Translanguaging In Applied Linguistics: A Comprehensive Systematic Review

The problem of rural poverty is a fundamental issue related to the comprehensive construction of a well-off society. Although the implementation of poverty alleviation policies and the promotion of economic growth have played a huge role in reducing poverty in rural areas in China, a large number of farmers are still in a state of poverty and fragility. How to solve this problem is a major challenge for China to achieve its goal of comprehensive poverty alleviation. Education investment deserves attention in the factors affecting the vulnerability of poverty, but it has rarely been mentioned in the literature. Family education expenditure is the main source of investment in education. It is of great practical significance to study whether it can reduce the vulnerability of poverty. Based on the 2016 China Family Panel Studies（CFPS）data, this paper identifies the reduction effect of family education expenditure on poverty vulnerability and tests the related impact mechanism.The paper selects households with family members who are 6-27 years old at the school stage and measures their vulnerability of poverty using the Vulnerability as Expected Poverty（VEP）method. The characteristics of family fragility in different education stages are also analyzed in detail. Using FGLS and Probit models to analyze the impact of family education expenditure on farmers’ poverty vulnerability, the estimation results show that family education expenditure has a significant impact on poverty vulnerability after controlling a series of variables such as individual characteristics, family characteristics and risk shocks. FGLS-based estimates find that for every 10% increase in family education expenditure, poverty vulnerability decreases by about 0.00057. Based on the Probit model, it is estimated that for every 10% increase in family education expenditure, the probability of poverty vulnerability of farmers is reduced by about 0.058%.In order to solve the problem of sample self-selection bias, the method of Propensity Score Matching（PSM）is further used to test the whole sample, and the sample of poor and non-poor families, as well as families in pre-school, compulsory education and high school and above stages are tested and analyzed. The estimation results show that family education expenditure significantly reduces the poverty vulnerability of farmers. According to the sample, the reduction of poverty-stricken families is greater than that of non-poor families. Family education expenditure in all education stages can reduce the poverty vulnerability of farmers. The increase of family education expenditure in the compulsory education stage has the greatest effect on reducing the poverty vulnerability of farmers, followed by the high school education and above stage, and the pre-school education stage has the least effect. In order to control the influence of missing variables on the results, this paper adds community control variables for regression estimation, and the results pass the robustness test. Further mechanism tests find that the increase of farmers’ human capital and the enhancement of social networks are important mechanisms for family education expenditure to affect poverty vulnerability. The paper provides micro-empirical evidence for the importance of increasing family education expenditure and exerting its role in reducing farmers’ poverty vulnerability.

Introduction and ObjectiveWith the advent of social media and widespread use of the internet, the learning routine of students has significantly changed over the last two decades. The use of smartphones and on‐line educational applications has exponentially risen. Among medical students, readily accessible on‐line tools in medical education have become a major way to learn the basic sciences and clinical concepts. Smartphones have shifted the traditional learning routine into “learning on the go”. Medical students are able to interact with peers, meet‐up electronically and collaborate both for social reasons and educational purposes. Among the Caribbean medical schools, only one study on smartphone utilization among medical students and teachers has been published so far. The objective of this study is to get an insight on how smartphones are utilized among educators and medical students for teaching and learning, respectively, in a Caribbean medical college.MethodAfter getting an ethical clearance from the Institutional Review Board (IRB/Ana/002/2021), the study was done by conducting a survey using a questionnaire among the faculty, premeds, and preclinical medical students at Bridgetown International University in Barbados. The questions were discussed and validated by all the authors. The participation was voluntary. The participants had to answer a set of questions including the proprietorship of smartphones, medical applications used, the search engine commonly used for learning medicine and also an assessment of their insight on the usefulness of smart phones in Medical Education. The results of the survey were tallied and statistical analysis was done.ResultsThe study population (n=44) included faculty, premeds and preclinical students at Bridgetown International University in Barbados.The results showed that 97% of the respondents owned a smartphone for over 2 years. 79.9% of the respondents used Android smartphone and about 39% of those used the Samsung mobile phones.The smart phone was generally not received for use in medical school. It was mainly factored into the decision to get a smartphone and also for communication and social purposes. After acquiring 93% of the respondents started using it for medical education.The reference source used most to search unfamiliar terms or concepts is Google search engine (95%).84% of the respondents used medical apps. These apps are used several times during a week. The apps used include Osmosis (13%) and 3D Anatomy (11%).62% of the respondents agreed that smartphones gave them a better learning experience and felt that smartphones have a future in medical education in the future.ConclusionThe survey revealed that most of the medical students used smartphones for better learning. It is found to be a useful tool for “learning on the go”. In future curriculum should be designed incorporating the usage of smartphones for academic purpose as it is the future of medical education.

There’s great significance of 'happiness education' in China. First, it’s the requirement of the country. The mission of Chinese educators is to educate people for the Party and the country. The Chinese Dream, to realize national prosperity, national rejuvenation, and people's happiness, vividly expresses the common ideal and present pursuit of all Chinese people. Secondly, it’s the need of the students. In China, the inertia of exam-oriented education and the deep-rooted theory of fractions still regard examination as the purpose, and education deviates from its original intention. Students become the vassals of knowledge, their personality is constantly disappearing, their dignity is disappearing, and their interpersonal relationships are alienated. At the same time, the pressure of teachers is increasing, job burnout is becoming more serious. Teachers' professional happiness is generally declining, and the happiness of school life is constantly losing in the campus. Thirdly, it’s the destination of education. The purpose of education is for human life, and the purpose of human life is happiness. As the famous educator Wushensky said, "The main purpose of education is to make students happy. It is beyond doubt that we cannot sacrifice this happiness for any irrelevant interests."[1] Education is forward-looking. It takes people ten years to grow trees successfully while one hundred years human beings. The realization of the Chinese dream of people's happiness begins with this step. The implementation and practice of happiness education for all, especially in all stages of education in the education system, is extremely urgent with great significance.

Aim/Purpose: Systematic literature reviews seek to locate all studies that contain material of relevance to a research question and to synthesize the relevant outcomes of those studies. The primary aim of this paper was to synthesize both research and practice reports on micro-credentials (MCRs). Background: There has been an increase in reports and research on the plausibility of MCRs to support dynamic human skills development for an increasingly impatient and rapidly changing digital world. The integration of fast-paced emerging technologies and digitalization necessitate alternative learning paradigms. MCRs offer time, financial, and space flexibility and can be stacked into a larger qualification, thereby allowing for a broader range of transdisciplinary competencies within a qualification. However, MCRs often lack the academic rigor required for accreditation within existing disciplines. Methodology: The study followed the PRISMA framework (Preferred Reporting Items for Systematic Reviews and Meta Analyses), which offers a rigorous method to enhance reporting quality. The study used both academic research and practice reports. Contribution: The paper makes a theoretical contribution to the discourse about the need for innovation within existing educational paradigms for continued relevance in a changing world. It also contributes to the debate on the role of MCRs in bridging the gap between practice and academia despite the growing difference between their interests, and the role that MCRs play in the social-economic plans of countries. Findings: The key findings are that investments in MCRs are mainly in the Science, Technology, Engineering and Mathematics (STEM) and Education sectors, and have taken place mainly in high-income countries and regions – contexts that particularly value practice-accredited MCRs. Low-income countries, by contrast, remain traditional and insist on MCRs that are formally accredited by a recognized academic institution. This contributes to a widening skills gap between low- and high-income countries or regions, which results in greater global disparities. There is also a growing divide between academia and practice concerning their interest in MCRs (a reflection of the rigor versus relevance debate), which partially explains why many global and larger organizations have gone on to create their own learning institutions. Recommendations for Practitioners: We recommend that educational mechanisms consider the critical importance of MCRs as part of innovative efforts for life-wide (different sectors) and life-long (same sector) learning, especially in low-income countries. MCRs provide dynamic mechanisms to fill skills gaps in an increasing ruthless international battle for talent. Recommendation for Researchers: We recommend focused research into skills and career pathways using MCRs while at the same time remaining responsive to transdisciplinary efforts and sensitive to global and local changes within any sector. Impact on Society: Work and society have transformed over time, and more so in the new digital age, yet academia has been slow in adapting to the changes, forcing organizations to create their own learning institutions or to use MCRs to fill the skills gap. The purpose of education goes beyond preparing individuals for work, extending further to creating an environment where individuals and governments seek their own social and economic outcomes. MCRs provide a flexible means for co-creation between individuals, education, organizations, and government that could stem global rising unemployment, social exclusion, and redundancy. Future Research: Future research should focus on the co-creation of MCRs between practitioners and academia.

Big data analytics and sustainable tourism: A comprehensive review and network based analysis for potential future research

الخلفیة العلمیة للقیم فی التراث الإسلامی The Scientific Background of Values in Islamic Tradition

Ecological momentary assessment (EMA) methods are increasingly used in social and health sciences, but the feasibility and best practices for using EMA with youth are not yet clear. We conducted a systematic review of studies that used self-report EMA methods with youth; the goal was to identify common approaches and challenges to implementation and develop recommendations for future research. We examined 54 peer-reviewed papers that reported on 24 unique studies. Papers were evaluated using a standardized, three-dimensional coding scheme focused on the following: (1) sample characteristics; (2) EMA data collection methods (sampling duration, frequency, hardware/software); (3) study implementation methods (technical/logistical challenges, training participants, compliance). Overall, the research suggests EMA can be successfully implemented with youth (age ∼ ≥7) from diverse backgrounds, but protocol adaptations may be necessary for younger children. Study design and implementation challenges and recommendations for research on youth are provided.

A variety of technologies--exciting, troubling, controversial--are emerging for the purposes of extending or augmenting the biological capabilities of human beings. These technologies include (among others) sensory augmentation devices, brain-machine interfaces, robotic exoskeletons or prostheses, and techniques of genetic alteration; in every case, the intent of the technology is to allow people to perform activities beyond the traditional boundaries of body, mind, and genome. The advent of these technologies augurs new and difficult questions for the maker/education community. What body- and mind-changing artifacts could, or should, be available to children and teenagers? To what extent-whether for educational or social purposes--will, or should, democratized making apply to the physical and cognitive limitations of the maker? This paper explores some plausible future pathways for the educational maker movement in the light of this imminent development in technology1.

Review question/objective The objective of this systematic review is to provide a narrative summary synthesis of the quality of existing Husserlian phenomenological research studies in the health sciences. As a methodological systematic review, only studies that focus on adult patients’ experiences of preventive, screening, diagnosis, treatment or rehabilitation interventions/procedures will be considered to serve as a paradigm “case” of the use of the Husserlian phenomenological approach within the broad field of health. The review question is: What is the quality of existing Husserlian phenomenological research studies in the health sciences? The motivation for this systematic review is not to fault authors of existing Husserlian phenomenological research, but to explore the problems encountered in existing research literature, if any, and to provide guidance to authors for future health research guided by this specific philosophical perspective. In order to avoid repetition, the term ‘Husserlian phenomenological approach’ as used in the text refers to the approach described by Edmund Husserl in English translations of his own published work; or as described in English language commentaries by internationally recognized scholars; or from Husserlian phenomenological scholars including the structured framework presented by Spiegelberg. Each time the ‘content of Husserlian phenomenological research studies’ is used in the text it should be understood to mean ‘content of Husserlian phenomenological research studies as reflected in the stated philosophical perspective, research methodology, data collection methods, data analysis methods, presentation and interpretation of the results, and the conclusions’. Definition of terms: 1. Husserlian phenomenological research studies refers to primary qualitative research studies that are explicitly grounded in the work of Husserl reflected in explicit statements or descriptions by the authors. 2. Quality refers to the extent to which there is congruence between the Husserlian phenomenological approach and the content of Husserlian phenomenological research studies. These stipulative definitions are intended to preclude the need to cite the scientific literature as there is no need to demonstrate their ‘validity’ or ‘acceptability’ by the communities of scholars. TRUNCATED AT 350 WORDS.

AJ Photo/Science Photo Library Cochrane Reviews are essential tools for accurately summarising the evidence of the effects of healthcare interventions in a way that minimises bias. In addition to occasionally providing clear clinical answers, when several smaller apparently conflicting studies are brought together, such reviews are a rich resource for people planning to fund or undertake future healthcare research.[1] The “Implications for research” section of a Cochrane Review specifically comments on the nature of further research that is needed in light of the evidence that has been summarised in that review. The section has generally succeeded in moving forward from the vacuous phrase, “more research is needed”, but the extent to which the section on implications for further research in Cochrane Reviews is completed is variable.[2] Although others have suggested frameworks for formulating research recommendations,[3] in the Cochrane Skin Group we have developed a structure for elaborating on research recommendations based on our experience of two important skin problems: leishmaniasis and vitiligo.[4, 5] Here, we briefly describe our framework in the hope that it might serve as a template which other groups may wish to explore and use. We also hope that it will help those planning to conduct or commission new research in light of the body of knowledge gleaned from previous trials. Although the conclusions of systematic reviews are often limited by low methodological quality of included trials and the absence of key comparisons for clinical use,[6, 7] a ‘bird's eye'view of what has been done to date does offer considerable potential to scope over‐ and under‐researched areas and to make specific recommendations on some of the classic mistakes that previous trialists have made and continue to repeat. Such an approach is best done in conjunction with broad reviews that cover all interventions for specific a condition such as ‘interventions for vitiligo’, rather than one specific intervention such as ‘tacrolimus ointment for vitiligo’. Our two examples of derivative papers have been published in peer‐reviewed journals and include two main elements. The first part starts with a mapping of existing research by intervention, country and year. The known sources of bias from existing randomised controlled trials (RCTs) based on the findings of the Cochrane Review are then described, including methodological components (selection bias, blinding assessment, attrition bias, etc.) and the ‘population, intervention, comparison, outcome’ (PICO) framework. In the second part, authors of the Cochrane Reviews provide specific recommendations for designing and reporting new trials on interventions for the condition of interest focusing on the study question (PICO), the study design (research methodology) and reporting details. Implications for how research might be done and reported should be distinguished from what future research should be done, since prioritisation should ideally involve a wide range of stakeholders. This section can also be useful to providing an agenda for future research by clearly indicating the remaining areas of uncertainty, including when RCTs are lacking and unlikely to be done.[8] Whether detailed implications for future research derived from Cochrane Reviews are written up as stand‐alone derivative publications or whether they are best elaborated on within Cochrane Reviews is a matter of debate, given the size and complexity of existing Cochrane Reviews. We encourage other Cochrane readers to look at our attempts at summarising research recommendations in the hope that a more detailed summary of lessons learned from previous research can better influence future research prioritisation exercises that involve patients, such as those undertaken by the James Lind Alliance in vitiligo, prostate cancer and urinary incontinence.[9]

Perceived social support and self-regulated learning: A systematic review and meta-analysis

Meta-analysis on the relation between visuomotor integration and academic achievement: Role of educational stage and disability

This brief report addresses the attitudes of psychotherapy providers and North American psychology regulatory leaders toward evidence-based practice (EBP) precepts as applied to their psychotherapy practices. Secondary descriptive analyses of a two-phase survey concerning these attitudes of Canadian psychotherapy providers (n = 684) and psychology regulatory leaders (n = 32) were undertaken to inform the perceived utility and implementation of EBP precepts within psychotherapy practices. Results indicated that while there is general agreement among attitudes toward EBP precepts as applied to the routine clinical practices of psychotherapy providers and leaders, they are nuanced depending on the EBP tenet in question. Results are situated within the extant empirical literature on the EBP of psychotherapy in particular and of psychology more broadly, with recommendations for future research provided. While the zeitgeist is alive and well for the uptake of EBP in psychotherapy practice, important challenges remain for its advancement and implementation.

Expected value of perfect information (EVPI) calculations are increasingly performed to guide and underpin research recommendations. An EVPI value that exceeds the estimated cost of research forms a necessary (although not sufficient) condition for further research to be considered worthwhile. However, it is unclear what factors affect researchers' recommendations and whether there is a notional threshold of positive returns below which research is not recommended. The objectives of this study were to explore whether EVPI and other factors have a bearing on research recommendations and to assess whether there exists a threshold EVPI below which research is typically not recommended. A systematic literature review was undertaken to identify applied EVPI calculations in the health care field. Study characteristics were extracted, including funder, location, disease group, publication year, primary language, and outcome measure. Population EVPI values and willingness-to-pay thresholds were also extracted alongside verbatim text excerpts describing the authors' research recommendations. Recommendations were classified according to whether further research was recommended (a positive recommendation) or not (negative). Factors affecting the likelihood of a positive recommendation were examined statistically using logistic regression and visually by plotting the results in graphs. Eighty-six articles were included, of which 13 suggested no further research, 66 recommended further research, and 7 gave no recommendation. EVPI appears to be a key driver of researchers' recommendations for further research. Disease area, funder, study location, publication year, and outcome may have a bearing on recommendations, although none of these factors reached statistical significance. A threshold EVPI value below which research is typically not recommended was found at around £ 1.48 million.

This article presents and discusses the main results of a comprehensive survey that was carried out from 2017 onwards with the aim of studying plurilingualism in the repertories and uses of immigrant children in schools at all educational stages in the city of Udine. The subjects surveyed included pupils between ages 9 and 18 with at least one foreign (language-speaking) parent. Each pupil compiled a questionnaire aimed at collecting social and personal data as well as data about their linguistic repertories, uses and behaviours and those of their parents, relatives, friends and other interlocutors, both in Italy and (for those born abroad) in their country of origin. By analysing their answers, it was possible to attest the (at least) bilingual dimension of these subjects’ daily lives, especially within the family context, with friends and, above all, at school. The results show that these subjects have multiple and more or less ample competences at their disposal, as well as a marked sensitivity toward plurilingualism.