The dynamics of Chinese learning journeys: a longitudinal study of adult learners of Mandarin in Australia

This thesis concerns the nature and development of adult learners' involvement with learning and using Mandarin Chinese in the long term. It examines the interweaving and layering of different settings and different kinds of learning activity in the course of individual learning journeys. The enquiry looks beyond the relatively homogeneous student groups in the Chinese classrooms and lecture halls of large metropolitan universities, and instead gives a voice to the experience of people learning Chinese who are based in country areas, who choose distance learning, who are older, and who study part-time or independently for many years. In conceptualising the dynamics of the language learning journey, the study draws upon aspects of complexity theory, which seeks to understand processes of change in complex adaptive systems by emphasising non-linearity, heterochrony, dynamic relationships and patterning. A 5-year multi-layered longitudinal qualitative case study was conducted with participants who had previous experience of Chinese learning, and of distance learning. Surveys provided extensive reflective data from the larger groups of 41 and 26 participants. To complement this, more frequent in-depth interviews and other activities were conducted with a group of 7 participants, yielding richly contextualised learner stories. In presenting, comparing and analysing the findings, extensive use is made of graphic and narrative techniques. Novel methods of multiple timeline analysis are presented, and the concept of dynamic activity patterns, which link past activity and future plans in respect to particular practices is introduced. The role of individual agency and of desire in identifying opportunities for learning and using Chinese is noted, and the significance of fallow periods within individual learning trajectories is explored from an identity perspective. The influence and effects of long-term Chinese learning in current times, both on individual learners, and through them upon the various contexts and communities which they inhabit, is considered. This research contributes to current scholarly discussion of the language learning which occurs beyond the classroom and in increasingly hybrid settings. Furthermore, within the rapidly expanding disciplinary field of Chinese as a Foreign Language (CFL), it contributes a better understanding of the efforts, feelings, practices and contexts of individual long-term learners

Different placement practices for different families? Children's adjustment in LGH adoptive families

Objective: The purpose of this study was to examine the characteristics of children placed with lesbian, gay, and heterosexual adopters, and to examine children’s problem behaviors and positive psychosocial adjustment across the three family types. Background: There is evidence that children with hard-to-place profiles may be more likely to be matched with lesbian and gay parents. In addition, children adopted from care face greater developmental difficulties than children raised by their birth families, although adoptive parents may buffer the negative effects of early adversity on their children’s psychosocial adjustment. Method: A final sample of 149 adoptive families from across the United Kingdom was recruited: 71 heterosexual parented, 39 lesbian parented, and 39 gay parented. Results: The results showed that gay and lesbian parents were more likely than heterosexual parents to be matched with hard-to-place children, partially because they were more open to being matched with children with hard-to-place profiles. However, no differences among the three family types on children’s psychosocial adjustment were found, when controlling for children’s early adversity. Conclusion: Adopted children displayed similar levels of problem behaviors and positive adjustment in lesbian, gay, and heterosexual parented families. Early adversity and having a physical problem/disability accounted for much of the variance in problem behaviors whereas parenting did not. In contrast, it was suggested that parenting processes, namely, parental closeness, may help to explain children’s positive adjustment

Adaptação das versões completa e breve da Escala de Relação Coparental (ERC) em uma amostra comunitária de pais e mães portugueses

A Escala de Relação Coparental (ERC) é uma das medidas mais utilizadas para avaliar a relação de coparentalidade. Pretendeu-se avaliar as propriedades psicométricas das versões completa e breve da ERC numa amostra comunitária de 779 pais e mães portugueses, com idades entre os 23 e os 65 anos (M = 42.73; DP = 5.27). As análises fatoriais confirmatórias forneceram evidências de um bom ajustamento dos dados, fiabilidade interna e validade convergente, ainda que em ambas as versões tenha sido eliminada a dimensão Divisão de tarefas parentais. Quando à validade discriminante, duas das sete dimensões – Acordo nas práticas parentais e Suporte coparental – não evidenciaram validade discriminante. A validade concorrente também foi testada e confirmada através das correlações entre das dimensões da ERC e as dimensões da RDAS (ajustamento diádico) e do SDQ (ajustamento infantil).ABSTRACT: Adaptation of the complete and brief versions of the Coparenting Relationship Scale in a community sample of Portuguese fathers and mothers. The Coparenting Relationship Scale (ERC) is one of the most used measures to evaluate coparenting relationship. The aim of this study was to evaluate the psychometric properties of the complete and brief versions of the ERC in a community sample of 779 Portuguese fathers and mothers, aged between 23 and 65 years (M = 42.73, SD = 5.27). Confirmatory factor analyzes provided evidence of good model fit, internal reliability, and convergent validity, although in both versions the Division of labor dimension was eliminated. Regarding discriminant validity, two out of the seven dimensions – Coparenting agreement and Coparenting support - did not show evidence of discriminant validity. Concurrent validity was also tested and confirmed through the correlations between the dimensions of the ERC and the dimensions of the RDAS (dyadic adjustment) and the SDQ (child adjustment).FCT - Fundação para a Ciência e Tecnologiainfo:eu-repo/semantics/publishedVersio

Toxic Effects of Domoic Acid in the Seabream Sparus aurata

Neurotoxicity induced in fish by domoic acid (DA) was assessed with respect to occurrence of neurotoxic signs, lethality, and histopathology by light microscopy. Sparus aurata were exposed to a single dose of DA by intraperitoneal (i.p.) injection of 0, 0.45, 0.9, and 9.0 mg DA kg−1 bw. Mortality (66.67 ± 16.67%) was only observed in dose of 9.0 mg kg−1 bw. Signs of neurological toxicity were detected for the doses of 0.9 and 9.0 mg DA kg−1 bw. Furthermore, the mean concentrations (±SD) of DA detected by HPLC-UV in extracts of brain after exposure to 9.0 mg DA kg−1 bw were 0.61 ± 0.01, 0.96 ± 0.00, and 0.36 ± 0.01 mg DA kg−1 tissue at 1, 2, and 4 hours. The lack of major permanent brain damage in S. aurata, and reversibility of neurotoxic signs, suggest that lower susceptibility to DA or neuronal recovery occurs in affected individuals

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Temporal patterns of long-term engagement with learning an additional language

People studying an additional language in adult life do so through a diverse mix of self-directed and institutionally-situated efforts, extending over many years; and online and distance mode language learning offer increasingly flexible opportunities for formal study. Little is known, however, of the ways that long-term learners combine concurrent or sequential episodes of formal, informal and non-formal learning over time. This paper takes as its focus the temporal dimensions of long-term engagement with learning an additional language. Drawing on a 5-year case study of learners of Chinese, it defines and investigates the concept of individuals' long-term language-learning trajectories. Time, viewed from an ecological perspective, is both a context for learning development and an influence thereon. Cross-case analysis of language-learning trajectories reveals recurring temporal patterns and sequences of modes and contexts of learning. Formal study in long-term learning trajectories is shown to be episodic. Through-case analysis demonstrates fluctuation and interrelation between different modes of engaging with the language over the course of an individual's long-term trajectory. 'Fallow periods' are also identified, in which there is minimal learning activity but continuing affective orientation towards a learner identity. The implications for pedagogy and research of foregrounding temporality in long-term language-learning trajectories are discussed

Bridging the Gap: Course Materials for Pre-China and In-China Language Study

Recent reports have highlighted the difficulties involved in achieving fluency in Chinese under a three year undergraduate degree program, and the importance of intensive study and in-country language experience (Ingleson 1989: 113, 242; and Smith et al 1994:89-92). Increasingly, university Chinese programs in Australia and overseas now tend to offer a period of study in China. Typically, this will be based at a Chinese tertiary institution where special classes in language and culture are offered for foreign students by the Chinese staff. It's a wonderful learning opportunity for our students. Yet it's also a very challenging experience. Students have to deal with the cultural contrast of being suddenly confronted with the assumptions of the Chinese educational system, and with Chinese-style language teaching practice and expectations. When they venture outside the university campus, they can be overwhelmed by the unfamiliarity of the linguistic environment which is no longer contained between the covers of the textbook, and confidence in their own Chinese language abilities can be shaken. The transition is not an easy one; while some students weather it succesfully, others may retreat into the dormitory, finding their enthusiasm for Chinese language study dampened

Intermediate Distance Learners of Chinese Look Back: A Survey Study

This chapter reports on a qualitative study of 41 adults who had been studying Mandarin Chinese using distance learning at an Australian university for at least 2 years. Social, affective, and conceptual aspects of their learning experience were investigated. A survey, incorporating a significant proportion of open-ended questions, provides a rich source of data about each learner's background, the chronology of their episodes of Chinese-language learning, their perceptions and beliefs about learning Chinese, and their attitudes and feelings about distance learning as a way of studying Chinese. These data were coded and analysed to look for major themes and connections. What insights can these students give about their strategies and approaches for learning Chinese? What advice would they offer to others just starting out in distance language learning? How is the distance language-learning context situated in relation to other contexts of learning such as informal and independent learning? The conclusions drawn in this chapter are of relevance to the design, teaching, and support of current and future distance learning programmes in Mandarin

Timeline analysis of complex language learning trajectories: Data visualisation as conceptual tool and method

This paper discusses and demonstrates the use of visualisation and visual methods in the description and analysis of the learning trajectories of long-term learners and users of an additional language (in this case, Mandarin Chinese). It draws on a longitudinal case study that investigated how the dynamic complexity and variety of long-term trajectories of learning an additional language can be described, represented and interpreted. The specific focus of this article is the visual timeline analysis method used in the study. The timeline method offers an innovative way of representing and comparing individual language learning chronologies in visual format. By progressively layering, along a time axis, visualisations of longitudinal data relating to a number of different aspects of the learning context, the method allows a simultaneous overview of multiple aspects of development over time. These information-rich representations can reveal insights into patterns of choices and development over time which are not easily perceived in text-based accounts