‘Responsibility in mobility’: international students and social responsibility     

Ly Thi Tran  Thao Thi Phuong Vu 《Globalisation, Societies & Education》2017,15(5):561-575

Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship.  相似文献   

Educating women about HIV/AIDS: some international comparisons     

Donna Bulman  Diana Coben  Nguyen Van Anh 《Compare》2004,34(2):141-159

This paper describes current trends in the HIV/AIDS epidemic. It looks at issues and strategies involved in educating women about HIV/AIDS in the context of the global pandemic, focusing particularly on Canada and Vietnam. These strategies are essential steps in preventing the spread of HIV and in caring for those who have already developed AIDS. The strategies identified include the formulation of public policy within Canada, Vietnam, and the UK which would strive to eliminate inequality and discrimination, while at the same time positioning HIV/AIDS education within a gender‐sensitive perspective. Other educational strategies include teaching women how to practise negotiated safety while understanding the power dynamics within which safer sex must occur, being sensitive to local cultures and moving away from individualistic programmes towards programmes that focus on structural inequalities.  相似文献   

Young Children's Art Education in Australia,Vietnam and China: A Comparative Perspective     

Barbara Piscitelli  Pham Thi Mai Chi  Chen Zhichao 《Asia Pacific Journal of Education》1999,19(1):21-30

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Interpersonal Neural Synchrony During Father–Child Problem Solving: An fNIRS Hyperscanning Study     

Trinh Nguyen  Hanna Schleihauf  Melanie Kungl  Ezgi Kayhan  Stefanie Hoehl  Pascal Vrtička 《Child development》2021,92(4):e565-e580

Interpersonal neural synchrony (INS) has been previously evidenced in mother–child interactions, yet findings concerning father–child interaction are wanting. The current experiment examined whether fathers and their 5- to 6-year-old children (N = 66) synchronize their brain activity during a naturalistic interaction, and addressed paternal and child factors related to INS. Compared to individual problem solving and rest, father–child dyads showed increased INS in bilateral dorsolateral prefrontal cortex and left temporo-parietal junction during cooperative problem solving. Furthermore, the father’s attitude toward his role as a parent was positively related to INS during the cooperation condition. These results highlight the implication of the father’s attitude to parenting in INS processes for the first time.  相似文献   

Endogenous peer effects: Fact or fiction?     

Ryan Yeung  Phuong Nguyen-Hoang 《The Journal of educational research》2016,109(1):37-49

The authors examine endogenous peer effects, which occur when a student's behavior or outcome is a function of the behavior or outcome of his or her peer group. Endogenous peer effects have important implications for educational policies such as busing, school choice and tracking. In this study, the authors quantitatively review the literature on endogenous peer effects through the use of meta-analytic methods. They find a significant and positive endogenous peer effect. It appears to be a genuine empirical effect but is dependent on the measure of educational outcomes, the peer group, publication status, and publication year.  相似文献   

Unpacking academic requirements: international students in Management and Education disciplines     

Ly Thi Tran 《高等教育研究与发展》2008,27(3):245-256

This paper reports the findings of a qualitative case study that explores how international students in different disciplines struggle to interpret their disciplinary requirements. The study shows the emergence of five main forms of unpacking academic expectations that individual students in the study employed. It will be argued that these international students appear to be active and capable of drawing on various strategies and problem‐solving skills in order to take control of their academic life and enable them to participate in the academic practices of their discipline. The students' experiences also indicate that the interaction and dialogue they establish with their lecturers plays a significant role in their success in the course.  相似文献   

Localised politics in language education: untold stories     

Chinh Duc Nguyen 《History of education》2018,47(5):611-627

This study explores the political impact on English-language education in the historical context of Vietnam in the 1980–1990 period. Based on data collected from three participants’ narratives concerning their experience of learning English, the study indicates that English-language education, at that time, embraced a wide range of political dimensions specific to the geopolitics of Vietnam. The political factors include learners’ family background, mainstream concepts in the local community, materials for teaching and learning, ideologies of language teaching, historical events and socio-political discourses. These factors constituted three layers of politics embedded in English-language education in Vietnam. The findings of the study provide new insights into the themes pertaining to politics in English-language education, which are often associated with the spread of English as a global language. From an educational history perspective, the study makes a contribution to understanding and developing second-language education in relation to local geopolitics.  相似文献   

Is starting with the feet out of the water faster in backstroke swimming?     

Cecilia Nguyen  Elizabeth J. Bradshaw  David Pease  Cameron Wilson 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(2):154-165

This study aimed to determine if starting with the feet above the water (FAW) in male backstroke swimming resulted in faster start times (15-m time) than when the feet were underwater (FUW). It was hypothesised that setting higher on the wall would generate increased horizontal force and velocity, resulting in quicker starts. Twelve high-level male backstrokers performed three trials of the FAW and FUW techniques. A biomechanical swimming testing system comprising one force plate (1,000 Hz), four lateral-view (100 Hz), and five overhead (50 Hz) video cameras captured the swimmers' performance. Data for each participant's fastest trial for each technique were collated, grouped, and statistically analysed. Analysis included Wilcoxon, Spearman Rho correlation, and regression analysis. Wilcoxon results revealed a significantly faster start time for the FAW technique (p < 0.01). Peak horizontal force was significantly smaller for FAW (p = 0.02), while take-off horizontal velocity was significantly greater (p = 0.01). Regression analysis indicated take-off horizontal velocity to be a good predictor of start time for both techniques, and the horizontal displacement of the centre of mass for the FAW start.  相似文献   

Vietnam: Activities Targeting Marginalized Women’s Groups for Gender Equality and Development     

Van Nguyen Thi Bich 《Curator: The Museum Journal》2012,55(3):301-312

Abstract The Vietnamese Women’s Museum (VWM) opened in 1995 with the mission to improve public knowledge of the historical and cultural heritage of Vietnamese women in the nation’s 54 ethnic community groups. The VWM aimed to be a center for cultural exchange with women from other nations with the goal of fostering “equality, development, and peace.” At the outset it honored the positive role played by women in general, and presented some typical individuals acclaimed for their contributions and sacrifices. After some visitor research, the museum is now using a gender‐specific approach, playing the role of social critic, reflecting contemporary life, and targeting marginalized women groups.  相似文献   

A systematic review and Bayesian meta-analysis of the development of turn taking in adult–child vocal interactions     

Vivian Nguyen  Otto Versyp  Christopher Cox  Riccardo Fusaroli 《Child development》2022,93(4):1181-1200

Fluent conversation requires temporal organization between conversational exchanges. By performing a systematic review and Bayesian multi-level meta-analysis, we map the trajectory of infants’ turn-taking abilities over the course of early development (0 to 70 months). We synthesize the evidence from 26 studies (78 estimates from 429 unique infants, of which at least 152 are female) reporting response latencies in infant–adult dyadic interactions. The data were collected between 1975 and 2019, exclusively in North America and Europe. Infants took on average circa 1 s to respond, and the evidence of changes in response over time was inconclusive. Infants’ response latencies are related to those of their adult conversational partners: an increase of 1 s in adult response latency (e.g., 400 to 1400 ms) would be related to an increase of over 1 s in infant response latency (from 600 to 1857 ms). These results highlight the dynamic reciprocity involved in the temporal organization of turn-taking. Based on these results, we provide recommendations for future avenues of enquiry: studies should analyze how turn-by-turn exchanges develop on a longitudinal timescale, with rich assessment of infants’ linguistic and social development.  相似文献