massachusetts. The deformations are compared to finite element models to determine the constitutive constants in the creep relation. Furthermore, the non-contact method exploits stress gradients within the sample to determine the stress exponent in a single test.

Understanding and Eliminating Hysteresis for Highly Efficient Planar Perovskite Solar Cells

DOE PAGES

Wang, Changlei; Xiao, Chuanxiao; Yu, Yue; ...

2017-05-11

Through detailed device characterization using cross-sectional Kelvin probe force microscopy (KPFM) and trap density of states measurements, we identify that the J-V hysteresis seen in planar organic-inorganic hybrid perovskite solar cells (PVSCs) using SnO 2 electron selective layers (ESLs) synthesized by low-temperature plasma-enhanced atomic-layer deposition (PEALD) method is mainly caused by the imbalanced charge transportation between the ESL/perovskite and the hole selective layer/perovskite interfaces. We find that this charge transportation imbalance is originated from the poor electrical conductivity of the low-temperature PEALD SnO 2 ESL. We further discover that a facile low-temperature thermal annealing of SnO 2 ESLs can effectivelymore » improve the electrical mobility of low-temperature PEALD SnO 2 ESLs and consequently significantly reduce or even eliminate the J-V hysteresis. With the reduction of J-V hysteresis and optimization of deposition process, planar PVSCs with stabilized output powers up to 20.3% are achieved. Here, the results of this study provide insights for further enhancing the efficiency of planar PVSCs.« less

The Iron Triangle Manifested: U.S. Air Force Tanker Lease 2001-2005 Case Study

DTIC Science & Technology

2012-01-01

own experts along with participants from Boeing and Rockwell to perform the KC–135 Economic Service Life Study ( ESLS ). Based on usage at that time...General John D. Ryan stated a replacement program would start in the next 15 years.9 2 Punjani The ESLS pre-dated 9/11 and did not account for...increased flight hours due to homeland defense air patrols and the war in Afghanistan. Usage rates increased from the ESLS -report- ed figure of 308 hours per

Investigation on the Use of Equivalency Factors for the Design and Evaluation of Flexible Airfield Pavements

DTIC Science & Technology

2014-03-27

Operations on Alternate Launch and Recovery Surfaces (No. ESL -TR-83-46). Tyndall Air Force Base, FL: Air Force Engineering and Services Center. U.S...Little, D. N., Thompson, M. R., Terrell, R. L., Epps, J. A., & Barenberg, E. J. (1987). Soil Stabilization for Roadways and Airfields (No. ESL -TR...Alternate Launch and Recovery Surfaces (No. ESL -TR-83-46). Tyndall Air Force Base, FL: Air Force Engineering and Services Center. U.S. Army Corps of

Faculty Development. [SITE 2002 Section].

ERIC Educational Resources Information Center

Gillan, Bob, Ed.; McFerrin, Karen, Ed.

This document contains the papers on faculty development from the SITE (Society for Information Technology & Teacher Education) 2002 conference. Topics covered include: integration for ESL (English as a Second Language) success; changing roles of college faculty; inducing reflection on educational practice; a joint instructional technology and…

28 CFR 544.43 - Incentives.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Mandatory English-as-a-Second Language Program (ESL) § 544.43 Incentives. The Warden or designee shall establish a system of incentives to encourage an inmate to meet the mandatory ESL program requirements. ...

Saussurea lappa extract suppresses TPA-induced cell invasion via inhibition of NF-κB-dependent MMP-9 expression in MCF-7 breast cancer cells

PubMed Central

2014-01-01

Background Saussurea lappa (SL) has been used as a traditional herbal medicine to treat abdominal pain and tenesmus, and has been suggested to possess various biological activities, including anti-tumor, anti-ulcer, anti-inflammatory, anti-viral, and cardiotonic activities. The effect of SL on breast cancer metastasis, however, is unknown. Cell migration and invasion are crucial in neoplastic metastasis. Matrix metalloproteinase-9 (MMP-9), which degrades the extracellular matrix, is a major component in cancer cell invasion. Methods Cell viability was examined by MTT assay, whereas cell motility was measured by invasion assay. Western blot, Real-time PCR, and Zymography assays were used to investigate the inhibitory effects of ESL on matrix metalloproteinase-9 (MMP-9) expression level in MCF-7 cells. EMSA confirmed the inhibitory effects of ESL on DNA binding of NF- κB in MCF-7 cells. Results Cells threated with various concentrations of Saussurea lappa (ESL) for 24 h. Concentrations of 2 or 4 μM did not lead to a significant change in cell viability or morphology. Therefore, subsequent experiments utilized the optimal non-toxic concentration (2 or 4 μM) of ESL. In this study, we investigated the inhibitory effect of ethanol extract of ESL on MMP-9 expression and cell invasion in 12-O-tetradecanoylphorbol-13-acetate (TPA)-induced MCF-7 cells. ESL inhibited the TPA-induced transcriptional activation of nuclear factor-kappa B (NF-κB). However, this result obtained that ESL did not block the TPA-induced phosphorylation of the kinases: p38, ERK, and JNK. Therefore, ELS-mediated inhibition of TPA-induced MMP-9 expression and cell invasion involves the suppression of NF-kB pathway in MCF-7 cells. Conclusions These results indicate that ELS-mediated inhibition of TPA-induced MMP-9 expression and cell invasion involves the suppression of NF-kB pathway in MCF-7 cells. Thus, ESL has potential for controlling breast cancer invasiveness in vitro. PMID:24885456