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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Objective: Clarifying the distinctions between art-based creative activities in the domains of occupational therapy and art therapy in the context of stroke rehabilitation, while also describing the effects of art-based creative activities on stroke rehabilitation. Design: Scoping review. Data source: A systematic search was performed in nine databases (Web of Science, PubMed, EMBASE, Cochrane Library, CINAHL and four Chinese database) from their inception to December 2023. Review methods: The study included randomized and non-randomized controlled trials involving art-based creative activities, as well as qualitative research providing detailed intervention measures. The study focused on stroke patients, with primary outcomes related to patients' physiological recovery, psychological well-being, ADL, etc. Data extraction included information on intervention strategies and study results. Results: Seventeen studies were included, extracting six similarities and differences in creative activity between two domains. Creative activities were observed to have positive impacts on daily living activities, limb motor function, fine motor ability, and emotional well-being in stroke patients. Conclusion: Creative activities, whether in occupational therapy or art therapy, involve providing participants with tangible crafting materials for the creation of artistic works. Future stroke rehabilitation practices should tailor activities and intervention focus based on patients' rehabilitation needs, preferences, and cultural background. The current comprehensive analysis provides initial support for the potential positive role of creative activities in stroke rehabilitation, but further in-depth research is needed to confirm their effectiveness. [ABSTRACT FROM AUTHOR]

Although scholars have researched Chinese parents' perspectives on play pedagogy, few investigate the differences between parents of preschoolers and early primary schoolers, non-immigrant and immigrant parents. The present study employs the theoretical framework of parental ethnotheories to describe parental understanding and concerns about the use of play in supporting young children's English learning in China. The nine participants included parents of preschoolers and/or primary schoolers who were non-immigrant and immigrant Chinese parents in Canada. Findings revealed different types of discrepancies concerning parental beliefs and practices. First, there was a gap between parents' beliefs and their practices regarding child-rearing and education. Second, in terms of understanding play, Chinese parents held a slightly different perspective compared to that of western parents in other studies, showing that Chinese parents only valued play's supporting role in the development of non-cognitive aspects, such as improving interest in learning English. Third, parents of preschoolers and early primary schoolers held conflicting attitudes toward the use of play in children's learning. Fourth, immigrant Chinese parents were inclined to follow traditional Chinese notions of child-rearing, revealing discrepant perceptions about child play and rearing compared to western knowing of child-rearing in previous studies. The findings raise implications for educators to balance the pedagogical perspectives of child development and parental ethnotheories of child development. [ABSTRACT FROM AUTHOR]

Staphylococcus aureus sequence type (ST) 398 is a lineage affecting both humans and livestock worldwide. However, the mechanisms underlying its clonal evolution are still not clearly elucidated. We applied whole-genome sequencing (WGS) typing to 45 S. aureus strains from China and Canada between 2005 and 2014, in order to gain insight into their evolutionary pathway. Based on WGS phylogenetic analysis, 42 isolates were assigned to the human-associated clade (I/II-GOI) and 3 isolates to livestock-associated clade (IIa). Phylogeny of ϕSa3 sequences revealed five phage groups (Groups 1–5), with Group 1 carrying ϕSa3-Group 1 (ϕSa3-G1), Group 2 carrying ϕSa3-G2, Group 3 carrying ϕSa3-G3, Group 4 carrying ϕSa3-G4 and Group 5 lacking ϕSa3. ϕSa3-G1 was only found in strains that accounted for the most ancestral human clade I, while ϕSa3-G2, ϕSa3-G3 and ϕSa3-G4 were found restricted to sublineages within clade II-GOI. Some isolates of clade II-GOI were also found to be ϕSa3-negative or resistant to methicillin which are unusual characteristics for human-adapted isolates. This study demonstrated a strong association between phylogenetic grouping and phage type, suggesting an important role of ϕSa3 prophage in the evolution of human-adapted ST398 subclones. In addition, our results suggest that this subclone slowly began to adapt to animal hosts by losing ϕSa3 and acquiring methicillin resistance, which was observed in some strains of human-associated clade II-GOI, an intermediate human to livestock transmission clade. [ABSTRACT FROM AUTHOR]

Prediction of renewable energy consumption structure (RECS) can provide important guidance for energy development planning and energy structure transformation. The RECS refer to the proportion of various renewable energy consumptions and belong to compositional data, which could reflect the structural shapes of a complete system better. The multivariate compositional data's vector autoregressive model (CDVAR) on the basis of the Simplex space and its algebraic system is proposed in this study aiming at the multi-dimensional small sample size. Firstly, the algebraic system of the Simplex space is introduced and the statistics of the compositional data are defined. Secondly, the novel model with the form of the compositional data is obtained and the least square parameter estimation of the model is derived according to Aitchison geometry. Third, the validation of the novel model is verified by the data on RECS in countries (China, USA, and Canada). The validation presents that the proposed model performs better in fitting, prediction, stability, and applicability compared with other five models under transformation. Last, the proposed model is applied to analyze and forecast the RECS of the above countries in 2021–2025 to provide an important basis for the optimization of the RECS. [ABSTRACT FROM AUTHOR]

Due to cultural and systemic factors, Chinese-Canadians tend to use mental health services less or when mental health problems are more severe. Services need to be more culturally responsive in their treatment of mental illness. Around important life events, when there may be heightened vulnerability to mental illness, this is especially important. In this study, postpartum cultural practices were examined among recent immigrant, longer-term immigrant, and Canadian-born Chinese women. We conducted a longitudinal cohort study of 493 women in Toronto, Ontario, with livebirths in 2011–2014. Participants completed a demographic survey and Postpartum Rituals Questionnaire. Most women (82.2%) practiced at least one postpartum ritual. Younger age (OR 0.93; 95% CI 0.87–0.99) and greater participation in the heritage culture (OR 1.28; 95% CI 1.02–1.61) were associated with ritual practice. From among five types of postpartum rituals identified (i.e., avoidance of homeostatic disturbances, dietary practices, wind avoidance, organized support, and cold avoidance), dietary practices were most commonly undertaken and cold avoidance was least commonly undertaken. There were differences in postpartum ritual patterns by immigration status, with immigrant women being more likely to undertake a greater number of rituals, to attribute these rituals to Chinese culture, and to ascribe health benefits to these rituals and being less likely to feel forced into performing these rituals. Our findings underscore the importance of clinicians becoming more aware of Chinese postpartum rituals to provide women with culturally competent and patient-centered care. [ABSTRACT FROM AUTHOR]

This study introduces the CACTI (Classroom Approaches to CLIL and Translanguaging Inventory), a formative assessment tool for guiding translanguaging in context. It comprises a comprehensive inventory of translanguaging practices to (1) assess how translanguaging is occurring in classes where academic subjects are taught in English, (2) illuminate pedagogical gaps and inclusion/equity limitations in different teaching situations, and thus (3) shape translanguaging more intentionally. The literature review draws on García, Ibarra Johnson, and Seltzer's (2017) translanguaging stance, design, and shifts, along with other bi/multilingual classroom practices that went into the tool design. The methods section describes the CACTI's construct operationalisation and validity testing. At the same time, the findings illustrate the CACTI's use with two teachers in an elementary EFL setting and a secondary ESL setting. In the first case, an elementary EMI teacher in China rejected a translanguaging stance, allowing translanguaging shifts only when students struggled with English and implementing no translanguaging designs. This approach benefited immersion, yet the lack of metalinguistic discussion in L1 affected grammatical accuracy. In the second case, a secondary English teacher in Canada embraced translanguaging in creative writing. However, she did not encourage translanguaging in research presentations due to information in students' L1s that she could not fact-check, inadvertently excluding other languages from more "serious" academic work. The study concludes with how the CACTI can illuminate pedagogical or equity gaps in specific settings so teachers can develop context-specific goals for expanding translanguaging practices without losing immersion or scaffolding academic English. [ABSTRACT FROM AUTHOR]

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.

Teaching quality assurance has become a common concern and a common pursuit for institutions of higher learning around the world. This paper takes teaching quality as a governance issue in higher education, as different governance systems entail different approaches to quality assurance. Through a detailed examination of the Chinese system in teaching administration in comparison with the Canadian system, this study aims to provide insights on different approaches to teaching quality assurance in more centralised and decentralised governance structures. Based on the findings of this study, no winner can be declared between centralised and decentralised systems in the area of teaching quality assurance. Instead, the study points to different strengths in each system. With more local autonomy, the decentralised system better respects disciplinary uniqueness and academic freedom in teaching. With more national planning, the centralised system secures a system-wide threshold in teaching quality and an optimal long-term development.

During the first wave of the COVID-19 pandemic, immigrants were among the most socially vulnerable in Western countries. The Chinese diaspora in Canada were one such group due to the widespread cultural stigma surrounding their purported greater susceptibility to transmit and become infected by COVID-19. This paper aims to understand the social vulnerability of the Chinese diaspora in the Greater Toronto Area, Canada, during the first wave of COVID-19 from an explanation of their risk perception and threat appraisal of risk communication. We conducted secondary data analysis of 36 interviews using critical realism. The participants self-identified as being of Chinese descent. The results were used to develop a model of how social vulnerability occurred. In brief, cognitive dissonance was discovered to generate conflicts of one's cultural identity, shaped by social structures of (i) stigma of contagion, (ii) ethnic stigma, and (iii) public sentiment, and mediated by participants' threat appraisal and (iv) self-reliance. We assert that risk communicators need to consider their audiences' diverse socialization in crafting messages to modify behaviors, create a sense of responsibility, and mitigate public health threats. A lack of awareness of one's cognitive dissonance driven by cultural vulnerability may heighten their social vulnerability and prevent them from taking action to protect themself from high-risk events.