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Cancer immunotherapy is a promising therapy to treat cancer patients with minimal toxicity, but only a small fraction of patients responded to it as a monotherapy. In this study, a strategy to boost therapeutic efficacy by combining an immunotherapy based on ex vivo expanded tumor‐reactive T cells is devised, or adoptive cell therapy (ACT), with photothermal therapy (PTT). Smart gold nanoparticles (sAuNPs), which aggregates to form gold nanoclusters in the cells, are loaded into T cells, and their photothermal effects within T cells are confirmed. When transferred into tumor‐bearing mice, large number of sAuNP‐carrying T cells successfully infiltrate into tumor tissues and exert anti‐tumor activity to suspend tumor growth, but over time tumor cells evade and regrow. Of note, ≈20% of injected doses of sAuNPs are deposited in tumor tissues, suggesting T cells are an efficient nanoparticle tumor delivery vehicle. When T cells no longer control tumor growth, PTT is performed to further eliminate tumors. In this manner, ACT and PTT are temporally coupled, and the combined immuno‐photothermal treatment demonstrated significantly greater therapeutic efficacy than the monotherapy.

Objectives The purpose of this study is to propose the necessity and to provide information for Korean teacher's pronunciation education by examining the pronunciation clarity of Korean teacher by analyzing Korean teacher's pronunciation of [i], [u], and [a]. Methods To this end, in this study, the characteristics of pronunciation clarity of Korean teachers were examined by collecting voice data of 82 Korean teachers, analyzing F1 and F2 of the vowels, and displaying F1 and F2 coordinates on a two-dimensional plane to calculate the Euclidean distance and the width of vowel triangle. In addition, Korean language teachers were classified by gender and career to examine whether there were differences in pronunciation clarity by group. Results First, it was found that F1, F2 for the pronunciation of [i], [u], [a] of Korean language teachers showed a similar tendency to general Korean speakers. Second, it was found that Korean language teachers had lower pronunciation clarity than general Korean speakers. Third, it was found that female teachers clarified their pronunciation compared to male teachers. Fourth, it was found that the difference in pronunciation clarity according to the career of a Korean language teacher was not large. Conclusions It is necessary to operate an educational program to increase the pronunciation clarity of teachers in the teacher training and teacher re-education process. In particular, pronunciation education for male teachers needs to be concentrated rather than female teachers, and education programs need to be organized so that Korean teachers with more than 10 years of experience can clearly pronounce [u].

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