bluuebunny/crossref_metadata_2025 huggingface dataset:
Identity, Voice, and the Second Language Writer
Authors: Seloni Lisya
Published: January 2018

The complex relationship between identity and second language writing has long been explored in the field of second language studies. Multilingual writers are unique because they negotiate identity shifts and disciplinary expectations as they compose texts for different discourse communities. In spite of the dynamic definitions of identity and voice posited by scholars and practitioners, there has been a tendency to ascribe static and essentialized linguistic identities to second language writers across educational settings. This entry discusses key theoretical debates and pedagogical practices related to identity and voice in relation to multilingual writers and the way they compose texts across contexts.
Speaking and Writing Connections in Writing for Oral Genres
Authors: Rubin Donald L.
Published: January 2018

Oral‐based and literate‐based language differ in systematic ways. Because their prior English language instruction often neglects oral communication, many advanced EFL learners in particular rely on literate‐based language in their spoken presentations. EFL classes that teach speaking and writing in tandem offer opportunities for learners to cultivate “listenability” in their production of oral genres. This mode of instruction is illustrated in a course for EFL students of theology.
Listening Processes
Authors: Wolvin Andrew D.
Published: January 2018

Listening is a complex process that engages the communicator in receiving, attending to, interpreting, and responding to speakers' messages. This communication function becomes more challenging when it comes to listening in a second language. This entry reviews the scholarship on the multidimensional process of listening and provides pedagogical recommendations for helping second language learners in developing their listening competencies.
Metacognition in Second Language Listening
Authors: Goh Christine C. M.
Published: January 2018

Listening comprehension is the least visible process in second language teaching and learning. Teachers find it difficult toteachlistening and listening activities used in language classrooms tend to be just practice activities. To make the teaching and learning of listening explicit, teachers should consider the concept of metacognition. Commonly referred to as thinking about thinking, metacognition enables teachers to help learners reflect on, analyze, critique, and evaluate cognitive, social, and affective processes involved in the learning of second language listening. The components of knowledge, strategy, and experience within the construct of metacognition provide teachers with a principled and comprehensive approach to planning listening lessons and guiding learners in their in and out‐of‐class listening development.
Speech Rate in Second Language Listening
Authors: Chang Anna C.‐S.
Published: January 2018

This entry examines how speech rate affects second language listening comprehension. Speech rate is the speed of one's articulation, including usually the pause time between sentences or between thought groups. There are several means for measuring speech rate; the most popular means calculates total words or syllables uttered per minute. However, determining a normal speech rate for a language can be rather complicated because the normal speech rate may vary from one text type to another, can be different due to prepared or impromptu scripts, or can vary from one language to another. Hence the research results regarding the impact of speech rate on L2 listening comprehension are quite mixed. However, there is a general tendency to show that slower speech rate does improve listening comprehension. This entry ends by providing some directions for applying slower speech rate in L2 listening teaching and learning and also discusses essential components that need to be developed in order to overcome the difficulties of fast speech.
Cognitive Listening Strategies
Authors: Vandergrift† Larry , Cross Jeremy
Published: January 2018

This entry focuses on the cognitive strategies used in L2 listening. Cognitive strategies are, first of all, defined and differentiated from metacognitive strategies, although it is argued that the use of cognitive strategies is difficult to separate from metacognitive strategies. A number of cognitive strategies are outlined and defined and research on some specific strategies is presented. The entry ends with a presentation of the pedagogical steps to raise student awareness of the process of L2 listening, with a particular focus on the cognitive strategies available to listeners at different points in the process.
Listening in First and Second Language
Authors: Cutler Anne , Farrell Janise
Published: January 2018

Listeners' recognition of spoken language involves complex decoding processes: The continuous speech stream must be segmented into its component words, and words must be recognized despite great variability in their pronunciation (due to talker differences, or to influence of phonetic context, or to speech register) and despite competition from many spuriously present forms supported by the speech signal. L1 listeners deal more readily with all levels of this complexity than L2 listeners. Fortunately, the decoding processes necessary for competent L2 listening can be taught in the classroom. Evidence‐based methodologies targeted at the development of efficient speech decoding include teaching of minimal pairs, of phonotactic constraints, and of reduction processes, as well as the use of dictation and L2 video captions.
Social Dimensions of Listening
Authors: Mideros Diego
Published: January 2018

Listening comprehension used to be viewed as a passive‐receptive and individual skill in the second or foreign language (L2) literature. However, this view has changed as there is a greater understanding of L2 listening that has resulted from the growing body of research in this area. L2 listening is a complex activity that requires active engagement and mediated training. Most of the work conducted in L2 listening has been from a cognitive perspective. Yet, the research has expanded significantly to include metacognitive and socioaffective perspectives. The rise of sociocultural theory (SCT) in L2 learning has also permeated L2 listening to incorporate a social dimension to this skill. This entry provides explanations and examples of the importance of social interaction in the development of L2 listening.
Academic Listening
Authors: Goh Christine C. M.
Published: January 2018

Academic listening consists of an important set of listening, oral communication and academic learning skills which are typically used in an integrated manner. It is not confined to lecture comprehension even though this activity is most commonly associated with academic listening. There are many contexts in which students in tertiary education need to listen effectively, not least during face‐to‐face interactions with their peers and professors. Because academic listening is essentially a specialized form of listening by second language users, it is important that instruction builds on students' skills and strategies for listening. This entry describes the nature of academic listening comparing it with general second language listening and highlighting differences. Challenges that students face are discussed and considerations for instruction are proposed.
Automaticity in Listening
Authors: Joaquin Anna Dina L.
Published: January 2018

Listening is a skill that is often neglected in L2 classrooms. However, like other language skills such as reading, writing, and speaking, it needs to be practiced and developed, as it facilitates language learning, affects motivation, and increases communicative competence. The current comprehension approach, though having merits, does not help students practice and develop the listening skills needed to accelerate bottom‐up and top‐down processing—which are critical for input to be processed and comprehended automatically. An alternative approach to helping the development of automaticity in listening involves strategies and methods promoted through
interactive listening
and the development of metacognitive awareness.
Task‐Based Approach to Listening
Authors: Brown Steven
Published: January 2018

A task‐based approach to listening is built on a series of tasks called pre‐listening, while‐listening, and post‐listening. Learners prepare by considering their purpose for listening, the context of the input, the language requirements of the task, and their plan for listening. While listening, they make appropriately minimal responses to the input, as they might do in real life. The post‐listening stage provides opportunities for thinking about learner completion of the listening task, a speaking activity, or work with the language found in the input.
Assessing Academic Listening
Authors: Read John
Published: January 2018

Although listening is often integrated with other language skills in academic study tasks, there is a good case for assessing listening comprehension as a discrete skill. The first step in developing a listening test is to delineate the domain of academic listening situations. It is also necessary to define the construct of listening ability as the basis for determining the skills to be assessed. The choice of topic is another important consideration, given the role of background knowledge in comprehension. Traditionally the stimulus material has been presented to the learners in audio form, but there is an increasing trend to provide visual input of various kinds in the interests of authenticity. However, it is difficult to find authentic speech recordings that are suitable for assessment purposes, hence the need to plan and script input material that lends itself to the setting of test items that target the relevant academic listening skills.
TOEIC
(Test of English for International Communication)
Authors: Powers Donald E.
Published: January 2018

The TOEIC tests are designed to measure everyday English skills that are important in a global workplace environment. The need for such tests has increased over the years, and proficiency in English is now often regarded as essential to a global economy. Performance on the TOEIC tests has been shown to relate positively to test takers' ability to carry out English language tasks encountered in the workplace and in everyday life and has been mapped to a widely accepted framework that describes language proficiency levels. These relationships provide a basis for the ancillary language‐training workshops that are available in conjunction with the tests.
Teacher Assessment and Evaluation
Authors: Fantini Alvino E.
Published: January 2018

Assessment and evaluation are both procedures integral to educational processes, each with a slightly different focus. Assessment, often based on an established set of criteria, monitors performance in order to document teacher strengths and areas for improvement. Evaluation, on the other hand, commonly based on prescriptive standards, judges the quality of performance. Both procedures may also serve additional purposes—for selection, placement, job continuation, and so forth. This segment focuses on assessment as a monitoring procedure intended to further teacher development, recognizing learning as an ongoing and continuing process throughout one's career. Two aspects of assessment are discussed—content and process—in addition to several related issues. Pedagogical rationale underlying the assessment procedure is examined, followed by an illustrative model for language teacher assessment, constructed from an extensive survey of assessment forms collected from institutions in Australia, Europe, and the United States.
Assessment Practices in Teaching English as an International Language
Authors: Rose Heath , Syrbe Mona
Published: January 2018

The growth of English as an international language has challenged the validity of many assessment practices, especially in contexts where students are learning English as an international language (EIL). The constructs of many tests center on standardized, inner circle English language norms, and the content of these tests are often sampled from similar contexts. EIL research challenges the validity of these practices in a globalized world, where speakers are using English in its plurality within fluid cultures and contexts. When assessing EIL, it is necessary to refocus practices to center on learners' strategic competence in using the language rather than their grammatical knowledge of it. Although assessment practices in classroom contexts are reflexive to change, standardized testing remains more resistant to change due to inherent difficulties in measuring language use, as opposed to linguistic knowledge of language forms.
Critical Language Awareness
Authors: Taylor Shelley K. , Despagne Colette , Faez Farahnaz
Published: January 2018

Critical language awareness (CLA) is a field of study that focuses on raising the awareness of teachers and learners of English as an international language (EIL) as to the socially constructed nature of language practices. This awareness includes understanding that there is more to teaching and learning a language than grammar and vocabulary. Navigating changing times and circumstances, EIL teachers and learners need to understand and counter hegemonic structures, make their voice heard in verbal and nonverbal “texts,” understand the historical antecedents to grammatical and vocabulary conventions, and recognize how these conventions are positioned in language ideologies, power relations, and discourse communities. Dominant group teachers need to become cognizant of their privileged positioning compared with how subordinated group EIL learners are positioned across a range of (verbal and nonverbal) discourses; they need to draw on that understanding when teaching about CLA and when implementing CLA pedagogy in language‐as‐subject and content‐teaching.
Sociocultural Aspects of English Language Teaching Through World Events
Authors: Naiditch Fernando
Published: January 2018

World events can be integrated into the language classroom as a way to develop language and critical thinking skills, build students' vocabulary, and provide them with practice in reading comprehension, oral–aural skills, and written expression. As students discuss and learn about what is happening around the globe, they have an opportunity to learn about places, people, customs, languages, and cultures. Teaching sociocultural aspects of the English language through world events helps students develop dispositions and attitudes toward culture and world issues. It also helps them understand the facts and factors behind global affairs and the course of events around the world. Thus they recognize values, ideologies, and behaviors that can develop their intercultural awareness and sensitivity. The language classroom endows learners with a unique opportunity to glance into the customs, lifestyles, and values of a people that ultimately constitute the core system of beliefs of a society.
Functional Syllabus
Authors: Hondo Junko
Published: January 2018

This entry presents the conceptual frameworks underlying the functional syllabus as they developed in the history of English language pedagogy in modern times, including works by philosophers, linguists, and applied linguists. It summarizes the major features of the functional syllabus in relation to teaching English as an international language, its current status, and potential future evolution in addressing functional, linguistic, and pragmatic competencies. The entry also considers the impact of technology on the functional syllabus and changes in English language teaching paradigms.
Materials Development for Teaching Pronunciation
Authors: Jones Tamara
Published: January 2018

Despite the important role comprehensible pronunciation plays in communicative competence, many popular text book series offer limited pronunciation instruction and only “listen and repeat” practice. Teachers are often forced to find ways to integrate pronunciation into existing curricula. Although this is a daunting prospect, once instructors are familiar with the core pronunciation features of English, they can use existing materials as a springboard for interactive pronunciation instruction and practice.
Tasks for Teaching Pronunciation to Advanced Learners
Authors: Huang Li‐Shih
Published: January 2018

Key theoretical concepts in teaching pronunciation to advanced learners are presented, followed by a discussion of the most current empirical considerations. Tasks based on empirical findings are then offered to pronunciation instructors to use with their advanced English learners.
Communication Strategies and Teaching Speaking
Authors: Palmer Adrian , Christison MaryAnn
Published: January 2018

Communicative competence
refers to a learner's ability to use language to communicate successfully in real‐world situations. Achieving communicative competence in a second or foreign language is a complex process, and language learners frequently encounter problems because they lack the linguistic resources necessary to be completely successful in their communicative endeavors. When communication breaks down, L2 learners need a set of communication strategies to help them repair these breakdowns and negotiate mutual understandings with their communication partners. This entry outlines the basic tenets of research on communication strategies and suggests pedagogical implications based on using strategies to accomplish specific language learning goals.
Teaching Tiered Vocabulary
Authors: Hellman Andrea B.
Published: January 2018

This entry reviews the three‐tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.
Teaching Homographs, Homonyms, Homophones, Synonyms, and Antonyms
Authors: Dikilitaş Kenan , Erten İsmail Hakkı
Published: January 2018

Lexical relations have been one of the issues that draw a great deal of attention in vocabulary instruction as they can facilitate and inhibit learning in different ways, the central focus of this entry. However, whether vocabulary items carrying lexical relationship should be presented together as a group or as individual words in respective contexts through repeated and distant exposure is still debatable. Studies into vocabulary teaching with reference to teaching and learning of semantically related vocabulary report controversial findings due to interference posed by semantic proximity. Such uncertainty leads to diverse claims about the teaching of lexically related vocabulary such as homographs, homonyms, homophones, synonyms, and antonyms, which is the issue discussed in this entry. This entry, then, firstly attempts to clarify what constitutes homographs, homonyms, homophones, synonyms, and antonyms. It then discusses how such lexical representations are thought to be represented in our mental lexicon. Third, issues related to learning and teaching of vocabulary items that are linguistically related will be briefly reviewed. Finally, pedagogical implications will be discussed.
Teaching Meanings of Conditionals
Authors: Ahmed Abir Gafar A. S.
Published: January 2018

Researchers do not agree on the definition or form of the conditional sentence. Additionally, English grammar textbooks have been criticized for their simplistic presentation of conditional sentences and for limiting their meaning to the likelihood of an event taking place. However, researchers agree that English conditional sentences are among the most complex and challenging structures for English language learners. This entry explores some of the research on the meaning of conditional sentences, identifies their types, investigates their presentation in grammar books, and offers some advice concerning the best way to introduce and teach the meaning of conditionals to English language learners.
Teaching Past Simple Versus Past Progressive
Authors: Savova Lilia
Published: January 2018

The past simple tense and the past progressive tense are often presented and taught in tandem to allow a better understanding of each tense's meaning and use in comparison to the other. Each tense is also analyzed in the context of two broader conceptual frames, that of tense and aspect on the one hand, and that of form, meaning, and use, on the other. These are addressed at both the sentence and whole‐text level. Within this framework, these and other English tenses are analyzed as systems rather than as separate entities. First, tense systems are analyzed by their forms, then, by the core meaning and use of each of the comprising tenses and aspects, as well as by some of the frequently confused pairs, such as the past simple versus past progressive tense.
Teaching Lexical Chunks
Authors: Hellman Andrea B.
Published: January 2018

Corpus‐based studies have uncovered widespread formulaicity in both oral and written English. Our preferred way of using language is to rely on lexical chunks frequently and repeatedly, which allows us to achieve communicative functions efficiently and affords us time to express novel thoughts and complex ideas in real time. Linguistic competence includes proficient use of prefabricated units; therefore, teaching vocabulary should also include the systematic instruction of lexical phrases. The entry explores the typology of lexical chunks with rich examples and offers seven pedagogical practices to help English learners master them.
Teaching Compound Adjectives
Authors: Nenchin Jacqueline
Published: January 2018

Compound adjectives are compound words that modify nouns. They are members of an array of compound words in English, a language known for its robustness of compounding, and may be formed by a number of processes. This summary considers the morphological processes that form compound adjectives, the use of these adjectives, and some pedagogical issues associated with them.
Teaching Signs, Notices, and Warnings
Authors: Zwier Lawrence J. , Brooke Jennifer C.
Published: January 2018

Many signs, notices, and warnings have linguistic components (vocabulary and a specialized syntax) that work together with nonlinguistic elements to create meaning. The vocabulary of signs is somewhat idiosyncratic, as is the deletion‐prone grammar in which it is framed. Teachers must consider multiple literacies in teaching signs as whole objects, preferably in situational contexts.
NNEST
Advocacy Groups
Authors: Brady Brock , Kamhi‐Stein Lía D.
Published: January 2018

While the NonNative English Speakers in TESOL Interest Section of the TESOL International Association has in many ways become the home of the NNEST movement, its considerable progress in NNEST research, advocacy, and support often does not extend beyond professional associations to the schools and programs where the bulk of English instruction takes place. NNEST groups in local or regional English teaching associations can serve to bridge this gap as is witnessed in two regional NNEST entities: the Non‐Native Language Educators Interest Group in the California TESOL (CATESOL) association and the NNEST Caucus of the WATESOL (Washington, DC Area TESOL) association.
Strengths ofNESTsandNNESTs
Authors: Moussu Lucie
Published: January 2018

With approximately two‐thirds of the speakers of English in the world being native speakers of languages other than English, it is easy to understand why a majority of ESL/EFL teachers are non‐native speakers of English themselves. However, these non‐native English‐speaking teachers (NNESTs) in ESL/EFL contexts are often perceived by language program administrators and language students as inferior to native speakers of English. In fact, even native speakers of English without any pedagogical education and experience are preferred over NNESTs, in some contexts. While native English‐speaking teachers (NESTs) in ESL/EFL contexts have obvious linguistic and cultural strengths (accent, etc.), NNESTs also possess a number of highly valuable strengths (language‐learning experience, etc.) that can make them excellent and respected ESL/EFL teachers too. This entry presents and discusses NESTs' and NNESTs' strengths based on a number of research articles, books, and dissertations written on the subject during the past twenty years or so.
The Arts andTESOL
Authors: Cahnmann‐Taylor Melisa , Zhang Kuo
Published: January 2018

This entry discusses viewing artists as models for how TESOL educators might work within sociocultural constraints, discovering a variety of creative and empowering possibilities to make a difference in second language instruction. Three ways in which the arts are useful in TESOL teacher preparation are discussed: (1) cultivating surprise, (2) encouraging expressions of complex emotions, and (3) celebrating creative and agentive bilingual proficiencies. Pedagogical implications are drawn from research on arts‐based practices in classrooms and in teacher training. Recommended practices include embracing the aesthetics of students' first language and culture abilities; exploring the creative value of “failure” and revisioning; and training TESOL educators as creative teaching artists.
Activist Theatre andTESOL
Authors: Murray Beth
Published: January 2018

This entry discusses the common advocacy groundwork shared by TESOL and applied drama/theatre in classrooms. Because theatre is frequently viewed as extracurricular, research and practice suggest highlighting both the natural synergy of multimodal language learning and the embodied art form of theatre as well as theatre's legitimate utility in a culturally responsive, multimodal, situated learning context. Recommendations center around fostering an authentically diverse communication terrain where process‐oriented theatre approaches help the English language learning environment be a space that embraces play, trusts embodied ways of knowing, honors story in conversation with identity, welcomes project‐based inquiry, and acknowledges varied teacher pathways.
Role of Speaking in Academic Language
Authors: Franks Suzanne , Spezzini Susan , Prado Josephine
Published: January 2018

Academic language
is defined as a language genre or variety used for communication within an academic context. Often the term entails the use of English as an international language (EIL) as a medium for academic communication. Globalization and the increase of English‐medium education throughout the world have contributed to the ever‐growing challenge of communicating orally in English for academic purposes (EAP). Although academic writing is often the primary focus of EAP, in the 1990s second language acquisition (SLA) researchers began to pay more attention to speaking in EAP. This entry considers the challenges international scholars face and the empirical research on discourse functions these scholars need in order to succeed, along with pedagogical approaches EAP instructors use to teach spoken academic discourse.
PD
for Language and Identity
Authors: Langman Juliet
Published: January 2018

Professional development in language and identity provides opportunities for teachers to explore how identity affects the teaching and learning context with an aim of providing an environment that increases opportunities for learning to students by recognizing the potential for unequal access to learning opportunities and unequal social relationships that are part of most communities. PD for language and identity can focus on teachers' exploration of their own identity, as well as considerations of context, curriculum, and features of identity, including gender, race, ethnicity, age, class, religion, and sexual orientation that can affect participation.
TESOL
Standard 5: Professionalism
Authors: Murphy Audrey Figueroa
Published: January 2018

This entry discusses the concept of professionalism in education in terms of its two key components, namely conduct and competence, what these elements consist in, and how they are understood, derived, and sustained in education, particularly in the US context and in modern and postmodern times. The role of teachers of English to speakers of other languages is emphasized, especially their importance as trainers, in‐house policy experts, and providers of support for general education teachers whose classrooms include English language learners (ELLs). The entry also discusses the special expectations for professionalism that are incumbent on teachers of these students, as first point of contact between schools and newcomers to the society, as well as the impact on notions of professionalism of the current emphasis on assessment in primary and secondary education, the philosophical roots of conceptions of educational professionalism, and the values, outlook, and behavior that contribute to professionalism in today's schools.
Critical Friends: How to Develop Effective Critical FriendsPDGroups
Authors: Nuske Kyle
Published: January 2018

The development of support networks can help TESOL practitioners undertake the arduous process of critical consciousness raising and grasp how dominant language teaching practices are shaped by unequal power relations. This entry identifies common sources of resistance to critical ideas, such as implicit native‐speaker biases and reluctance to acknowledge privilege. Subsequently, it outlines strategies for fostering an appreciation among peer groups of critical teaching as a feasible, flexible, and intercultural concept. These include collaboratively deconstructing the notion of criticality, examining the situational appropriateness of critical imperatives, and encouraging regular written reflection in various textual genres.
Change to Teacher Leadership Development
Authors: Niño Juan Manuel
Published: January 2018

As demographic shifts occur in communities, educators must be knowledgeable and pedagogically prepared to better serve the needs of students of diverse backgrounds. As such, teachers are called on to enact leadership roles where the practice is no longer standardized. School administrators must be willing to support teacher leadership practices that call for innovation, critique, and reflection.
Joining the Field:TESOLand Professional Organizations
Authors: Margolis Douglas Paul
Published: January 2018

Professional organizations play an important role in the development of the language teaching profession, sponsoring research and professional development opportunities, advocating for teachers and students, and promoting best practices in the field, among a variety of other activities that raise the effectiveness and prestige of practitioners. Teachers who participate in professional organizations discover that they are not isolated individuals in a classroom, but rather an essential part of a vibrant and growing field. Moreover, joining and volunteering to support professional organizations contributes important service to the field and makes available valuable career resources that can improve one's teaching, as well as creating options for career advancement.
Funds of Knowledge and Critical Pedagogy
Authors: Wang Min , Spiridakis John
Published: January 2018

Ignoring or devaluing linguistic minority students' previous life experiences, social skills, linguistic repertoires, and cultural resources results in unequal educational opportunities and outcomes. It also causes students' self‐denigration, self‐contempt, and internalization of failure. The approach of critical pedagogy to English as a new language of teaching and learning calls for an integration of students' funds of knowledge into curricular and instructional practice to equalize educational opportunities, increase possibilities for academic success, and develop a sense of self‐worth.
On the tenth value distance of the photon field along the maze of high‐energy linear accelerator vaults
Authors: Han Zhaohui , Chin Lee M.
Published: January 2018

There is a wide range in the reported photon tenth value distance (TVD) in the maze of high‐energy linear accelerator vaults. In order to gain insight into the appropriate use of the TVD value during door design, we performed measurements of the photon dose in the maze of four vaults. In addition, our study represents the first to describe a scenario where an inner borated polyethylene (BPE) door for neutron shielding is installed in the maze downstream to Point A, the point on the maze centerline that is just visible from the isocenter. The measurements were made along the maze centerline at 1 m above the floor. In all cases, the accelerator operated at a nominal energy of 15 MV. Of the four vaults, three were equipped with an inner BPE door at a distance of 1.0–2.1 m downstream to Point A. The door was made of 10.16 cm (4″) BPE sandwiched between two 0.635 cm (1/4″) steel face plates. The photon dose in the maze without a BPE door decreases exponentially with a characteristic TVD of 6 m beyond a distance of 2.5 m from Point A. The presence of a BPE door in an identical vault not only reduces the photon intensity in the maze by about an order of magnitude, but also softens the energy spectrum with a shortened TVD of 4.7 m, significantly lessening the shielding burden at the outer maze entrance. In contrast to the common use of Point A as the reference point to specify distance, the photon dose in the maze with a BPE door located downstream to Point A can be satisfactorily described as exponential functions of the distance measured from the door, which shows good consistency among the three vaults of different room parameters.
Facile Nondestructive Assembly of Tyrosine‐Rich Peptide Nanofibers as a Biological Glue for Multicomponent‐Based Nanoelectrode Applications
Authors: Min Kyoung‐Ik , Lee Seung‐Woo , Lee Eun‐Hee , Lee Yoon‐Sik , Yi Hyunjung , Kim Dong‐Pyo
Published: January 2018

Achieving the nondestructive assembly of carbon nanoelectrodes with multiple components in a scalable manner enables effective electrical interfaces among nanomaterials. Here, a facile nondestructive multiscale assembly of multicomponent nanomaterials using self‐assembled tyrosine‐rich peptide nanofibers (TPFs) as a biological glue is reported. The versatile functionalities of the rationally devised tyrosine‐rich short peptide allow for (1) self‐assembly of the peptide into nanofibers using noncovalent interactions, followed by (2) immobilization of spatially distributed metal nanoparticles on the nanofiber surface, and (3) subsequent assembly with graphitic nanomaterials into a percolated network‐structure. This percolated network‐structure of silver nanoparticle (AgNP)‐decorated peptide nanofibers with imbedded single‐walled carbon nanotubes (SWNTs) proves to be a versatile nanoelectrode platform with excellent processability. The SWNT–TPF–AgNP assembly, when utilized as a flexible and transparent multicomponent electronic film, was quite effective for enhancing direct electron transfer (DET) as verified for a third‐generation glucose sensor composed of this film. The simple solution process used to produce the functional nanomaterials could provide a new platform for scalable manufacturing of novel nanoelectrode materials forming effective electrical contacts with molecules from diverse biological systems.
Vertex‐Reinforced PtCuCo Ternary Nanoframes as Efficient and Stable Electrocatalysts for the Oxygen Reduction Reaction and the Methanol Oxidation Reaction
Authors: Kwon Taehyun , Jun Minki , Kim Ho Young , Oh Aram , Park Jongsik , Baik Hionsuck , Joo Sang Hoon , Lee Kwangyeol
Published: January 2018

Noble metal binary alloy nanoframes have emerged as a new class of fuel cell electrocatalysts because of their intrinsic high catalytic surface area and accompanied high catalytic activity. However, their inferior structural and compositional stability during catalysis pose as formidable huddles to their practical applications. Herein, it is reported that introduction of an additional component to the binary catalytic system may serve as a simple and effective means of enhancing the structural and compositional stability of nanoframe‐based electrocatalysts. It is demonstrated that in situ doping of Co to the PtCu alloy nanoframe yields a ternary PtCuCo rhombic dodecahedral nanoframe (Co‐PtCu RNF) with a reinforced vertex structure. Co‐PtCu RNF exhibits superior electrocatalytic activity and durability for the oxygen reduction reaction to those of PtCu rhombic dodecahedral nanoframe (PtCu RNF) and Pt/C catalysts, due to its ternary composition and vertex‐strengthened frame structure. Furthermore, Co‐PtCu RNF shows enhanced activity for the methanol oxidation reaction as compared to PtCu RNF and Pt/C.
Controllable Urchin‐Like NiCo2S4 Microsphere Synergized with Sulfur‐Doped Graphene as Bifunctional Catalyst for Superior Rechargeable Zn–Air Battery
Authors: Liu Wenwen , Zhang Jing , Bai Zhengyu , Jiang Gaopeng , Li Matthew , Feng Kun , Yang Lin , Ding Yuanli , Yu Tongwen , Chen Zhongwei , Yu Aiping
Published: January 2018

Rechargeable zinc–air batteries (ZnABs) are attracting great interest due to their high theoretical specific energy, safety, and economic viability. However, their performance and large‐scale practical applications are largely limited by poor durability and high overpotential on the air‐cathode due to the slow kinetics of the oxygen reduction and evolution reactions (ORR/OER). Therefore, it is highly desired to exploit an ideal bifunctional catalyst to endow the obtained ZnABs with excellent ORR/OER catalytic performances. Herein, a new nonprecious‐metal bifunctional catalyst of urchin‐like NiCo2S4 microsphere synergized with sulfur‐doped graphene nanosheets (S‐GNS/NiCo2S4) is controllably designed and synthesized by simply tailoring the structure and electronic arrangement, which endow the as‐prepared catalyst with excellent electroactivity and long‐term durability toward ORR and OER. Importantly, ZnABs constructed by this outstanding catalyst exhibit high power density, small charge/discharge voltage gap, and excellent cycle stability, notably outperforming the more costly commercial Pt/C + Ir/C mixture catalyst. These excellent electrocatalytic performances together with the simplicity of the synthetic method, make the urchin‐like NiCo2S4 microsphere/S‐GNS hybrid nanostructure exhibit great promise as a superior air‐cathode catalyst for high‐performance rechargeable ZnABs.
Tunable Electrochemistry of Electrosynthesized Copper Metal–Organic Frameworks
Authors: Ji Liudi , Wang Juan , Wu Kangbing , Yang Nianjun
Published: January 2018

Metal–organic frameworks (MOFs) synthesized using different organic ligands are expected to have varied morphology and properties. Herein, three copper MOFs (Cu‐MOFs) are electrosynthesized using a simple and direct reduction approach and three organic ligands: 1,3,5‐benzenetricarboxylic acid, 1,4‐benzenedicarboxylic acid, and 1,2,4,5‐benzenetetracarboxylic acid. The as‐synthesized Cu‐MOFs exhibit varied morphology. Their electrochemistry is further explored via investigating the natures of their capacitive, faradaic, and electrocatalytic behavior. The stability of these Cu‐MOFs is also checked during the course of electrochemical measurements. The secondary built units of organic ligands with copper ions are found theoretically and experimentally to determine both the morphology and active sites of Cu‐MOFs. Namely the electrochemistry of Cu‐MOFs is dependent on the used organic ligands. Cu‐MOF synthesized using 1,3,5‐benzenetricarboxylic acid owns better electrochemistry than that using 1,4‐benzenedicarboxylic acid or 1,2,4,5‐benzenetetracarboxylic acid. These MOFs keep their compositions and crystallinity unchanged in short times but loss them for long electrochemical running times. Therefore, the properties and applications of MOFs are designable and can be optimized during the course of reduction electrosynthesis processes via selecting organic ligands and metal ions.
Printing Conductive Micro‐Web Structures via Capillary Transport of Elastomeric Ink for Highly Stretchable Strain Sensors
Authors: Lee Hyungdong , Lee Jaehyun , Seong Baekhoon , Jang Hyung‐Seok , Byun Doyoung
Published: January 2018

Capillary transport‐based printing dynamics are investigated using viscoelastic ink, polydimethylsiloxane (PDMS), to fabricate flexible and stretchable conductors. Without any microelectromechanical system techniques (e.g., molding), these soft and transparent structures can be obtained by fast and scalable steps. When attempted to draw mesh structures, microweb‐shaped structures are spontaneously formed due to the low surface energy and flow ability of the viscous PDMS liquid. Unlike the conventional planar‐shaped stretchable geometry, these microweb structures can be more stable because rounded edge area has advantages during stretching/releasing cycles as shown in previous research paper. After printing these microweb structures, functional silver nanoparticles are coated using polydopamine (PDA) solution. Polydopamine based on these structures shows very stable strain sensing cycles and highly durable results by adhesion test. As a result, this fabrication strategy can fabricate stretchable strain sensors with high and stable gauge factor by simple direct printing method, it is expected that it can have many applications such as electronic skin devices.
Reduced power consumption in stirred vessels by means of fractal impellers
Authors: Başbuğ S. , Papadakis G. , Vassilicos J. C.
Published: January 2018

Earlier studies have shown that the power consumption of an unbaffled stirred vessel decreases significantly when the regular blades are replaced by fractal ones. In this paper, the physical explanation for this reduction is investigated using Direct Numerical Simulations at Re = 1600. The gaps around the fractal blade perimeter create jets that penetrate inside the recirculation zone in the wake and break up the trailing vortices into smaller ones. This affects the time‐average recirculation pattern on the suction side. The volume of the separation region is 7% smaller in the wake of the fractal blades. The lower torque of the fractal impeller is equivalent to a decreased transport of angular momentum; this difference stems from the reduced turbulent transport induced by the smaller trailing vortices. The major difference in the turbulent dissipation is seen in the vicinity of trailing vortices, due to fluctuations of velocity gradients at relatively low frequencies. © 2018 American Institute of Chemical Engineers AIChE J, 64: 1485–1499, 2018
Body mass prediction from femoral volume and sixteen other femoral variables in the elderly: BMI and adipose tissue effects
Authors: Chevalier Tony , Clarys Jan Pieter , Lefèvre Philippe , Beauthier Jean‐Pol , Louryan Stéphane , Cattrysse Erik
Published: January 2018

Objectives

The frequently used prediction equations of body mass do not seem appropriate for elderly individuals. Here, we establish the relationship between femoral dimensions and known body mass in elderly individuals in order to develop prediction formulas and identify the factors affecting their accuracy.

Materials and Methods

The body mass linear least‐squares regression is based on 17 femoral dimensions, including femoral volume, and 66 individuals. Body proportion and composition effects on accuracy are analyzed by means of the body mass index (BMI) and on a subset sample (n = 25), by means of the masses of adipose, bone and muscle tissues.

Results

Most variables significantly reflect body mass. Among them, six dimensions (e.g., biepicondylar breadth, femoral volume, and head femoral diameter) present percent standard errors of estimate ranging from 9.5 to 11% (r = 0.72–0.81) in normal BMI samples. Correlations are clearly lower in samples with normal and abnormal BMI [r = 0.38–0.58; % of standard error of estimate (SEE) = 17.3–19.6%] and not significantly correlated in females (femoral volume) who present high proportions of abnormal BMI and adipose tissue. In the subset, femoral volume is well correlated with bone mass (r = 0.88; %SEE = 7.9%) and lean body mass (r = 0.67; %SEE = 17.2%).

Discussion

Our body mass estimation equations for elderly individuals are relevant since relatively low correlations are recurrent in studies using younger individuals of known body mass. However, age, sex, lifestyle, and skeleton considerations of studied populations can provide information about the relevance of the body mass estimation, which is dependent on the BMI classification and the proportion of adipose tissue. Our general considerations can be used for studies of younger individuals.
The continuing misuse of null hypothesis significance testing in biological anthropology
Authors: Smith Richard J.
Published: January 2018

There is over 60 years of discussion in the statistical literature concerning the misuse and limitations of null hypothesis significance tests (NHST). Based on the prevalence of NHST in biological anthropology research, it appears that the discipline generally is unaware of these concerns. The p values used in NHST usually are interpreted incorrectly. A p value indicates the probability of the data given the null hypothesis. It should not be interpreted as the probability that the null hypothesis is true or as evidence for or against any specific alternative to the null hypothesis. P values are a function of both the sample size and the effect size, and therefore do not indicate whether the effect observed in the study is important, large, or small. P values have poor replicability in repeated experiments. The distribution of p values is continuous and varies from 0 to 1.0. The use of a cut‐off, generally p ≤ 0.05, to separate significant from nonsignificant results, is an arbitrary dichotomization of continuous variation. In 2016, the American Statistical Association issued a statement of principles regarding the misinterpretation of NHST, the first time it has done so regarding a specific statistical procedure in its 180‐year history. Effect sizes and confidence intervals, which can be calculated for any data used to calculate p values, provide more and better information about tested hypotheses than p values and NHST.
Tuning the High‐Temperature Wetting Behavior of Metals toward Ultrafine Nanoparticles
Authors: Zhou Yubing , Natarajan Bharath , Fan Yanchen , Xie Hua , Yang Chunpeng , Xu Shaomao , Yao Yonggang , Jiang Feng , Zhang Qianfan , Gilman Jeffrey W. , Hu Liangbing
Published: January 2018

The interaction between metal nanoparticles (NPs) and their substrate plays a critical role in determining the particle morphology, distribution, and properties. The pronounced impact of a thin oxide coating on the dispersion of metal NPs on a carbon substrate is presented. Al2O3‐supported Pt NPs are compared to the direct synthesis of Pt NPs on bare carbon surfaces. Pt NPs with an average size of about 2 nm and a size distribution ranging between 0.5 nm and 4.0 nm are synthesized on the Al2O3 coated carbon nanofiber, a significant improvement compared to those directly synthesized on a bare carbon surface. First‐principles modeling verifies the stronger adsorption of Pt clusters on Al2O3 than on carbon, which attributes the formation of ultrafine Pt NPs. This strategy paves the way towards the rational design of NPs with enhanced dispersion and controlled particle size, which are promising in energy storage and electrocatalysis.