Search

Purpose: This study aimed to investigate challenges in speech-in-noise (SiN) processing faced by school-age children with autism spectrum conditions (ASCs) and their impact on listening effort. Method: Participants, including 23 Mandarin-speaking children with ASCs and 19 age-matched neurotypical (NT) peers, underwent sentence recognition tests in both quiet and noisy conditions, with a speech-shaped steady-state noise masker presented at 0-dB signal-to-noise ratio in the noisy condition. Recognition accuracy rates and task-evoked pupil responses were compared to assess behavioral performance and listening effort during auditory tasks. Results: No main effect of group was found on accuracy rates. Instead, significant effects emerged for autistic trait scores, listening conditions, and their interaction, indicating that higher trait scores were associated with poorer performance in noise. Pupillometric data revealed significantly larger and earlier peak dilations, along with more varied pupillary dynamics in the ASC group relative to the NT group, especially under noisy conditions. Importantly, the ASC group's peak dilation in quiet mirrored that of the NT group in noise. However, the ASC group consistently exhibited reduced mean dilations than the NT group. Conclusions: Pupillary responses suggest a different resource allocation pattern in ASCs--An initial sharper and larger dilation may signal an intense, narrowed resource allocation, likely linked to heightened arousal, engagement, and cognitive load, whereas a subsequent faster tail-off may indicate a greater decrease in resource availability and engagement, or a quicker release of arousal and cognitive load. The presence of noise further accentuates this pattern. This highlights the unique SiN processing challenges children with ASCs may face, underscoring the importance of a nuanced, individual-centric approach for interventions and support.

In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students' achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.

Camouflaging (or otherwise referred to as masking or passing) involves hiding one's autistic-related characteristics and differences to get by in social situations in predominantly non-autistic societies. Very little is known to date about the course of camouflaging motivations and strategies over time or the psychosocial factors that may influence autistic people's camouflaging choices and trajectories. In an exploratory qualitative study within an Asian sociocultural context, we interviewed 11 Singaporean autistic adults (9 males, 2 females, aged 22-45 years) about their camouflaging experiences to better understand (1) their camouflaging motivations and strategies over time, and (2) related psychosocial influences. Organised across four phases (pre-camouflaging, beginnings, continuity and change over time), 17 themes relating to camouflaging motivations and 8 themes relating to strategies were identified. The earliest camouflaging motivations were predominantly relational, linked to a negative self-identity that had been shaped by adverse social experiences. Camouflaging strategies became increasingly complex and integrated into one's sense of self over time. Our findings highlight the role of psychosocial pressures precipitating camouflaging and emphasise the need for individual and societal changes, including moving towards enhanced acceptance and inclusion to reduce psychosocial pressures on autistic people to camouflage.

Purpose: This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods: We reviewed and analyzed the chosen studies with a multilevel curriculum framework--formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings: The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value: The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.

A rich home literacy environment (HLE) fosters students' academic achievement. However, the link between HLE and children's reading comprehension is unclear. This study examined the effects of HLE factors on children's reading comprehension through a meta-analysis of 59 studies conducted between 1998 and 2018. Results of the meta-analysis indicated three main findings. First, the overall positive correlation between HLE and children's reading comprehension was moderate ([zeta] = 0.32). Second, sampling area, type of home literacy resource and parental involvement styles did not show a significant interaction effect between each HLE factor and children's reading comprehension. Third, parents' involvement and literacy expectations of children had a significantly higher correlation with children's reading comprehension than home literacy resources did. Findings of this study suggest that parental literacy activities involvement and parental literacy expectations contribute more to children's literacy knowledge enhancement. [Note: The month shown on the PDF (January) is incorrect. The correct month is April.]

This article presents findings from a representative case study of a typical childcare centre in Singapore that achieved an emerging level of quality certification despite being under-resourced as a non-profit centre. Like other centres, it was navigating a climate of early childhood care and education (ECCE) policy reforms and teacher shortage. Given that quality rating has existed for a few years, the study aimed to explore centre-based conditions that could hinder or facilitate teachers' distributed pedagogical leadership and the development of a community of practice--both assumed to be necessary for teachers' continued learning and improvement of centres' practices. Qualitative data were generated across 10 months through observations, individual interviews and focus group discussions to journey with the teaching team as they negotiated relationships and built a shared vision for their practices. Results are presented here as three overarching themes that explicate: (a) the inevitable influences of the national context of the sector's workforce; (b) organisational culture and power relations; and (c) pedagogical vision. These illustrate the intricacies involved in centre-based quality improvement work, signalling the need for more investigations into the everyday realities of ECCE reforms as experienced by teachers-as-learners and leaders.

Inquiry-based learning is becoming a widely recognized and used pedagogical approach. However, existing research has largely focused on inquiry learning in science education, neglecting fields such as social studies (SS). In Singapore, inquiry learning in SS received an impetus when a component called "Issue Investigation" (II) was introduced into the compulsory secondary school syllabus of 2016. Given the recency of this introduction, there has been a lacuna of empirical research. Addressing both these research gaps, this paper presents qualitative findings from a preliminary study of Singapore secondary school SS teachers' perspectives and experiences relating to II. Building on a recognition of teacher agency and of the role teachers play in mediating curriculum and teaching/learning, this paper focuses on how teachers "interpret" the nature of inquiry learning in SS in the Singapore context. Findings suggest that teachers held broadly two conceptions of II: some saw it as aimed towards working out practical solutions to societal issues in the spirit of participative citizenship; others treated it akin to a social science inquiry process that fostered critical and analytical thinking. In addition, the challenges teachers encountered in implementing and enacting II, and their coping strategies are also briefly discussed.

Minority gay, bisexual and queer (GBQ) men face not only stigma from the general population based on their sexual orientation, but stigma as well based on their race, body type and their gender identity. Results of this study were derived from baseline data of the Pink Carpet Y Cohort Study in Singapore comprising a sample of 570 GBQ men aged 18 to 25 years old. Controlling for key demographic variables, being non-Chinese was associated with depression severity (aPR = 1.21, 95%CI [1.01,1.45]), experienced homophobia (aPR = 1.13, 95%CI [1.05,1.22]) and a past suicide attempt (aPR = 1.77, 95%CI [1.08,2.92]); being non-cisgender male was associated with depression severity (aPR = 1.27, 95%CI [1.05,1.55]) and experienced homophobia (aPR = 1.20, 95%CI [1.09,1.32]); reporting a BMI of 25 or more was associated with depression severity (aPR = 1.20, 95%CI [1.00,1.44]). Reporting one minority status was associated with depression severity (aPR = 1.23, 95%CI [1.05,1.45]) experienced homophobia (aPR = 1.08, 95%CI [1.01,1.15]), and a past suicide attempt (aPR = 1.61, 95%CI [1.01,2.56]), while reporting at least two minority statuses was associated with depression severity (aPR = 1.47, 95%CI [1.17,1.83]), experienced homophobia (aPR = 1.26, 95%CI [1.14,1.40]), and past suicide ideation (aPR = 1.28, 95%CI [1.01,1.62]), compared to participants in the general sample. Interventions are needed to buffer the effects of stigma in this vulnerable group of individuals.

Research in education has long noted teachers' role in assisting social and ideological reproduction. Separately, scholarship has also investigated the use of extra-curricular activities in equipping disadvantaged students with social and cultural capital, to embark on social mobility. Positioned at the intersection of these two apparently disparate strands, this paper presents a case in which teachers' extra-curricular work is seen to simultaneously enact subtle socio-ideological reproduction, and the facilitation of social mobility attainment. Specifically, the paper draws on a study of how teachers in a lower-status junior college in Singapore prepare their students in applying for prestigious state-sponsored scholarships. Through teachers' extra-curricular work of "allying" and "aligning," social mobility and social reproduction are simultaneously made possible, yet also exist in some tension. Thus, this paper offers a unique sociological perspective on teachers' extra-curricular work and its significance for broader issues of meritocracy, social mobility, and social reproduction.

This paper explores the relationship between workforce competence, migration, and quality improvement in the Asia-Pacific through analysis of Early Childhood Education (ECE) policy texts from three East Asia Summit countries. Content (word level) analysis of salient policy texts was undertaken to address two questions: How are culture and diversity "conceptualized" in these texts? How are diverse educators "positioned" in these texts? We show that, despite differing historical trajectories of ECE, policy frameworks in all three countries fail to sufficiently acknowledge the potential contribution of migrant educators to quality improvement initiatives. We conclude by calling for greater attention to workforce mobility and diversity in ECE policies, and for further research into the untapped competence of migrant educators.

The highly contagious coronavirus disease 2019 (COVID-19) pandemic that began in late 2019 has greatly affected education globally, especially for learning skills that require human contact and constant practice in order to achieve competency. Similar to the rest of the world, the closure of theaters and suspension of school activities in Singapore have particularly impacted the dance and performing arts academies. As economies around the world gradually open up, performance-based colleges must find ways to provide a safe and sustainable environment while adhering to public health guidelines during a pandemic. Implementing safety protocols in the campus and studio can minimize disease transmission. This article presents measures and guidelines to help minimize the risk of viral spread, including using a blended model of virtual home-based and face-to-face training with faculty, in order to ensure continued adequate pre-professional dance education. The challenges of providing a blended model of education are also addressed.

Anti-bias in early education is gaining importance, especially given the volatile social climate amidst the COVID-19 pandemic. Yet, Singapore preschools lack focus on anti-bias education despite being a multi-ethnic society. Set in the COVID-19 context, this teacher research developed and examined a curriculum to educate young children on anti-bias through play. The Mosaic Approach was adopted as the research methodology. Children's photography and drawing, interviews, child observations, and teacher journals were utilised to collect qualitative data for in-depth analysis. Evidence suggested that (1) supportive anti-bias curriculum and environment reflect authentic representations and active, developmentally appropriate involvement of all children, (2) anti-bias education is promoted through perspective-taking and reasoning in purposefully framed play-based experiences, and (3) anti-bias should permeate all areas of the preschool programme, including the physical classroom, curriculum, and teaching practices through collaborative efforts. This research also saw the Mosaic Approach's usability as an educational tool for anti-bias education. Other interpretations and implications of the results were discussed.

This study analysed the designs of algebraic problems in elementary mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This study employed a content-analysis method that focused on four dimensions: representational forms, cognitive demand levels (CDLs), contextual features, and types of responses. The result of the chi-square tests showed that there were significant differences between specific categories in the four dimensions among the five countries. Although we argued this, we did not claim that it might influence students' mathematics performance in these five countries. For instance, regarding representational forms, Finland, Indonesia, and Malaysia designed problems with the highest emphasis on symbolic forms (z = 21.62, 75.03%), visual forms (z = 15.65, 42.57%), and verbal (z = 10.69, 41.35%) forms, respectively. The other findings regarding CDLs, contextual features, and types of responses can also help to understand students' potential engagement when learning algebra at elementary schools in the five countries.

Many governments have launched the top-down early childhood curriculum (ECC) reforms to enhance the accountability of early childhood education and care (ECEC) services. The present discourse analysis of latest ECC policies across four diverse but representative countries -- Australia, China, New Zealand, and Singapore -- aims to examine the effects of neoliberalism and contextualization through within- and cross-case analyses. Our findings revealed that despite the mutual interactions and similarities, neoliberal ECC policies had been developed in context-specific ways across countries. Children's agency had been commonly valued to recognize its essential role in effective learning, which was constructed in play, social interaction, and community participation. Moreover, Australia and New Zealand emphasized the development of the culturally competent child on top of children's holistic development, without segregating children's learning into domains. These findings demonstrate the confounding effect produced by the diverse shaping forces in terms of defining the ideal ECC across countries -- 'curriculum hybridization'.

The Singapore government has laid out a regulation for daily minimum time spent outdoors and the Outdoor Learning Guide (OLG) to support children's outdoor experiences in full-day childcare programmes. However, there is scarce research on young children's outdoor learning experiences from children's and teachers' perspectives. This study aims to make sense of children's outdoor learning using the child-sensitive tool -- pedagogical documentation -- in a Singapore childcare centre. It highlights the value of outdoor learning experiences for children as well as teachers' views of outdoor learning through the implementation of pedagogical documentation. Pedagogical documentation as an in-depth, qualitative research approach has allowed us to generate two learning stories, revealing the impact of children's outdoor learning experiences on their social-emotional development and learning dispositions. Additionally, the reflective discussions with teachers uncovered their perspectives of outdoor learning and pedagogical knowledge. Pedagogical documentation made children's outdoor learning visible while keeping a balance between children's and teachers' voices.

The onset of the COVID-19 pandemic in 2020 greatly impacted all forms of social activities globally, including traditional classroom activities across all levels of instruction (kindergarten to universities). While online and blended learning (including MOOCs) have been an active subject of research and discourse during the pre-pandemic days, onset of the pandemic created an immediacy to such means of course delivery better than any administrator or teaching committee could have. This created both a gap and tension in terms of successful and engaging content delivery, where traditional modes of synchronous content delivery were forced online. This situation provided educators with an opportunity to explore the merits and weaknesses of online learning. Thus, this article seeks to outline the challenges and paradigm shifts involved in such synchronous online learning as a replacement for traditional classroom learning, following our experience at Singapore University of Technology and Design (SUTD) of conducting a full 13-week online physics course between May to August 2020. At the same time, we reflect on the merits brought about by the availability of such technologies that can potentially be translated back to the physical physics classroom.

The affordances of learning analytics (LA) tools and solutions are being increasingly harnessed for enhancing 21st century pedagogical and learning strategies and outcomes. However, use cases and empirical understandings of students' experiences with LA tools and environments aimed at fostering 21st century literacies, especially in the K-12 schooling sector and in Asian education contexts remain relatively scarce in the field. Our paper addresses this knowledge gap in two ways. First, we present a first iteration design of a computer-supported collaborative critical reading and LA environment, WiREAD, and its 16-week implementation in a Singapore high school. Second, we foreground students' evaluative accounts of the benefits and drawbacks associated with this techno-pedagogical innovation. Our analysis of students' collective sense-making pointed to a number of potentialities and perils associated with the design and use of LA dashboards. Positives included (1) fostering greater self-awareness, reflective and self-regulatory learning dispositions, (2) enhancing learning motivation and engagement, and (3) nurturing connective literacy among students. The motivational value of peer-referenced LA visualisations for stimulating healthy competition and game-like learning was identified, alongside the perils of these serving to demoralise, pressurise and trigger complacency in learners. By focusing on students' experiences and interpretations of how the LA dashboard visualizations impacted their learning motivation and outcomes, this paper aims to shed insights into the pedagogical complexities of designing LA that considers the voices of learners as a critical stakeholder group. [Paper presented at the LAK '16--International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]

The purpose of this study is to compare the differences of four essential aspects (i.e., representational forms, contextual features, cognitive demand levels, and response types) embedded in mathematical problems within the topics of numbers and operations in mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This study employed a content analysis method to analyze the four aspects in the most representative textbook from each country. Results showed varied development of the four aspects and indicated different priorities being emphasized in each country's textbook. For instance, Singaporean textbooks have the highest percentage of mathematical problems that require higher levels of cognitive demands. Textbooks in Indonesia, Malaysia, Finnish, and Singapore contain more opportunities to engage with purely mathematical forms, with a percentage higher than 40%. Other findings concerning the four aspects can help to understand students' potential engagement with mathematics teaching and learning at elementary schools in the five countries.

Globalisation has been transforming early childhood care and education worldwide since the turn of this millennium. The early childhood sector in Singapore is no exception. Its early childhood curriculum has inevitably been influenced by Eastern and Western cultures and has developed into a unique hybrid over the years. This special issue collects six articles covering topics on inclusive education, curriculum frameworks, infant-toddler care, curriculum-based teacher research, social-emotional learning, and bilingual language and literacy. A book review about early childhood curriculum in Chinese societies is also included. All these articles have jointly presented a snapshot of the 'glocal' situation of early childhood curriculum in Singapore, with a focus on the challenges and suggestions for policy and practical improvements.

Teacher research has been promoted as a context-relevant approach to improving children's learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers' everyday practices. We present an informative project on facilitating toddlers' conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children's conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed.

Singapore has launched a bilingual education policy nationwide, which leads to three main home language environments amongst Chinese families, namely, Chinese dominant, Chinese-English bilingual families and English dominant families. However, little is known about the development of early reading abilities among Singapore children from these family backgrounds. Moreover, against the backdrop of technological advances in the digital age, how the use of digital technology may affect the development of early reading abilities remains understudied. In this study, 225 7-year-old Chinese Singaporean children with different home language environments were recruited from mainstream primary schools in Singapore to complete the Progress in International Reading Literacy Study reading comprehension tests and questionnaires. Evidence revealed that children's reading ability and digital technology use in Chinese varied across home language environments. Also, the use of digital technology in both English and Chinese positively predicted the reading abilities in both languages respectively for children from English dominant families. The results provide interesting insights into the role of bilingualism and digital technology use in the development of early reading abilities. In view of the results, we also discuss and put forward suggestions on online reading education policy.

In this work, we report the emergence of the Hands, Head and Heart framework that arose within the curriculum review for subject knowledge courses for primary school pre-service teachers in the National Institute of Education, Singapore. Through an initial grounded analysis of a survey of pre-service teachers and faculty focus group meeting data, the responses were broadly categorised into hands, head and heart domains and these formed an initial framework for discussions in the review committee meetings. By revisiting the data from the survey, an analysis through a complexity lens revealed the emergence of a characteristic nested self-similarity of the framework. Over the course of several committee meetings, further self-similarity was discovered. We conjecture that the Hands, Head and Heart framework and its self-similarity property provide a potential basis for a holistic approach to curriculum review. We used this framework to revise the learning objectives of the subject knowledge curriculum by resolving perspectives which previously seemed contradictory.

The purposes of this study were to compare the differences in the use of geometry in elementary school mathematics textbooks among Finland, Mainland China, Singapore, Taiwan, and the USA and to investigate the relationships between the design of the textbooks and students' performance on large-scale tests such as TIMSS-4 geometry, TIMSS-8 geometry, and PISA space and shape. The content analysis method was used to collect data, and then chi-square tests and correlation analyses were used to analyze data. The results showed that there were significant differences in representation form, problem type, and question format among these mathematics textbooks from the five countries. Moreover, the strength of the positive relationships between visual form (combined form) and students' performance on TIMSS-4 geometry, TIMSS-8 geometry, and PISA space and shape decreases as students advance to higher grades, whereas increasing strength of correlations as students get older is found between contextual problems and students' performance on the three large-scale tests.

We suggest that prior to school entry, our earliest "teachers" and "learning settings" --that is, our parents, caregivers, and homes--provide signals about our environmental conditions. In turn, our brains may interpret this information as cues indicating the types of environments we will likely face and adapt accordingly. We discuss ways in which two such early-life cues--bilingual exposure and sensitive caregiving quality, influence "domain general" neurocircuitry and associated functioning (e.g., temperament and emotional reactivity, emotion regulation, relational memory, exploratory play, and executive functioning), as well as pre-academic outcomes. We conclude by discussing the need for early upstream intervention programmes, as well as the need for additional research including our upcoming "BE POSITIVE" study, designed to help bridge the gap between the community, home, and school environments.

The Singapore government has launched kindergarten curriculum reform since 2003 to promote constructivism in teaching and learning, which seems to contradict the traditional pedagogy. Using video analysis, we examined the actual classroom dialogue in six Chinese language classrooms to understand to what extent the constructivist pedagogy has been implemented in Singapore kindergartens. Evidence indicated the classroom dialogs in the Singapore kindergartens were knowledge-driven and teacher-directed, which is per se instructivism-based. The findings call for a further reflection on the progressive early childhood education reforms and the enhancement of professional support for early childhood teachers in Singapore and other similar contexts.

Introduction: Tuberculosis (TB) remains endemic in Singapore. Singapore's clinical practice guidelines for the management of tuberculosis were first published in 2016. Since then, there have been major new advances in the clinical management of TB, ranging from diagnostics to new drugs and treatment regimens. The National TB Programme convened a multidisciplinary panel to update guidelines for the clinical management of drug-susceptible TB infection and disease in Singapore, contextualising current evidence for local practice. Method: Following the ADAPTE framework, the panel systematically reviewed, scored and synthesised English-language national and international TB clinical guidelines published from 2016, adapting recommendations for a prioritised list of clinical decisions. For questions related to more recent advances, an additional primary literature review was conducted via a targeted search approach. A 2-round modified Delphi process was implemented to achieve consensus for each recommendation, with a final round of edits after consultation with external stakeholders. Results: Recommendations for 25 clinical questions spanning screening, diagnosis, selection of drug regimen, monitoring and follow-up of TB infection and disease were formulated. The availability of results from recent clinical trials led to the inclusion of shorter treatment regimens for TB infection and disease, as well as consensus positions on the role of newer technologies, such as computer-aided detectionartificial intelligence products for radiological screening of TB disease, next-generation sequencing for drugsusceptibility testing, and video observation of treatment. Conclusion: The panel updated recommendations on the management of drug-susceptible TB infection and disease in Singapore. [ABSTRACT FROM AUTHOR]

The comparability of endovascular coiling over neurosurgical clipping has not been firmly established in elderly patients with aneurysmal subarachnoid haemorrhage (aSAH). Data were obtained from all patients with aSAH aged ≥60 across three tertiary hospitals in Singapore from 2014 to 2019. Outcome measures included modified Rankin Scale (mRS) score at 3 and at 6 months, and in-hospital mortality. Of the 134 patients analyzed, 84 (62.7%) underwent coiling and 50 (37.3%) underwent clipping. The endovascular group showed a higher incidence of good mRS score 0–2 at 3 months (OR = 2.45 [95%CI:1.16–5.20];p = 0.018), and a lower incidence of in-hospital mortality (OR = 0.31 [95%CI:0.10–0.91];p = 0.026). There were no significant difference between the two treatment groups in terms of good mRS score at 6 months (OR = 1.98 [95%CI:0.97–4.04];p = 0.060). There were no significant differences in the incidence of complications, such as aneurysm rebleed, delayed hydrocephalus, delayed ischemic neurological deficit and venous thromboembolism between the two treatment groups. However, fewer patients in the coiling group developed large infarcts requiring decompressive craniectomy (OR = 0.32 [95%CI:0.12–0.90];p = 0.025). Age, admission WFNS score I–III, and coiling were independent predictors of good functional outcomes at 3 months. Only age and admission WFNS score I–III remained significant predictors of good functional outcomes at 6 months. Endovascular coiling, compared with neurosurgical clipping, is associated with significantly better short term outcomes in carefully selected elderly patients with aSAH. Maximal intervention is recommended for aSAH in the young elderly age group and those with favorable WFNS scores. [ABSTRACT FROM AUTHOR]

Background: Beta thalassemia, related to HBB mutation and associated with elevated hemoglobin A2 (HbA2), is an important genetic hemoglobinopathy with high incidences of disease and carrier rates in Singapore. Carrier screening is essential to facilitate prenatal counseling and testing. However, when individuals with elevated HbA2 do not have an identifiable HBB disease‐associated variant, there is ambiguity on risk to their offspring. Methods: We describe a case report of a proband with elevated HbA2, no identifiable HBB disease‐associated variant, whose partner was a beta thalassemia carrier. Through clinical HBB gene sequencing, multiplex ligation‐dependent probe amplification (MLPA) analysis, as well as targeted Nanopore long read sequencing of selected genes, we performed a complete analysis of HBB including the promoter region, 5′UTR and coding gene sequence, as well as evaluation for potential modifier variants and other rare structural variants. Results: This process identified that the proband was heterozygous for KLF1:c.544T>C (p.Phe182Leu), a potential functional polymorphism previously known to be associated with benign elevated HbA2 levels. The presence of disease variants in the HBB locus was excluded. Conclusion: This finding provided clarity and enabled family planning for the proband and her family. [ABSTRACT FROM AUTHOR]

Since the 19th century, Chinese societies, as latecomers to modernization, have prioritized Western learning. Modelled on European and North American experiences, modern universities were created to serve this purpose. Having little linkage to their indigenous cultural traditions, they operate in Confucian socio-cultural contexts, with constant and longstanding struggles with their cultural identity. In recent decades, these societies have progressed remarkably well in higher education. Their experience could be seen as a cultural experiment that is placed highly on their sustainable development agendas. The products of their modern education systems especially at the elite level have demonstrated a grasp of both traditional and Western knowledge, with their very best universities well positioned to combine Chinese and Western ideas of a university in everyday operation. Such a bi-cultural condition contrasts sharply to the still largely mono-cultural (Western only) university operating environment in the West. The integration opens further space for their universities to explore an alternative to the Western academic model that has long dominated world higher education. Based on fieldwork at premier universities in Beijing, Hong Kong, Singapore, and Taipei, this article calls for a reconceptualized view of modern university development in Chinese societies. It argues that the experiment enables their top universities to bring back their cultural traditions to integrate with Western values and contribute to inter-civilizational dialogue.

Prior research suggesting that longer bilingual experience benefits inhibitory control and monitoring has been criticized for a lack of control over confounding variables. We addressed this issue by using a propensity-score matching procedure that enabled us to match early and late bilinguals on 18 confounding variables--for example, demographic characteristics, immigration status, fitness, extracurricular training, motivation, and emotionality--that have been shown to influence cognitive control. Before early and late bilinguals were matched (N = 196), we found early active bilingual advantages in flanker effects (in accuracy), global accuracy, and sensitivity (d') on the Attention Network Test for Interaction and Vigilance and global accuracy on the saccade task. After matching (n = 113), many of the early active bilingual advantages that had been identified before matching were either attenuated or disappeared. However, we observed that early active bilingual advantages in flanker effects (in response time) were strengthened after matching. These results stress robust early active bilingual advantages in inhibitory control and highlight the importance of matching language groups on nonlinguistic covariates.

This study analyzed how the earliest teaching and learning of probability was organized in Singapore, the US, and Indonesia through an analysis of textbook as an intended mathematics curriculum. An analytical framework was developed comprising four perspectives: representational forms, cognitive demand levels, contextual features, and organization of topics and its uniqueness. This study disclosed that the organization of the earliest teaching and learning of probability in the three countries focused on approximately similar topics, such as basic concepts of probability and probability measurements, although they were intended for different educational levels. Nevertheless, the uniqueness of the organization indicated that students in the three countries may receive different opportunity-to-learn in the earliest teaching and learning of probability in schools. In addition, Singaporean textbook had more exposure to higher-cognitive demand levels and written forms, while the US textbook put more concerns on lower-level demands and visual forms, Indonesian textbook included more proportions of lower- cognitive demand levels and written forms. Moreover, the three textbooks provided considerable opportunity to engage in real-life situations. Considering these results, more studies analyzing other standards-based textbooks and teaching practices might be needed to have further understanding of the organization of probability teaching and learning in schools.

Objectives: Gait speed indicates the individual's functional status and predicts overall health. This study aims to determine (1) the intra- and inter-rater and test–retest reliability of the dynamic 4 m gait speed test protocol; (2) establish the normative reference values of habitual and fast gait speeds in community-dwelling healthy Singaporean adults aged 21 to 80; and (3) explore the association of age, gender, height, weight, and body mass index (BMI) on gait speed. Methods: This prospective cross-sectional study recruited healthy ambulatory community-dwelling Singaporeans aged 21 to 80 who could ambulate independently without aid. Participants were excluded if they required walking aids; were pregnant; or had physical, medical, or cognitive conditions that may affect gait. Each participant completed at least two habitual and fast gait speed test trials via a 4 m walkway with a dynamic start. The data were analysed by descriptive statistics, the Mann–Whitney test, the Spearman coefficient, and the interclass correlation coefficient (ICC). Results: In total, 178 males and 201 females were included in the data analysis. The median age was 45.0 years [interquartile range (IQR) 26.2–59.0], and the median height was 1.64 metres (m) (IQR 1.58–1.70). The median habitual gait speed was 1.08 metre/second (m/s) (IQR 0.97–1.22), and the fast gait speed was 1.55 m/s (IQR 1.40–1.70). The ICC for reliability ranged from 0.84 to 0.99, indicating that the 4 m gait speed test had good-to-excellent reliability. Conclusions: Gait speeds were not influenced by gender but declined with age advancement. Age and height and age and BMI were weakly correlated to habitual and fast gait speed, respectively. We established the norm values for the 4 m gait speeds in Singapore and proved it to be a reliable gait speed assessment ready for immediate community applications. [ABSTRACT FROM AUTHOR]

Semiconductors are an important electronic component and play a central role in many industrial fields, whose production system is spread all over the world, involving trade in many raw materials, mechanical equipment, and finished products. Comprehending a broad global production picture of the semiconductor industry can be an arduous task. To tackle this complexity, the social network analysis method was used to capture the flows of products between economies in the semiconductor industrial chain. This study analyzed the evolution of the trade pattern of four key commodities in the semiconductor industrial chain, with a focus on identifying the status of major economies in the global semiconductor trade system. Additionally, the influencing factors of the formation of the trade networks were explored by using the Exponential Random Graph Model. The results showed that: (1) From 2001 to 2019, the import and export trade pattern of four key commodities in the semiconductor industrial chain has shown the characteristics of "rising in the east and decreasing in the west", but the change range shows strong commodity heterogeneity, the change of the spatial pattern of integrated circuits trade is the most significant, and the integrated circuits trade proportion of Asian economies has increased hugely with more than 80%. (2) The trade connectivity of various commodities in the semiconductor industrial chain has increased, upstream support products with high technical requirements such as wafers and equipment have the lowest average degree and weak trade liquidity, and the average degree of trade network of packaging materials and integrated circuits is relatively high, with strong trade liquidity and closer and more prosperous trade connections. (3) From 2001 to 2019, the "core-periphery" system of global semiconductor industry trade has changed significantly, with the core circle undergoing obvious iterative reorganization. for example, China and Singapore have achieved status improvement to the core circle in the base materials trade network, while Malaysia has been squeezed into the semi-peripheral circle. (4) The formation of trade networks of various commodities in the semiconductor industrial chain was driven by three aspects: network self-organization, exogenous endowment attribute, and exogenous network embeddedness. Among them, the influence of the technological innovation level of economies on different commodity trade networks showed heterogeneous. [ABSTRACT FROM AUTHOR]

Clozapine is recognized as the gold standard medication for treatment-resistant schizophrenia. Despite the general recommendation of administering in a divided dosing regimen, clozapine is often prescribed once daily at night in clinical practice. This study aims to compare patient characteristics, psychiatric symptoms, side effects, and plasma concentration of clozapine between once-daily dosing and divided dosing regimens. This cross-sectional study included 159 participants with treatment-resistant schizophrenia or schizoaffective disorder. Participant's demographic information, anthropometric data, and medical history were collected. Their psychiatric symptoms, cognition, functioning, and side effects were evaluated. Once-daily dosing regimen was associated with younger age and competitive employment. Lower clinical symptom severity, better functioning and cognitive performance were observed in the once-daily dosing group. Lower daily dose of clozapine, trough plasma concentrations of clozapine and norclozapine were also significantly associated with once-daily dosing regimen. The study results support once-daily dosing of clozapine as a viable option to selected patients in clinical practice, as no association of severe symptoms or side effects were associated with once-daily dosing regimen. More studies are needed to examine the relationship between clinical outcomes and clozapine dosing regimen. [ABSTRACT FROM AUTHOR]

Background/Aim(s): Globally, studies have shown that the dental disease burden among persons with intellectual and/or developmental disabilities (IDD) is high and can be attributed to lower utilization levels of dental services. The aim of the study was to assess the influence of income and financial subsidies on the utilization of dental care services among persons with IDD in Singapore. Methods: Between August 2020 and August 2021, a cross‐sectional study was conducted via centres offering Early Intervention Programme for Infants and Children, special education schools and adult associations in Singapore serving persons with IDD. A sample of 591 caregivers of children and adults with IDD completed the survey. Data on sociodemographic information, oral health behaviours and dental utilization were collected. Financial subsidy status was assessed by the uptake of a government‐funded, opt‐in Community Health Assist Scheme (CHAS) for low‐income families that provided a fixed subsidy amount for dental services in the primary care setting. Statistical analysis was carried out using univariable, multiple logistic regression and modified Poisson regression. Propensity score matching was carried out in R version 4.0.2 to assess the impact of financial subsidies on oral health care utilization among persons with IDD. Results: Compared to those with lower gross monthly household incomes, the adjusted prevalence ratios of having at least one dental visit in the past year, having at least one preventive dental visit in the past year, and visiting the dentist at least once a year for persons with IDD with gross monthly household incomes of above SGD$4000 were 1.28 (95% CI 1.08–1.52), 1.48 (95% CI 1.14–1.92) and 1.36 (95% CI 1.09–1.70), respectively. Among those who were eligible for CHAS Blue subsidies (247 participants), 160 (62.0%) took up the CHAS Blue scheme and 96 (35.4%) visited the dentist at least yearly. There was no statistically significant difference in the utilization of dental services among individuals enrolled in the CHAS Blue subsidy scheme among those eligible for CHAS Blue subsidies. Conclusion: Higher household income was associated with a higher prevalence of dental visits in the past year, preventive dental visits in the past year, and at least yearly dental visits. CHAS Blue subsidies alone had limited impact on dental utilization among persons with IDD who were eligible for subsidies. [ABSTRACT FROM AUTHOR]

Under the pandemic situation, social workers functioning as front liners were found to be more adversely affected. This study examined the mediating effect of resilience between psychological distress and organizational support among frontline social workers in two countries, South Korea and Singapore. The hierarchical multiple regression and Sobel z-test were conducted. We found that resilience statistically significantly mediates the impact of organizational support on psychological distress among frontline social workers. Organizations in the social sectors need to consider how enhancing their practitioners' resilience via resources like having quality relationships, professional identity, and self-care could contribute toward improving their well-being. [ABSTRACT FROM AUTHOR]

A key innovation of the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) is its recognition of the critical importance of the principle of meaningful participation in realising the rights enshrined in the treaty document. Hence, the CRPD is the first human rights treaty to mandate the participation of civil society in the implementation and monitoring of the treaty. What happens, however, in a non-liberal society where human rights activism is potentially risky and lacks cultural resonance? This article turns to Singapore as a case study and analyses how one particular cross-disability representative organisation participated in the CRPD monitoring process through the ritualistic mobilisation of disability rights. This mobilisation was enabled by the CRPD's obligations of conduct, which provide a justification for their participation in the CRPD monitoring process. Hence, the usual risks associated with human rights activism in Singapore can be mitigated because these activists are technically assisting the Singapore government in fulfilling its obligations under the treaty. Such tactics of ritualistic mobilisation are aimed ultimately at the ritualisation of disability rights, which refers to the entrenchment of the human rights model of disability policy as the dominant political paradigm through which to approach disability issues. In addition to demonstrating the impact of obligations of conduct enshrined in the CRPD on the mobilisation of disability rights, this article adds to the growing recognition in socio-legal and human rights scholarship that civil society participation and rights mobilisation may take a variety of forms, not only the more explicit or confrontational modes that feature in Western liberal democracies. It also contributes to the growing literature on disability movements in East Asian developmental welfare states by attending to how disability rights and the CRPD are mobilised in the region to realise a more just and equal society for disabled people. [ABSTRACT FROM AUTHOR]

This article uses time as an analytical frame to examine low-wage migrants' aspirations and strategies in negotiating social mobility and reproduction under temporary migration regimes. Drawing on an ethnographic study of Chinese migrant women factory workers who actively pursue self-development during their sojourns in Singapore, this article demonstrates that time is central to understanding migrant women's mobility aspirations and social reproduction strategies as well as the structural conditions that propel them to embark on self-development. It underscores the diversity of migrants' experiences of time and the rhythms of their personal and family lives and how they are inextricably linked to temporal processes of migration and production. Through the temporal lens, the article also sheds light on the workings of temporary migration regimes under neoliberalism. It points out the contradiction between state attempts to constitute low-wage migrants as immobile labouring subjects and the temporal nature of migrant subject-making and skills development. It also shows how migrants' pursuit of self-development and enactment of agency paradoxically play into the dominant ideology and become a site for surplus value extraction. The article contributes to the temporal approach to the intersection of migration, mobility and social reproduction. [ABSTRACT FROM AUTHOR]

Background: Epilepsy is one of the most common serious chronic neurological disorders, which can have a serious negative impact on individuals, families and society, and even death. With the increasing application of machine learning techniques in medicine in recent years, the integration of machine learning with epilepsy has received close attention, and machine learning has the potential to provide reliable and optimal performance for clinical diagnosis, prediction, and precision medicine in epilepsy through the use of various types of mathematical algorithms, and promises to make better parallel advances. However, no bibliometric assessment has been conducted to evaluate the scientific progress in this area. Therefore, this study aims to visually analyze the trend of the current state of research related to the application of machine learning in epilepsy through bibliometrics and visualization. Methods: Relevant articles and reviews were searched for 2004-2023 using Web of Science Core Collection database, and bibliometric analyses and visualizations were performed in VOSviewer, CiteSpace, and Bibliometrix (R-Tool of R-Studio). Results: A total of 1,284 papers related to machine learning in epilepsy were retrieved from the Wo SCC database. The number of papers shows an increasing trend year by year. These papers were mainly from 1,957 organizations in 87 countries/regions, with the majority from the United States and China. The journal with the highest number of published papers is EPILEPSIA. Acharya, U. Rajendra (Ngee Ann Polytechnic, Singapore) is the authoritative author in the field and his paper "Deep Convolutional Neural Networks for Automated Detection and Diagnosis of Epileptic Seizures Using EEG Signals" was the most cited. Literature and keyword analysis shows that seizure prediction, epilepsy management and epilepsy neuroimaging are current research hotspots and developments. Conclusions: This study is the first to use bibliometric methods to visualize and analyze research in areas related to the application of machine learning in epilepsy, revealing research trends and frontiers in the field. This information will provide a useful reference for epilepsy researchers focusing on machine learning. [ABSTRACT FROM AUTHOR]

Background: This study is the first to analyze LGBT portrayals in a news media dataset over a decade (2010–2020). We selected Singapore as a country of interest, emblematic of a nation grappling with state-encouraged heteronormativity and a remnant colonial law against homosexuality (377A), fraught with calls for its repeal that was only enacted in 2022. Our study is interested in this period bookended by challenge and change, particularly in newspaper portrayals of LGBT narratives. Newspapers are an important source of current information and have the power to shape societal perceptions. We lay the groundwork and provide a framework to analyze news media narratives of other Commonwealth nations with colonial pasts and inherited laws criminalizing LGBT communities. Objectives: This study analyzes LGBT portrayals in a 400-million-word news media dataset over a decade (2010–2020). First, we aimed to track the volume of LGBT media coverage over time and elucidate differences in coverage of different identity markers. Second, we aimed to track sentiments on LGBT portrayals. Third, we aimed to track salient narratives circulated about LGBT stories. Methods: The study leveraged a 400-million-word corpus from news media in Singapore, identifying the following target keywords: LGBT, Lesbian, Gay, Bisexual, Transgender, Pink Dot (a local Pride event), 377A. First, coverage volume was tracked using annual changes in keyword mentions per million, elucidating differences in coverage of different sub-groups. Second, sentiment analysis on a valence scale was conducted on LGBT collocates. Third, we distilled salient narratives about LGBT identities using thematic labelling of top-frequency collocates. Results: First, overall coverage of LGBT steadily increased over the decade, though Gay identities evidenced asymmetrical coverage—outstripping 'Bisexual' keywords by seven times, 'Lesbian' by four, 'Transgender' by two. Second, sentiment scores for Pink Dot (a local pride event) were most positive; Lesbian, Gay, LGBT, Transgender were neutral; Bisexual and 377A dipped slightly negative. Third, topics differed across the four identities: uniquely, 'Lesbian' collocates related to sensationalized cinema; 'Gay' about hate crimes; 'Bisexual' about population surveys; 'Transgender' about challenges (transitioning, alienation, suicide). Conclusions: Practically, we presented a decade-long barometer of LGBT sentiments and themes on a national level, providing a framework to analyze media for more effective communication strategies—applicable to Commonwealth countries with similar inherited colonial laws. Salient repetition through media association may unwittingly frame certain issues negatively; caution is prudent in representing each sub-group adequately, rather than portraying the LGBT identity as monolithic. [ABSTRACT FROM AUTHOR]

Numerous studies have attributed gender difference in mathematics achievement to various sociocultural influences. Singapore is a country of higher gender equality as represented in the Global Gender Gap Index and Singaporean girls perform as well or higher than boys in international mathematics assessments. This study develops a conceptual model to examine the relationship and effects of parental involvement in education, teacher efficacy, and students' attitudes towards mathematics on mathematics achievement for Singaporean eighth grade students using Trends in International Mathematics and Science Study (TIMSS) 2011 data. The study finds that there is no significant gender difference in parental involvement in education and teacher efficacy and there is no gender difference in the attitude of like learning mathematics among Singaporean eighth grade students. The attitude of confidence in mathematics has positive and significant effect on mathematics achievement and the effect is greater for girls than boys. Parental involvement in education and teacher efficacy were found to have greater effect on girls' confidence in mathematics than on boys'. As such, increasing involvement in mathematics education and providing positive reinforcement to raise girls' self-confidence in mathematics by parents and teachers should be an integral part of any initiative to reduce gender gap in mathematics achievement.

Background and purpose: Primary aldosteronism (PA) is the most common endocrine cause of secondary hypertension with a prevalence of 14% in patients with newly diagnosed hypertension. Patients with PA experience a higher rate of cardiovascular events including stroke when compared to those with blood pressure matched essential hypertension. This systematic review and metaanalysis summarize current evidence on the prevalence of PA in patients with acute stroke or transient ischemic attack (TIA). Methods: Two reviewers independently reviewed the literature for observational studies on the prevalence of PA in patients with acute stroke or TIA. MEDLINE and Embase were searched for studies up to December 13, 2023. Results: Three single center studies conducted in Japan, Singapore and China were found to meet the inclusion criteria. The reported prevalence of PA in two cohort studies of adults with stroke or TIA were 3.1% and 4.0% and a third crosssectional study in adults under 45 years old revealed a prevalence rate of 12.9%. Following a meta-analysis, the pooled prevalence of PA in adults with stroke or TIA is 5.8% [95% CI 1.6%-12.3%]. Conclusions: A considerable proportion of patients with stroke or TIA may have PA as the underlying cause of their hypertension. Given the increased risk of stroke associated with PA, clinicians should consider screening for PA in hypertensive patients with stroke or TIA. Further research is needed to evaluate the effect of timing and interfering medications on test results, which will inform an evidence-based approach to testing for PA following TIA or stroke. [ABSTRACT FROM AUTHOR]