Caregiver response types and children language outcomes in preschoolers with and without hearing loss in Aotearoa New Zealand.

Recent advances in audiological early intervention and hearing technologies have significantly improved access to spoken language for children with hearing loss (CwHL), but many CwHL require additional support to match the language development of their peers with normal hearing (PwNH). Programmes such as It Takes Two to Talk®, the Hanen Program® and Talking Matters focus on supporting parents to enhance children's language development in natural environments. Analysis of response types has become a significant trend, facilitated by technological developments like Language ENvironment Analysis (LENA®), which provides uninterrupted recordings and automated calculations of adult-child interactions.

Mapping cell-cell fusion at single-cell resolution.

Cell-cell fusion is a tightly controlled process in the human body known to be involved in fertilization, placental development, muscle growth, bone remodeling, and viral response. Fusion between cancer cells results first in a whole-genome doubled state, which may be followed by the generation of aneuploidies; these genomic alterations are known drivers of tumor evolution. The role of cell-cell fusion in cancer progression and treatment response has been understudied due to limited experimental systems for tracking and analyzing individual fusion events.

A passive brain-computer interface for operator mental fatigue estimation in monotonous surveillance operations: time-on-task and performance labeling issues.

: A central component of search and rescue missions is the visual search of survivors. In large parts, this depends on human operators and is, therefore, subject to the constraints of human cognition, such as mental fatigue (MF). This makes detecting MF a critical step to be implemented in future systems.

Using case-based learning to teach evidence-based practice: A pilot study.

Background: The American Speech-Language-Hearing Association (ASHA) promotes the use of evidence-based practice (EBP) in the provision of clinical services by speech-language pathologists (SLPs). Therefore, training in the EBP process is vital in the education of future SLPs. Case-based learning (CBL) has been found effective in facilitating transfer of knowledge and skills in various fields; however, its utilisation to teach EBP to SLP students is understudied.