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Journal articles on the topic 'ELT'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Datsenko, O. I., V. M. Kravchenko, and S. Golovynskyi. "Electron levels of defects in In(Ga)As/(In)GaAs nanostructures: A review." Semiconductor Physics, Quantum Electronics and Optoelectronics 27, no. 02 (June 21, 2024): 194–207. http://dx.doi.org/10.15407/spqeo27.02.194.

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The data on electron levels induced by defects in In(Ga)As/(In)GaAs nanostructures, their localization, activation energy and identification have been systematically reviewed. Point defects inherent to GaAs and found in the (In)GaAs-based nanostructures have been listed, and their classification has been clarified, including EB3, EL2, EL3, EL4 (M4), EL5, EL6 (M3), EL7, EL8, EL9 (M2), EL10 (M1), EL11 (M0) and M00. The effect of the interfaces on the formation of different types of extended defects has been described. All the levels of electron traps found in heterostructures with quantum wells, wires and dots by deep level spectroscopies have been collected in a table with indication of the detection technique, object, location in the structure and their origin assumed. This overview can be useful as a reference material for researchers who study these nanostructures.

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2

Bayyurt, Yasemin, and Martin Dewey. "Locating ELF in ELT." ELT Journal 74, no. 4 (September 12, 2020): 369–76. http://dx.doi.org/10.1093/elt/ccaa048.

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3

Vettorel, Paola, and Lucilla Lopriore. "Is there ELF in ELT coursebooks?" Studies in Second Language Learning and Teaching 3, no. 4 (October 1, 2013): 483. http://dx.doi.org/10.14746/ssllt.2013.3.4.3.

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4

Vettorel, Paola. "Communication Strategies, ELF and ELT materials." A Cor das Letras 18, no. 4 Especial (January 29, 2018): 74. http://dx.doi.org/10.13102/cl.v18iespecial.2608.

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5

Barcons, Xavier, Juan Carlos González Herrera, and Augustín Sánchez Lavega. "ELT." Pour la Science N° 511 - mai, no. 5 (May 1, 2020): 32–41. http://dx.doi.org/10.3917/pls.511.0032.

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6

Amin, Rumana. "ELT:." Crossings: A Journal of English Studies 7 (December 1, 2016): 144–51. http://dx.doi.org/10.59817/cjes.v7i.172.

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English language, the language of development, scientific advancement, information, opportunity, employment, power, and prestige in Bangladesh, has become the synonym of all progresses in recent years. English language teaching has acquired new dimensions in as much as it has crept into diverse methods of ELT at various levels of education. The Western paradigm of English teaching has occupied a prestigious position in the educational system of Bangladesh for decades. It is a well-known fact to all that language teaching and learning is affected by a host of factors ranging from the macro political and cultural environments of a country or region to the micro perceptions and practices of individual teachers or learners. Hence, the demand for different methodologies for different learners or learning situations arises gradually. The changes in the classrooms, ruled by traditional methodologies for years, regarding the adaptation of communicative language teaching, can be seen to be a direct result of the paradigm shift in the realm of English language teaching and learning. This article attempts to explain the shift in practice and reality of English language teaching by taking a close look at various features that affected the choice of the varieties of English taught and learned.

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7

Takahashi, Reiko. "An analysis of ELF-oriented features in ELT coursebooks." English Today 30, no. 1 (February 5, 2014): 28–34. http://dx.doi.org/10.1017/s0266078413000539.

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Due to its rise as a global means of communication, the English language has been increasingly used by and between non-native speakers (henceforth NNSs), leading to a growing interest in what has come to be known as English as a Lingua Franca (ELF) in English language teaching (ELT). As noted by Jenkins (2006: 159), ‘many of those who start out thinking they are learning English as a foreign language end up using it as a lingua franca’. This suggests that ELT materials need to be developed in ways that correspond with the emerging needs of such language learners. However, ‘the prevailing orientation in […] ELT materials still remains undoubtedly towards ENL [English as a Native Language]’ (Jenkins, 2012: 487). It is not yet clear how well ELF perspectives have been integrated into teaching materials to date.

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8

Modiano, Marko. "Rethinking ELT." English Today 16, no. 2 (April 2000): 28–34. http://dx.doi.org/10.1017/s0266078400011603.

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9

Eastment, D. "ELT publishers." ELT Journal 56, no. 3 (July 1, 2002): 342–43. http://dx.doi.org/10.1093/elt/56.3.342.

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10

Budovskaya, Yelena V., Kendall Wu, Lucinda K. Southworth, Min Jiang, Patricia Tedesco, Thomas E. Johnson, and Stuart K. Kim. "An elt-3/elt-5/elt-6 GATA Transcription Circuit Guides Aging in C. elegans." Cell 134, no. 2 (July 2008): 291–303. http://dx.doi.org/10.1016/j.cell.2008.05.044.

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11

Saiful, Jepri Ali. "Eco-ELT for environmental research and praxis in ELT." Journal on English as a Foreign Language 13, no. 2 (July 1, 2023): 373–98. http://dx.doi.org/10.23971/jefl.v13i2.6335.

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Global environmental catastrophes affecting present planetary ecosystems necessitate immediate and coordinated actions from all sectors and disciplines, including English language teaching (ELT). ELT shares the responsibilities with other disciplines to address ecological crises like climate change and biodiversity loss. However, environmental research and praxis in ELT lack of movement due to lack of unifying concept. An existing related concept, Eco-ELT, focuses solely on ecocriticism approach in ELT, limiting its scope. In fact, environmental research and praxis in ELT can take many forms, approaches, and models. For that reason, this conceptual article extends the Eco-ELT by elaborating on its philosophical standpoints: ontology, epistemology, and axiology. It also presents the Eco-ELT principle and framework of practice for English teachers, curriculum designers, and policymakers to implement the Eco-ELT intervention in English education. Finally, it elucidates the Eco-ELT research principle and area. These complete elaborations of the Eco-ELT aim to enhance and organize the structure of environmental movement in ELT and advance the contributions of ELT in decolonizing the Earth.

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12

Poppi, Franca. "Enriching the University ELT Curriculum with Insights from ELF." LCM - La Collana / The Series 9788879167918 (December 2016): 127–52. http://dx.doi.org/10.7359/791-2016-popp.

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13

Sifakis, Nicos C., Lucilla Lopriore, Martin Dewey, Yasemin Bayyurt, Paola Vettorel, Lili Cavalheiro, Domingos Sávio Pimentel Siqueira, and Stefania Kordia. "ELF-awareness in ELT: Bringing together theory and practice." Journal of English as a Lingua Franca 7, no. 1 (March 26, 2018): 155–209. http://dx.doi.org/10.1515/jelf-2018-0008.

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14

Choi, Jung, Soon-Il An, Sang-Wook Yeh, and Jin-Yi Yu. "ENSO-Like and ENSO-Induced Tropical Pacific Decadal Variability in CGCMs." Journal of Climate 26, no. 5 (February 27, 2013): 1485–501. http://dx.doi.org/10.1175/jcli-d-12-00118.1.

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Abstract Outputs from coupled general circulation models (CGCMs) are used in examining tropical Pacific decadal variability (TPDV) and their relationships with El Niño–Southern Oscillation (ENSO). Herein TPDV is classified as either ENSO-induced TPDV (EIT) or ENSO-like TPDV (ELT), based on their correlations with a decadal modulation index of ENSO amplitude and spatial pattern. EIT is identified by the leading EOF mode of the low-pass filtered equatorial subsurface temperature anomalies and is highly correlated with the decadal ENSO modulation index. This mode is characterized by an east–west dipole structure along the equator. ELT is usually defined by the first EOF mode of subsurface temperature, of which the spatial structure is similar to ENSO. Generally, this mode is insignificantly correlated with the decadal modulation of ENSO. EIT closely interacts with the residuals induced by ENSO asymmetries, both of which show similar spatial structures. On the other hand, ELT is controlled by slowly varying ocean adjustments analogous to a recharge oscillator of ENSO. Both types of TPDV have similar spectral peaks on a decadal-to-interdecadal time scale. Interestingly, the variances of both types of TPDV depend on the strength of connection between El Niño–La Niña residuals and EIT, such that the strong two-way feedback between them enhances EIT and reduces ELT. The strength of the two-way feedback is also related to ENSO variability. The flavors of El Niño–La Niña with respect to changes in the tropical Pacific mean state tend to be well simulated when ENSO variability is larger in CGCMs. As a result, stronger ENSO variability leads to intensified interactive feedback between ENSO residuals and enhanced EIT in CGCMs.

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15

Mamounas, Eleftherios P., Hanna Bandos, Priya Rastogi, Yi Zhang, Kai Treuner, Peter C. Lucas, Charles E. Geyer, et al. "Breast Cancer Index (BCI) and prediction of benefit from extended aromatase inhibitor (AI) therapy (tx) in HR+ breast cancer: NRG oncology/NSABP B-42." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 501. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.501.

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501 Background: The BCI HOXB13/IL17BR ratio (BCI-H/I) has been shown to predict endocrine tx (ET) and extended ET (EET) benefit. We examined the effect of BCI-H/I for EET benefit prediction in NSABP B-42, evaluating extended letrozole tx (ELT) in HR+ breast cancer patients (pts) who completed 5 yrs of ET. Methods: All pts with available primary tumor tissue were eligible. Primary endpoint was recurrence-free interval (RFI). Secondary endpoints were distant recurrence (DR), breast cancer-free interval (BCFI), and disease-free survival (DFS). Stratified Cox proportional hazards model was used. Due to a non-proportional effect of ELT on DR, time-dependent secondary analyses (≤4y, >4y) were performed. Likelihood ratio test evaluated treatment by BCI-H/I interaction. Results: In 2,179 pts analyzed (60% N0; 62% AI only; 80% HER2-), 45% were BCI-H/I-High and 55% BCI-H/I-Low. ELT showed an absolute 10y benefit of 1.6% for RFI (HR=0.77, 95% CI 0.57-1.05, p=0.10) (BCI-H/I-Low: 1.1% [HR=0.69, 0.43-1.11, p=0.13]; BCI-H/I-High: 2.4% [HR=0.83, 0.55-1.26, p=0.38]; interaction p=0.55). There was no statistically significant ELT by BCI-H/I interaction for BCFI (BCI-H/I-Low: HR=0.53, 0.36-0.78, p=0.001; BCI-H/I-High: HR=0.85, 0.60-1.21, p=0.36; interaction p=0.07) or for DFS (BCI-H/I-Low: HR=0.75, 0.58-0.95, p=0.017; BCI-H/I-High: HR=0.81, 0.64-1.04, p=0.09; interaction p=0.62). Before 4y, there was no statistically significant ELT benefit on DR in either BCI-H/I group. After 4y, BCI-H/I-High pts had statistically significant ELT benefit on DR (HR: 0.29, 0.12-0.69, p=0.003), while BCI-H/I-Low pts were less likely to benefit (HR: 0.68, 0.33-1.39, p=0.28) (interaction p=0.14). Conclusions: BCI-H/I prediction of ELT benefit on RFI was not confirmed. In time-dependent DR analyses, BCI-H/I-High pts had statistically significant benefit from ELT after 4y, while BCI-H/I-Low pts did not. Observed ELT benefit on BCFI in BCI-H/I-Low pts was primarily driven by second primary breast cancers. Additional follow-up is needed to further characterize BCI-H/I predictive ability in this study. Support: U10CA180868, -180822, U24CA196067; Novartis; Biotheranostics. Clinical trial information: NCT00382070. [Table: see text]

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16

Negin Samoudi and Mohammad Mohammadi. "ELT textbook evaluation." Journal of English Language and Pedagogy 4, no. 1 (June 10, 2021): 1–8. http://dx.doi.org/10.36597/jelp.v4i1.9666.

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It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study.Â Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.

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Negin Samoudi and Mohammad Mohammadi. "ELT textbook evaluation." Journal of English Language and Pedagogy 4, no. 1 (June 10, 2021): 1–8. http://dx.doi.org/10.36597/jelp.v4i1.9666.

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It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study.Â Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.

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18

Vanderplank, Robert. "Evaluation in ELT." System 24, no. 1 (March 1996): 134–38. http://dx.doi.org/10.1016/0346-251x(96)84115-7.

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19

Brandl, B., S. Quanz, M. Feldt, A. Glasse, M. Guedel, M. Meyer, E. Pantin, et al. "E-ELT/METIS." EAS Publications Series 75-76 (2015): 405–10. http://dx.doi.org/10.1051/eas/1575082.

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20

Kaufman, Dorit. "COMPUTERS AND ELT." World Englishes 6, no. 1 (March 1987): 76–79. http://dx.doi.org/10.1111/j.1467-971x.1987.tb00180.x.

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21

Krasnick, H. "Images of ELT." ELT Journal 40, no. 3 (July 1, 1986): 191–95. http://dx.doi.org/10.1093/elt/40.3.191.

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22

McDonough, S. "Motivation in ELT." ELT Journal 61, no. 4 (April 13, 2007): 369–71. http://dx.doi.org/10.1093/elt/ccm056.

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23

Wedell, M. "Innovation in ELT." ELT Journal 63, no. 4 (July 15, 2009): 397–99. http://dx.doi.org/10.1093/elt/ccp053.

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24

Ishikawa, Tomokazu, and Paul McBride. "Doing justice to ELF in ELT: comments on Toh (2016)." Journal of English as a Lingua Franca 8, no. 2 (November 18, 2019): 333–45. http://dx.doi.org/10.1515/jelf-2019-2026.

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25

Fukushige, Tetsunari, Barbara Goszczynski, Helen Tian, and James D. McGhee. "The Evolutionary Duplication and Probable Demise of an Endodermal GATA Factor in Caenorhabditis elegans." Genetics 165, no. 2 (October 1, 2003): 575–88. http://dx.doi.org/10.1093/genetics/165.2.575.

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Abstract We describe the elt-4 gene from the nematode Caenorhabditis elegans. elt-4 is predicted to encode a very small (72 residues, 8.1 kD) GATA-type zinc finger transcription factor. The elt-4 gene is located ∼5 kb upstream of the C. elegans elt-2 gene, which also encodes a GATA-type transcription factor; the zinc finger DNA-binding domains are highly conserved (24/25 residues) between the two proteins. The elt-2 gene is expressed only in the intestine and is essential for normal intestinal development. This article explores whether elt-4 also has a role in intestinal development. Reporter fusions to the elt-4 promoter or reporter insertions into the elt-4 coding regions show that elt-4 is indeed expressed in the intestine, beginning at the 1.5-fold stage of embryogenesis and continuing into adulthood. elt-4 reporter fusions are also expressed in nine cells of the posterior pharynx. Ectopic expression of elt-4 cDNA within the embryo does not cause detectable ectopic expression of biochemical markers of gut differentiation; furthermore, ectopic elt-4 expression neither inhibits nor enhances the ectopic marker expression caused by ectopic elt-2 expression. A deletion allele of elt-4 was isolated but no obvious phenotype could be detected, either in the gut or elsewhere; brood sizes, hatching efficiencies, and growth rates were indistinguishable from wild type. We found no evidence that elt-4 provided backup functions for elt-2. We used microarray analysis to search for genes that might be differentially expressed between L1 larvae of the elt-4 deletion strain and wild-type worms. Paired hybridizations were repeated seven times, allowing us to conclude, with some confidence, that no candidate target transcript could be identified as significantly up- or downregulated by loss of elt-4 function. In vitro binding experiments could not detect specific binding of ELT-4 protein to candidate binding sites (double-stranded oligonucleotides containing single or multiple WGATAR sequences); ELT-4 protein neither enhanced nor inhibited the strong sequence-specific binding of the ELT-2 protein. Whereas ELT-2 protein is a strong transcriptional activator in yeast, ELT-4 protein has no such activity under similar conditions, nor does it influence the transcriptional activity of coexpressed ELT-2 protein. Although an elt-2 homolog was easily identified in the genomic sequence of the related nematode C. briggsae, no elt-4 homolog could be identified. Analysis of the changes in silent third codon positions within the DNA-binding domains indicates that elt-4 arose as a duplication of elt-2, some 25–55 MYA. Thus, elt-4 has survived far longer than the average duplicated gene in C. elegans, even though no obvious biological function could be detected. elt-4 provides an interesting example of a tandemly duplicated gene that may originally have been the same size as elt-2 but has gradually been whittled down to its present size of little more than a zinc finger. Although elt-4 must confer (or must have conferred) some selective advantage to C. elegans, we suggest that its ultimate evolutionary fate will be disappearance from the C. elegans genome.

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Gilleard, J. S., and J. D. McGhee. "Activation of Hypodermal Differentiation in theCaenorhabditis elegans Embryo by GATA Transcription Factors ELT-1 and ELT-3." Molecular and Cellular Biology 21, no. 7 (April 1, 2001): 2533–44. http://dx.doi.org/10.1128/mcb.21.7.2533-2544.2001.

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ABSTRACT The Caenorhabditis elegans GATA transcription factor genes elt-1 and elt-3 are expressed in the embryonic hypodermis (also called the epidermis). elt-1 is expressed in precursor cells and is essential for the production of most hypodermal cells (22). elt-3 is expressed in all of the major hypodermal cells except the lateral seam cells, and expression is initiated immediately after the terminal division of precursor lineages (13). Although this expression pattern suggests a role for ELT-3 in hypodermal development, no functional studies have yet been performed. In the present paper, we show that either elt-3 or elt-1 is sufficient, when force expressed in early embryonic blastomeres, to activate a program of hypodermal differentiation even in blastomeres that are not hypodermal precursors in wild-type embryos. We have deleted the elt-3gene and shown that ELT-3 is not essential for either hypodermal cell differentiation or the viability of the organism. We showed that ELT-3 can activate hypodermal gene expression in the absence of ELT-1 and that, conversely, ELT-1 can activate hypodermal gene expression in the absence of ELT-3. Overall, the combined results of the mutant phenotypes, initial expression times, and our forced-expression experiments suggest that ELT-3 acts downstream of ELT-1 in a redundant pathway controlling hypodermal cell differentiation.

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27

Saritha, Kumari V. R. "Audio-Lingual Method in ELT." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 6 (June 2016): 725–26. http://dx.doi.org/10.21276/sjahss.2016.4.6.16.

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28

LAKSHMI, D. VIJAYA, and ZEHRABI ZEHRABI. "Discussion Skills in ELt Classroom." International Journal of Scientific Research 3, no. 4 (June 1, 2012): 252–53. http://dx.doi.org/10.15373/22778179/apr2014/87.

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29

Vettorel, Paola. "ELF and Communication Strategies: Are They Taken into Account in ELT Materials?" RELC Journal 49, no. 1 (January 10, 2018): 58–73. http://dx.doi.org/10.1177/0033688217746204.

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The complex and varied sociolinguistic reality of World Englishes and English as a Lingua Franca (ELF) has important implications for English Language Teaching (ELT). Besides questioning the validity of the ‘native speaker model’, the complexity of Global Englishes raises several issues, both at a theoretical and at an applied level, particularly for teaching. A plurilithic rather than a monolithic (monolingual/monocultural) perspective is called for, one that can make learners aware of the different roles, contexts, linguistic and functional varieties of English, so that they can be prepared to effectively interact with speakers of different Englishes and in English as a Lingua Franca contexts. Communication strategies have been shown to have a particularly significant role in English as a Lingua Franca communication, that is characterized by negotiation and co-construction of meaning; in these encounters, where different linguacultures meet, ELF speakers employ a range of pragmatic strategies to solve, or pre-empt, (potential) non-understandings often drawing on their plurilingual repertoires, too. Communication strategies can thus be said to play a fundamental role in effective communication, particularly in contexts where English is used as an international Lingua Franca. In this light, it would seem important for ELT materials to include activities aimed at raising awareness and promoting practice of communication strategies, so that they can become an integral part of English as a Foreign Language (EFL) and English as a Second Language (ESL) classroom practices towards the development of communicative ‘capability’. This article will illustrate a study investigating whether ELT materials addressed at Italian upper secondary school students include activities and tasks related to communication strategies. The examination of textbooks published by Italian and international publishers from the 1990s to 2015 shows that, apart from a few interesting cases, consistent attention has not been given to this important area. Implications for further research on the inclusion of communication strategies in ELT will also be set forward.

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30

Zuo, Wei, Bo Zhang, Jing Ruan, Miao Chen, Jian Li, and Bing Han. "Plasma Concentration of Eltrombopag Correlated with the Efficacy in the Treatment of Refractory Aplastic Anemia: A Single-Center Study in China." Blood 136, Supplement 1 (November 5, 2020): 9. http://dx.doi.org/10.1182/blood-2020-134626.

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Background and purpose: Eltrombopag (ELT) was effective in the treatment of relapse/refractory aplastic anemia (AA) patients. Response and adverse drug reaction (ADR) differed greatly among individuals even at the same dosage of ELT. Methods: Patients diagnosed with non-severe aplastic anemia (NSAA) between January 2018 to January 2019 in Peking Union Medical Colleague Hospital who were refractory to immunosuppressive therapy were treated with ELT and followed up for at least 6 months. Plasma concentrations of ELT were detected by the high-performance liquid chromatography-mass spectrometry after at least two months of ELT treatment and staying for that dosage for at least two weeks. Dose-concentration, concentration-response and concentration- ADR relation were evaluated. Results: Among the 72 patients treated with ELT during that period, 44 patients with complete data were enrolled. 6 (13.6%) were males and 38 were females (86.4%) with a median age of 54 years (IQR: 38.5-63). By the time of plasma concentration detected, the median dosage of ELT was 75(IQR 50-100) mg/d and median time for total ELT exposure was 3 (IQR 2.0-6.0) months, and 37 (70.5%) patients responded to ELT. The median concentration of ELT was 10.4μg/ml (IQR 3.7-24.4μg/ml). The concentration of ELT was positively correlated with the daily dose of ELT (r = 0.68, p < 0.001). Multivariate logistic regression analysis showed that the risk of inefficacy of ELT with a concentration between 11.2-15.2 μg/ml was 0.028-fold (95% CI: 0.001-0.864; P=0.041) to those with a concentration between 3.2-7.2μg/ml. The cutoff value of concentration for ELT efficacy was 12.50μg/ml by receiver operation characteristic curve. A higher risk of ADR was related to a longer total exposure to ELT (P=0.012). Although not significant, odd ratio (OR) increased with ELT concentration, suggesting a possible elevated risk of ADR correlated with blood concentration. Conclusions: ELT is effective for the treatment of NSAA with accepTable side effects. Plasma concentration of ELT correlated with the dose and the effects of ELT. Disclosures No relevant conflicts of interest to declare. OffLabel Disclosure: Eltrombopag (ELT) has been proven to induce trilinear hematopoietic responses in relapse/refractory AA patients and has been approval as a monotherapy in relapsed/refractory SAA in the USA and Europe. However, the use of ELT is only approved for idiopathic thrombocytopenic purpura (ITP) in China by the National Medical Products Administration (NMPA), for AA it is still "off-label".

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31

AS SABIQ, AGUS HUSEIN. "PROPHETIC LEARNING IN ELT." Tarling : Journal of Language Education 1, no. 2 (October 12, 2018): 69–96. http://dx.doi.org/10.24090/tarling.v1i2.1786.

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Affective teaching is substantive in the process of learning. It aims at developing excellent moral output. For Muslims, the Prophet Muhammad becomes the trendsetter in all aspects of their life. By examining some hadiths, the Prophet Muhammad did not only provide a form of that was only cognitive or afective, but in several conditions the prophet also gave an example of how to learn and teach. Therefore prophetic learning is necessarily integrated into all instructional contents so students can fully develop their attitude accordingly. English is a necessary subject, but on the other hand, it also teaches the idea of secularity which exist in English culture. Integrating prophetic learning in English language teaching can be done through: (1) teacher as a model; (2) stimulus response/questioning; (3) story telling; (4) analogy/logical order; (5) direct practice; (6) applied materials; (7) giving advice; (8) closing statement.

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32

Bowens, R., M. R. Meyer, C. Delacroix, O. Absil, R. van Boekel, S. P. Quanz, M. Shinde, et al. "Exoplanets with ELT-METIS." Astronomy & Astrophysics 653 (August 31, 2021): A8. http://dx.doi.org/10.1051/0004-6361/202141109.

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Direct imaging is a powerful exoplanet discovery technique that is complementary to other techniques and offers great promise in the era of 30 m class telescopes. Space-based transit surveys have revolutionized our understanding of the frequency of planets at small orbital radii around Sun-like stars. The next generation of extremely large ground-based telescopes will have the angular resolution and sensitivity to directly image planets with R < 4 R⊕ around the very nearest stars. Here, we predict yields from a direct imaging survey of a volume-limited sample of Sun-like stars with the Mid-Infrared ELT Imager and Spectrograph (METIS) instrument, planned for the 39 m European Southern Observatory Extremely Large Telescope (ELT) that is expected to be operational towards the end of the decade. Using Kepler occurrence rates, a sample of stars with spectral types A-K within 6.5 pc, and simulated contrast curves based on an advanced model of what is achievable from coronagraphic imaging with adaptive optics, we estimated the expected yield from METIS using Monte Carlo simulations. We find the METIS expected yield of planets in the N2 band (10.10−12.40 μm) is 1.14 planets, which is greater than comparable observations in the L (3.70−3.95 μm) and M (4.70−4.90 μm) bands. We also determined a 24.6% chance of detecting at least one Jovian planet in the background limited regime assuming a 1 h integration. We calculated the yield per star and estimate optimal observing revisit times to increase the yield. We also analyzed a northern hemisphere version of this survey and found there are additional targets worth considering. In conclusion, we present an observing strategy aimed to maximize the possible yield for limited telescope time, resulting in 1.48 expected planets in the N2 band.

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Kim, Yong. "Current Trends in ELT." JET (Journal of English Teaching) 1, no. 1 (February 11, 2011): 1. http://dx.doi.org/10.33541/jet.v1i1.48.

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Owing to the use of English as a global lingua franca, the trends in English teaching could probably be well perceived by considering the language’s inseparability from globalization. First of all, since globalization has affected almost the whole aspects of life in the world, English, which is used as the main means of communication in those sectors, is also closely connected to them. Consequently, any consideration of the teaching of English should be linked to them. Secondly, its multiple forms or uses in some specific locations has emerged the phenomena of Englishes and been challenged as the only type to be learned. Finally, the massive use of ICT has also contributed to the many new possibilities of using technology for teaching English.

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Pardede, Parlindungan. "Blended Learning for ELT." JET (Journal of English Teaching) 2, no. 3 (October 1, 2012): 165. http://dx.doi.org/10.33541/jet.v2i3.54.

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Information and communication technology (ICT) has grown exponentially during the past three decades considerably changed many aspects in industrial and trading sectors. Currently, it is revolutionizing education. One of the most important results of the revolution is the emergent of blended learning, which combines the best of face-to-face and ICT application. This article reviews current ideas, practices, and empirical information concerning the nature of blended learning in general and Computer Assisted Language Learning (CALL), a version of blended learning particularly used in English Language Teaching (ELT), in particular. All of these will hopefully enrich creative ideas for implementing blended learning in ELT to enhance our student’s achievement.

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Al-Jardani, Khalid Salim. "ELT and Consciousness-Raising." i-manager’s Journal on English Language Teaching 2, no. 3 (September 15, 2012): 1–6. http://dx.doi.org/10.26634/jelt.2.3.1958.

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Waters, Alan, and Ma Luz C. Vilches. "Factors Affecting ELT Reforms." RELC Journal 39, no. 1 (April 2008): 5–24. http://dx.doi.org/10.1177/0033688208091138.

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White, Ronald V. "Curriculum studies and ELT." System 17, no. 1 (January 1989): 83–93. http://dx.doi.org/10.1016/0346-251x(89)90063-8.

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Crouch, C. "Peformance teaching in ELT." ELT Journal 43, no. 2 (April 1, 1989): 105–10. http://dx.doi.org/10.1093/elt/43.2.105.

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Peter Tan, Dr. "Key concepts in ELT." ELT Journal 48, no. 1 (January 1994): 100. http://dx.doi.org/10.1093/elt/48.1.100.

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Foley, Joseph. "Key concepts in ELT." ELT Journal 48, no. 1 (January 1994): 101–2. http://dx.doi.org/10.1093/elt/48.1.101.

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Rinvolucri, Mario. "Key concepts in ELT." ELT Journal 48, no. 3 (1994): 287–88. http://dx.doi.org/10.1093/elt/48.3.287.

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Ghadessy, Mohsen. "Key concepts in ELT." ELT Journal 48, no. 3 (1994): 288–89. http://dx.doi.org/10.1093/elt/48.3.288.

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Lynn, R. "The ELT Manager's Handbook." ELT Journal 50, no. 1 (January 1, 1996): 85–87. http://dx.doi.org/10.1093/elt/50.1.85.

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Field, J. "Key concepts in ELT." ELT Journal 53, no. 4 (October 1, 1999): 338–39. http://dx.doi.org/10.1093/elt/53.4.338.

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Cook, Guy. "Key concepts in ELT." ELT Journal 54, no. 1 (January 2000): 98. http://dx.doi.org/10.1093/elt/54.1.98.

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Shelton-Strong, S. J. "Literature Circles in ELT." ELT Journal 66, no. 2 (July 18, 2011): 214–23. http://dx.doi.org/10.1093/elt/ccr049.

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Ahmadian, M. J. "Task repetition in ELT." ELT Journal 66, no. 3 (April 25, 2012): 380–82. http://dx.doi.org/10.1093/elt/ccs020.

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Guerra, Luís. "ELF-AWARENESS AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT POLICIES IN PORTUGAL." Estudos Linguísticos e Literários 1, no. 65 (April 24, 2020): 49. http://dx.doi.org/10.9771/ell.v1i65.36468.

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<span lang="EN-US">This study attempts to examine to what extent the concepts of Intercultural Communicative Competence and English as a Lingua Franca are theoretically and practically formulated in some of the most recently implemented European and Portuguese English language teaching documents and, if so, how they are framed to be put into practice in the English language classroom. Overall, the documents analyzed—the <em>Common European Framework of Reference for Languages</em> (2001), the <em>CEFR Companion Volume with New Descriptors </em>(2018), both published by the Council of Europe, and the <em>Essential Learnings</em> (2018), introduced by the Portuguese Ministry of Education—display traditional approaches to the development of intercultural (communicative) competence in the English language classroom failing to truly and consistently represent the current role of English as an international lingua franca.</span>

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MATSUMOTO, YUMI. "Successful ELF Communications and Implications for ELT: Sequential Analysis of ELF Pronunciation Negotiation Strategies." Modern Language Journal 95, no. 1 (March 2011): 97–114. http://dx.doi.org/10.1111/j.1540-4781.2011.01172.x.

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Elliott, Samantha, Craig Sturgeon, and Madeline Montgomery. "Characterization of intestinal distension in ELT-2kd Caenorhabditis elegans upon infection with Pseudomonas aeruginosa (43.27)." Journal of Immunology 184, no. 1_Supplement (April 1, 2010): 43.27. http://dx.doi.org/10.4049/jimmunol.184.supp.43.27.

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Abstract Caenorhabditis elegans has become a popular model for studying innate immunity. Recently, the transcription factor ELT-2, which is homologous to human GATA-4, -5 and -6, has been shown to play a role in the nematode immune response, along with its established role in intestinal development. One characteristic of ELT-2’s role in innate immunity is the accumulation of bacteria and distension of the intestinal lumen when ELT-2 is downregulated in the nematode by RNA interference. However, the mechanism of this distension remains unclear. In this study, we characterize the timeline of intestinal distension in ELT-2kd and ELT-7kd nematodes during Pseudomonas aeruginosa infection. We show that intestinal distension is seen in ELT-2kd but not ELT-7kd nematodes during P. aeruginosa infection. Significant distension in ELT-2kd nematodes is seen within 30 hours of pathogen exposure. A detailed comparison of this distension with survival of the nematodes on the pathogen will be presented. These data provide new insight into the role of ELT-2 in protecting C. elegans against pathogenic bacteria.

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