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This research paper investigates the intersection of the maker movement and educational innovation, using the China-U.S. Young Maker Competition as a foundational example. It examines how maker education, fueled by hands-on learning and a curiosity-driven approach, can evolve and influence. The study explores the roles and impacts of Human-Computer Interaction (HCI), Design-Driven Innovation (DDI), and Cross-Cultural Perspectives (CCP) within maker education. It highlights HCI's connection of technology with learning, DDI's focus on user-centered solutions, and the significance of CCP in enhancing cultural collaboration, vital for fostering an innovative and creative future. This paper offers a detailed perspective on the current state and future potential of maker education. It proposes a roadmap for the coming decade, emphasizing collaborative learning and creative endeavors, all set within the engaging environment of the competition.

Since most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during the COVID-19 era. The systematic review results indicated that the themes regarding "courses and instructors" became popular during the pandemic, whereas most online learning research has focused on "learners" pre-COVID-19. Notably, the research topics "course and instructors" and "course technology" received more attention than prior to COVID-19. We found that "engagement" remained the most common research theme even after the pandemic. New research topics included parents, technology acceptance or adoption of online learning, and learners' and instructors' perceptions of online learning.

This article seeks to understand a Chinese international student's (Hong's) encounters with linguistic racism as symbolic violence as well as why and how he resisted different forms of linguistic racism in different situations. Data findings suggest that linguistic racism as symbolic violence takes different forms through both verbal and nonverbal language under the scrutiny of the white gaze, which produces arbitrary power, control, and domination. This triad of linguistic racism, symbolic violence, and the white gaze formed an intersection, which was practiced through visible and hearable linguistic modalities immediately to subordinate and oppress Hong as a victim. The researchers argue that the triad of linguistic racism, symbolic violence, and the white gaze works hand in glove with each other to construct an intersection, which reproduces and reinforces structures of domination and hierarchy. The researchers, therefore, suggest that more research is needed to deconstruct the complexity and subtlety of the intersection of linguistic racism, symbolic violence, and the white gaze. Educational implications for recognizing and combating linguistic racism are also addressed.

This article explores critical ways that migrant groups engage in diverse forms of resistance. In this comparative case study, we draw on our longitudinal ethnographic research on migrant groups, particularly those that are characterized as undocumented, with a focus on the ways in which they engage in activism and resistance in China and the United States, respectively. We aim to expand the literature about comparison by asking: how is comparison understood differently through the lens of crisscrossing, and what productive insights can be uncovered through this theoretically informed approach? What implications might crisscrossing have for studying grassroots level resistance from migrants across borders?

Higher education's rapid expansion is paired with growing social expectations of its benefits and concern on its teaching quality. In response to these, institutional/national surveys based on an array of theories are widely used in universities for quality assurance, enhancement, and benchmarking. This paper reviews three major types of instruments used for such purposes, including two distinct schools of theory that have guided the development of such assessment in the United States, Australia and the United Kingdom and then spread to the other parts of the world. The theories shaping the development of the two instruments, the dimensions assessed, and the challenges and criticisms involved when using such instruments for quality assurance are each discussed. This review concludes with a call for comparisons of different lines of research in this area, discussions on student learning experience that include more diverse characterizations of student experience across different educational contexts, development of tools to enable distributed leadership among teachers, and encouragement of students as partners for quality enhancement in higher education.

The use of social media such as Twitter has gained popularity in education during the COVID-19 pandemic. This study included 22 high-quality peer-reviewed journal articles for the meta-analysis. The authors reveal that there are no significant differences in teaching effectiveness between the Twitter and non-Twitter-assisted learning approaches. Twitter-assisted learning outcomes are significantly higher than the non-Twitter-assisted whether Twitter is used as a supplementary or an integrated tool. Twitter-assisted learning can lead to significantly higher learning outcomes than non-Twitter-assisted learning in the USA, Greece, and Sweden, but no significant difference is revealed in Spain. Swedish users hold significantly positive attitudes towards the use of Twitter in education, but no significant difference is found in the USA. Twitter-assisted learning can cause significantly more engagement than non-Twitter-assisted in the USA, and male learners have significantly higher learning outcomes than females in both the USA and Spain.

Background: While empirical research on creativity has grown steadily over the past 35 years, teachers' beliefs about creativity and their implicit beliefs about teaching for creativity remains understudied, as well as cross-cultural examination of teacher beliefs in this area. Aims: This study explored the measurement invariance of beliefs about "teaching" for creativity (creative self-efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success and value of creativity for student academic and workplace success). Sample: American and Chinese educators at two universities were surveyed to rate the degree to which they agreed with statements about beliefs about teaching for creativity (N = 376). Methods: Measurement invariance analysis was used Multiple-Groups Confirmatory Factor Analysis with the "lavaan" package in the R Statistical Programing Environment. Results: Partial measurement invariance was obtained such that a model with factor loadings constrained equal across samples for four of the five constructs (creative self-efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success), did not worsen model fitness. Additionally, when factor loadings for items on the value of creativity for student academic and workplace success latent variable were allowed to vary across samples, we found evidence of structural invariance. That is, the covariances among the five latent variables were found to be invariant across samples. Conclusions: The major result of this study is that the theoretical structure and relations among five important creative self-constructs is invariant across American and Chinese educational constructs. However, there may be cultural differences in the value of creativity for student academic and workplace success, as perceived by teachers. Future research can focus on calibrating teacher beliefs about teaching for creativity with classroom observation, in American and Chinese educational contexts.

Despite the rapid development of telecollaboration in foreign language education, telecollaborative exchanges involving Chinese as the target language have not received sufficient attention. Adopting an action research approach, this study focuses on examining the student perceptions as well as the challenges of a carefully designed Chinese-American telecollaborative learning program involving Chinese as a foreign language (CFL) students at a small liberal arts college in the US and Chinese-speaking English majors at a large university in China. This study drew on a variety of data for analysis, including naturally occurring interaction data (i.e., Skype conversations, WeChat group discussion transcripts), students' weekly reflection journals, informal interviews with the students throughout the semester, end-of-program interviews, student responses to an end-of-semester questionnaire, and the teacher-researcher reflective journal. The results showed that this program was, in general, well received among the CFL students at the US college. The intermediate-level CFL students evaluated this program more positively than the elementary-level students. However, this program also faced many challenges, such as scheduling and technological issues with Skype conversations, target language proficiency gap, perceived irrelevance to Chinese proficiency development, heavy workload, lack of depth in WeChat group discussion, and the demanding role of the teacher-researcher.

Instructional practices are fundamentally influenced by teacher beliefs. Cultural and pedagogical belief differences in EFL teachers can fuel a lack of professional understanding among teachers with contrasting perspectives about effective teaching practices. The present study examined the alignment between the beliefs of Chinese English teachers (CETs, n = 94) and American English teachers (AETs, n = 30) related to classroom practices in the English language classroom. Data sources included a questionnaire and one-on-one individual interviews with AETs and CETs. Results found many similarities in beliefs held by both groups. Notable differences were a preference for grammatical approaches and support for grammar translation method in teaching grammar and writing (CETs), and communicative approaches (AETs). Capacity for student-centeredness in large classes, more than about 25 students, was also an area of divergence among CETs and AETs. Future contexts of English use, either global or local, and the need to perform on EFL tests were both factors in shaping teacher beliefs about pedagogy for their students. With Chinese English learners increasing in number both in China and abroad, this study makes an important contribution to the cross-cultural understanding of practices and beliefs held by English teachers of Chinese learners.

Introduction. Site visits (SVs) are a common component of clinical education. The purpose of this paper was to explore clinicians' perspectives regarding SVs, including methods of communication used and their effectiveness, purposes of SVs, and the level of interaction between the stakeholders. Review of the Literature. Several communication methods are used to conduct SVs, with varying levels of "richness" and effectiveness. Previous studies have explored the perceptions of physical therapist (PT) students and Directors of Clinical Education regarding communication methods used during SVs, as well as reporting the purposes, effectiveness, and logistics. Subjects. Clinicians, including clinical instructors (CIs) and Site Coordinators of Clinical Education, from across the United States, representing various geographical locations and settings were invited to participate. Methods. An electronic survey was distributed to participants using information from 2 PT education programs and the Physical Therapist Clinical Performance Instrument database. Results. A total of 273 responses were included in the analysis. Clinicians ranked in-person visits as their first choice of communication for future SVs (n = 157, 59.9%) and indicated that inperson communication was "very effective" (n = 143, 52.4%) when compared with videoconferencing (n = 55, 20.1%) and telephone (n = 49, 17.9%). Clinicians ranked verifying the competency level of the student and verifying site resources during the SV as "extremely important" or "important" (n = 257, 94.2% and n = 250, 91.5%, respectively). Answering CI's questions and providing support to the CI were also identified as "extremely important" or "important" (n = 262, 96% and n = 244, 89.4%, respectively). Analysis of open-ended responses revealed 5 themes: Communication is important, flexibility allows best fit for a situation, on-site visits offer a more complete picture, real-time dialog is preferred, and email can lead to misinterpretation. Discussion and Conclusion. Communication is a key component of the clinical-academic relationship. Although clinicians prefer in-person communication, flexibility is necessary when planning and conducting SVs. Future research recommendations include gathering student and clinician perceptions regarding faculty involvement in SVs, as well as gathering faculty perspectives regarding their participation in SVs. In addition, the impact of the pandemic on the future of SVs warrants further exploration. [ABSTRACT FROM AUTHOR]

In this era of globalization, cross-cultural comparison studies could help counselor training programs enhance educational opportunities that are informative, supportive, and culturally responsive to students. Counselors-in-training in both the United States and South Korea were sampled in this study assessing self-esteem (individual and collective) and counselor activity self-efficacy (CA self-efficacy). Results indicated that American students endorsed higher levels of collective self-esteem and CA self-efficacy compared to Korean students. Age was positively correlated with CA self-efficacy in both the American and Korean samples. Additionally, the variable of supervision hours and internship experience was positively correlated with CA self-efficacy for American students, but showed no relationship with CA self-efficacy for Korea students. Implications for understanding the cultural differences of counseling-trainees' self-confidence and the need for conducting cross-cultural comparison studies to provide insights about the training and development of trainees in cross-cultural settings are discussed.

Computerized adaptive testing (CAT) has unsurpassable advantages over traditional testing. It has become the mainstream in large scale examinations in modern society. This paper gives a brief introduction to CAT including differences between traditional testing and CAT, the principles of CAT, psychometric theory and computer algorithms of CAT, the advantages and cautions of CAT. In the end, the development of CAT in China is reviewed. (Contains 1 figure and 1 table.)

Studying in a second language is probably one of the greatest challenges for international students. In this study, the relationship between language preparation and the first year graduate study among East Asian international graduate students in the United States was investigated in order to provide implications and suggestions for university administrators and policymakers. Language preparation before arriving in the United States and their first year experiences were explored in order to understand the challenges that East Asian international students face. The findings from 12 interviews reveal the first year academic experience of East Asian international graduate students and the needs of this population regarding university language support. In addition, the findings allow policymakers and higher education administrators to better understand the difficulties this population faces as well as the importance of support services and mentoring programs in ensuring their academic success in the United States.

The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English. We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space, sense-making is contingent on the relational dynamics of place, activities, and artefacts. These spaces encourage meaning-making in situ, manipulation of virtual objects within places, and coordination among players. Our investigation looked at how learners of Chinese and English collaborated on a project in which they decorated a virtual living room. The findings suggest that socioculturally bounded places afford unique learning opportunities. Firstly, learning occurred through "referencing", which is the mutual clarification of a virtual object's meaning, position, and function, in relatively stabilised places, such as a museum, and secondly, learning occurred through coordination between verbal instruction and object manipulation in more adaptive places, which we call eco-dialogical learning. We also found a strong relationship between translanguaging and object manipulation. We conclude the paper from the perspective of how the eco-dialogical model resulted in designs that promoted cognition and interactivity.

Background: The impact of chronic kidney disease (CKD) on atrial fibrillation outcomes (AF) is not well understood. Methods: We conducted analyses of comorbid AF and CKD related death in the United States from 1999 to 2020 using descriptive epidemiology. Results: Age-adjusted mortality rates (AAMR) per 100,000 increased from 0.39 in 1999 to 1.65 in 2020. Non-Hispanic populations (1.01) and nonmetropolitan areas (1.08) had higher AAMRs compared to Hispanic (0.62) and metropolitan (0.97) areas. Midwestern (1.11) and Western (1.13) US regions recorded the highest AAMRs. Conclusions: These findings highlight the need for interventions to address AF death disparities in patients with CKD. [ABSTRACT FROM AUTHOR]

In this study, the author investigates the dynamics of dialogue among teachers in different national contexts based on their responses to different cultural practices. Employing Pierre Bourdieu's sociological theory of practice and his concept of habitus, the author shows that, as the teachers' responses are not entirely context-specific, they are not autonomous either. In the final section, the author discusses the importance of attending to limits and barriers of dialogue across differences. Moreover, she further posits that recognizing the difficulties involved in productive dialogue is essential for achieving the transformative educational goals that promote a less dominating and less hierarchical approach. The assumptions implicit in this work are that the scholars and practitioners from diverse backgrounds bring unique perspectives to teaching and learning; and, therefore, productive dialogues among teachers from various backgrounds can open up a generative space that enables the active co-construction of new perspectives.

As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school tutoring. To address these questions, I compared the distributions of student performance across countries with differing levels of participation in after-school tutoring, while controlling for country-level unobserved heterogeneity using a fixed-effects model. Participating in either mathematics or science tutoring after school is found to raise national average performance without widening the dispersion in student performance. In science, low-performing students benefit more from tutoring than do high-performing students. In mathematics, high-performing students benefit more from tutoring than do low-performing students.

Due to increased multiculturalism in the US and abroad, there is a need for increased understanding of the different ways in which parenting stress is related to child problems across cultures. In the present study, we investigated (a) differences in reported parenting stress and childhood problem behaviors across a Korean (n = 71) and US (n = 71) sample, as well as (b) differences in the ways in which parenting stress and childhood problems were related across Korean and US children based on mothers' reports. Results revealed that Korean mothers reported significantly higher parenting stress yet significantly lower childhood problem behaviors compared to US mothers. In addition, mother-based reports of child problems were significantly associated with parenting stress in the US sample, but not in the Korean sample. Clinical implications and culturally-relevant issues relevant to these findings are addressed, including a potential under-reporting bias of child problems among Asian parents.

This study investigated the cross-cultural validation of the Chinese translation of the Counselor Burnout Inventory (CBI) with a sample of school counselors in Hong Kong. Specifically, this study examined the CBI's factor structure using confirmatory factor analysis and calculated the effect size, to compare burnout scores among the counselors of 4 countries (Hong Kong, Japan, South Korea, and the United States). Results indicated that a 5-factor model was the most appropriate to accommodate the data. In addition, the results showed that the levels of Hong Kong counselors' burnout were similar to those of U.S. counselors, but differed from counselors in Japan and South Korea. (Contains 1 figure and 4 tables.)

This study assessed scores from the Counselor Burnout Inventory for factorial validity, convergent and discriminant validity, internal consistency reliability, and measurement invariance across U.S. and Korean counselors. Although evidence existed for factorial validity across both groups, mixed results emerged for the other forms of validity and reliability. Measurement invariance analyses revealed that three of the five factors possessed measurement invariance across cultures, thus allowing for statistically appropriate group comparisons. Of those invariant factors, mean differences indicated that Korean counselors reported higher scores on the Devaluing Clients and Deterioration in Personal Life factors than U.S. counselors. Both cultures experienced similar mean scores on Exhaustion. (Contains 5 tables.)

A major goal of this study was to inquire into and gain an understanding of teachers' emotional responses to cultural differences by investigating how teachers handle stories with intercultural themes. The broader goal was to inquire into teachers' emotional lives that though not necessarily visible to them, nonetheless affect what they perceive as necessary factors in productive intercultural relations and multicultural education. Given such goals, the study is grounded in psychoanalytic theory (Lacan, 1949/2004). The study also employs postcolonial theory (Bhabha, 1999, 2005; Said, 1994) which attends to the dynamics of the intercultural relations and discourse of difference to complement psychoanalytic theory in the data analysis. The conclusion suggests future directions for the psychoanalysis of education of teachers in increasingly diverse societies and schools. In the final section, the author takes into account the nature of the countertransference to question the emotional life of the researcher and how in the data analysis she, too, is affected by her own emotions. (Contains 1 note.)

This study aimed to examine the factorial equivalence of the Five Factor Wellness Inventory across U.S. and Korean professional counselors and counselors-in-training. Latent means analyses demonstrated that there were significant differences between U.S. and Korean counselors for the five domains of wellness. (Contains 4 tables and 1 figure.)

Schoolwide Response to Intervention (RTI) services are growing in prevalence in U.S. schools. Most advanced are RTI programs in elementary schools, with preschool and secondary education programs beginning to discuss, develop, and experiment with schoolwide RTI. At its heart, RTI seeks to account for individual differences in student learning success by discovering the instructional situations in which each student learns best and providing them for all who need them. RTI is an early intervention approach to the prevention of learning and behavior problems before they become disabilities. The implementation of schoolwide RTI approaches reorganizes school ecology at multiple levels. When implemented with fidelity, RTI schools have a distinctive "ecological footprint" that differentiates them from traditional, non-RTI schools. Implementers of RTI need consultation that provides them with information on the structure and function of their programs for use in problem solving and decision making. The purpose of this article is to describe RTI and illustrate an ecobehavioral approach to providing RTI school staff with information they need. (Contains 4 tables and 2 figures.)

The purpose of this study is to investigate the use of Facebook among college students in a cross-cultural collaboration project between Taiwan and the United States, and focuses specifically on Taiwanese students' perceptions. Questions explored are: (1) Is Facebook a feasible platform for cross-cultural collaboration? (2) How does this experience in return affect students' social life on Facebook? (3) What promotes a successful cross-cultural collaboration on Facebook? The study examined students' reflection essays, and conducted a survey two months after this collaboration to evaluate the impact. The results indicate that Facebook is a feasible platform for educational purposes, and can be improved by integrating other Web 2.0 applications. However, it requires individual efforts to maintain the friendship after the project ended. In conclusion, Facebook is a feasible platform, but to create a successful cross-cultural collaboration, instructors also need to take individual learning motivation and instructional design into consideration. (Contains 6 tables.)

This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a "democratic classroom" is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, elitist or pluralist roots. The realist form of social education was championed by political scientist Charles Merriam, while a social educative process more dependent on pragmatic problem solving was pursued by educational philosopher John Dewey and those who followed in his theoretical wake. The history of democracy in the United States, and the battles of how to import different meanings of democracy into the classroom over the course of the 20th century is explored, suggesting that the educational establishment has a tendency to adopt more realist/elitist forms of civic education. We present five "democratic" classrooms with different characteristics to illustrate the different characteristics social education can exhibit. In the second part of the paper we discuss the relationship between different types of democratic classrooms and issues of race/ethnicity/culture.

Until a century ago, Korean medicine was based mainly on Oriental philosophies and ideas. From a religious perspective, Chinese Confucianism was prevalent in Korea at that time. Since Confucianists believe that it is against one's filial duty to harm his or her body, given to them by their parents, most Koreans did not donate their bodies or organs for education in the past. However, by the end of the 20th century, a unique fusion of Western and Oriental medicines were produced on the Korean Peninsula, revolutionizing traditional perspectives on the human body, mortality, and the relationship of medical science to society. Koreans began to think about others' lives as well as their own by realizing the importance of donating one's organs and bodies for scientific purposes. Since then, the number of people donating their bodies to Korean medical and dental schools for the purpose of improving academic learning has increased dramatically. In response, Korean medical schools have begun to hold various types of funeral ceremonies to honor body donors. We have compared such ceremonies performed in Korea with those performed in the United States of America and Taiwan. These ceremonies are viewed as a suitable way to pay proper respect to the dead and to promote knowledge about body donation programs in Korea. Overall, the transition of religions and social ethics in Korea has greatly facilitated body bequeathal programs, benefiting both medical education and the Korean public health administration. (Contains 4 figures.)

The purpose of this study is to investigate whether effective coping strategies play an important role to reduce burnout levels among sexual or substance abuse counselors. The authors examined whether coping strategies mediated or moderated relations between job stress and burnout in a sample of 232 abuse-specific counselors. Results indicated that self-distraction and behavior disengagement coping strategies mediated the relationships between 3 job stress variables (workload, role conflict, and job ambiguity) and burnout. Although venting and humor coping strategies positively moderated the relationship between role ambiguity and burnout, active coping strategies negatively moderated the relationship between workload and burnout. (Contains 2 tables.)

This study attempts to advance the understanding of relationships between university academic staff and administrators through information in interviews with 18 academic staff members and 18 administrators at a large public research university in the United States. Through exploring the first-hand insights and perceptions of interviewees from an organisational culture perspective, the findings suggest three patterns of relationships: professional, differential and fragmentary. The results also address the cultural subjectivity, diversity and complexity embedded in each pattern. Understanding the complex perceptions of relationships between academic staff and administrators should raise the sensitivity and awareness of individuals in their appreciation of how relationships are constructed, and help to reflect upon cultural characteristics in an academic organisation. (Contains 2 figures.)

A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self-regulation in chemistry learning. A 3 x 2 x 2 MANOVA revealed "nation" as having the largest major effect on these variables. The American group scored higher in most of the motivational and self-regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples. (Contains 2 figures, 4 tables, and 1 note.)

Online learning is growing in higher education contexts around the world, but very few research-based studies have addressed the cultural aspects of online teaching and learning. In this study, we focused on international students from Taiwan and examined their perspectives of taking a synchronous online course in the US. Specifically, we were interested in their adjustment from learning in a physical classroom to learning in a synchronous online environment, their opinions of synchronous online courses, their interactions in synchronous online courses, and what could be done to accommodate their needs in synchronous online courses. Results showed that although their learning behaviors did not change dramatically in the synchronous online course, the Taiwanese students prefer traditional face-to-face courses rather than synchronous online courses. The study also showed that the instructional design of the course interacts with cultural issues, and that the instructional design is more important than the technological aspects. Several recommendations to accommodate the needs of international students in synchronous courses were drawn from the findings. (Contains 1 figure and 1 table.)

Keeping in mind the Chinese character-combination "yuyan," with its multiple meanings of language, parts of language, the processes of language, and the products of those processes, the author depicts English as kept alive by many people and by many different ways of using it in a wide range of personal, social, and historical contexts. She proposes four lines of inquiry "against the grain" of English-only instruction--that living-English users weigh what English can do for them against what it has done to them; that they weigh what English can do against what it cannot do; that they understand English as being in the hands of all its users; and that they focus energy on how to tinker with the very standardized usages they are pressured to "imitate"--and discusses the implications of those lines of inquiry for composition in the United States. (Contains 1 figure.)

This study extends the teacher effectiveness, teacher power, and teacher socialization literature by examining compliance-gaining strategies used by new Chinese and new American teaching associates. The two groups of new teachers did not differ significantly overall with regard to the frequency of behavior alteration technique (BAT) use. Moreover, the two groups of new teachers did not differ in terms of student perception of antisocial or neutral BAT use. Students did perceive Chinese instructors as less likely to use prosocial BATs than their American counterparts; however, the effect size was too small to be meaningfully interpreted. These findings suggest that nonnative teachers can adapt their compliance-gaining methods to fit within the United States higher education system.

Actual empirical research that explores East Asian female international students' identity development is lacking. Therefore, a qualitative study was conducted to investigate how five East Asian female international students' identities are developed in a second-language environment, the United States. Challenging the conceptual approach that defines identity as something that develops naturally, this study found that the participants' identities were developed mainly by the play of social contexts and individuals. Although most of the participants experienced what they perceived to be constraints on their identities imposed by the American ideology of cultural homogeneity, unlike the claim made by some researchers that marginalized individuals often passively identify with the host society and accept the negatively formulated identities attributed to them, the participants did not uncritically conform to the hegemonic expectations and their given identities. Based on the findings of the study, this paper also presents some suggestions for educators of second-language higher education.

Extraordinary Asian American educational achievement has often been credited to a common cultural influence of Confucianism that emphasizes education, family honor, discipline, and respect for authority. In this article, Min Zhou and Susan Kim argue that immigration selectivity, higher than average levels of premigration and postmigration socioeconomic status, and ethnic social structures interact to create unique patterns of adaptation and social environments conducive to educational achievement. This article seeks to unpack the ethnic effect through a comparative analysis of the ethnic system of supplementary education that has developed in two immigrant communities--Chinese and Korean--in the United States. The study suggests that the cultural attributes of a group interact substantially with structural factors, particularly tangible ethnic social structures on which community forces are sustained and social capital is formed. The authors conclude that "culture" is not static and requires structural support to constantly adapt to new situations. (Contains 15 notes.)

Examined relations between U.S., Korean, and Chinese adolescents' misconduct and their perceptions of others' behavior and attitudes toward youth misconduct. Found that U.S. youths engaged in more misconduct than other groups. Perceived behavior and sanctions of close friends were strongest predictors of misconduct in all cultures. Found unique effects for neighborhood adults among U.S. youth and for school peers among Chinese youth. (Author/KB)

Pyong Gap Min and Edna Bonacich have both written about Korean Americans' immigration and occupational adjustment. Their variant findings are a result of individual philosophical differences. Discusses the practical implications of both writers' conclusions. (DM)

This article is a collective counternarrative of seven Asian American art educators in higher education in the United States. Critically reflecting on their research and pedagogical practices, we attempt to recognize and address the voices and challenges of Asian Americans in the field of art education. We employed Asian Critical Theory as a theoretical framework, combined with collaborative autoethnography as a research methodology. Confronting racial stereotypes and discrimination against Asian Americans, we underlined the voices of Asian American art educators whose linguistic and cultural values are in stark contrast with those of mainstream American art educators. After reflecting on our shared stories and experiences, we suggest a new pedagogical approach, "Asian Critical Pedagogy," to redress and transform our experiences to attain the broader goal of racial and social justice in the field of art education. [ABSTRACT FROM AUTHOR]

Organophosphate esters (OPEs) are used extensively as flame retardants and plasticizers. Laboratory studies have shown that OPEs exhibit osteotoxicity by inhibiting osteoblast differentiation; however, little is known about how OPEs exposure is associated with bone health in humans. We conducted a cross-sectional study to investigate the association between OPEs exposure and bone mineral density (BMD) in adults in the United States using data from the 2011–2018 National Health and Nutrition Examination Survey (NHANES). Multivariate linear regression models were used to assess the association between concentrations of individual OPE metabolites and BMDs. We also used the Bayesian kernel machine regression (BKMR) and quantile g-computation (qgcomp) models to estimate joint associations between OPE mixture exposure and BMDs. All the analyses were stratified according to gender. A total of 3546 participants (median age, 40 years [IQR, 30–50 years]; 50.11% male) were included in this study. Five urinary OPE metabolites with a detection rate of > 50% were analyzed. After adjusting for the potential confounders, OPE metabolite concentrations were associated with decreased total-body BMD and lumbar spine BMD in males, although some associations only reached significance for bis(1-chloro-2-propyl) phosphate (BCPP), dibutyl phosphate (DBUP), and bis(2-chloroethyl) phosphate (BCEP) (β = −0.013, 95% CI: −0.026, −0.001 for BCPP and total-body BMD; β = −0.022, 95% CI: −0.043, −0.0001 for DBUP and lumbar spine BMD; β=-0.018, 95% CI: −0.034, −0.002 for BCEP and lumbar spine BMD). OPE mixture exposure was also inversely associated with BMD in males, as demonstrated in the BMKR and qgcomp models. This study provides preliminary evidence that urinary OPE metabolite concentrations are inversely associated with BMD. The results also suggested that males were more vulnerable than females. However, further studies are required to confirm these findings. [Display omitted] • The associations between urinary OPE metabolites and BMD varied by sex. • Certain OPE metabolites were inversely associated with BMD in adult men. • Higher OPE mixtures were associated with lower BMD in men. [ABSTRACT FROM AUTHOR]

Background: Patient falls have nursing-sensitive outcomes, and nurses have a unique role in preventing them. We adapted the USA questionnaire to the Chinese version to understand the views of Taiwanese nurses on the risk factors for injurious falls. Methods: This study was divided into two phases. In the first phase, based on Tzeng & Yin's English questionnaires of the Injurious Fall Risk Factors and Fall Prevention Interventions Survey, we translated and developed Chinese questionnaires that were culturally sensitive. The second phase, a cross-sectional study with purposive sampling, collected nurses' views on risk factors for injurious falls in Taiwan. Results: The Chinese version of the questionnaire has two more items than the original, namely "use of non-narcotic analgesics" and "no caregiver accompaniment," content validity index (CVI' Expert Validity): CVI = 0.88, and internal consistency reliability: Cronbach's α = 0.98. Of 225 registered nurses, 220 (97.8%) were females, 70.7 % (n = 159) were aged 25-45 years, mean work experience was 8.28 years, and 86.7% (n = 195) received fall prevention education within a year. Among the frequent risk factors, 70% were associated with diseases and physical status. Out of the top 10 most preventable risk factors, 4 each were environment-related and improper or defective equipment use-related. Conclusion: The two additional risk factors in Taiwan may be because of differences in medication policy, drug use habits, and patient companionship culture between Taiwan and United States. The development process of this questionnaire and the topics of cultural differences discussed can be used as references for developing culturally adaptive questionnaires. [ABSTRACT FROM AUTHOR]

Objective: The objective of this report is to identify predictors of systemic infections following orthognathic surgeries. We test the hypothesis Neural Network models are better at predicting infections compared to traditional analytical models while using a large number of predictor variables. Methods: The Nationwide Inpatient Sample for the years 2006 to 2014 was used. All patients who had a jaw anomaly and underwent an orthognathic surgery were selected. Two models: Neural Network model and multivariable logistic regression model fit with the Maximum Likelihood method were used to predict systemic infections. Results: 55,839 orthognathic surgeries for maxillary/mandibular hyperplasia/hypoplasia required hospitalization in the United States. The overall systemic infection rate was 1.1%. The success rate for accurately predicting the occurrence of an infection was 98.7% by the Neural Network model. The top six predictors included: age, co-morbid condition of fluid and electrolyte disorders, year of procedure, race, deficiency anemia, and mandibular osteoplasty/segmental or subapical osteotomy. The multivariable logistic regression model had poor goodness of fit. Conclusions: Neural Network model is better at predicting systemic infections following orthognathic surgeries when compared to a traditional analytical model such as multivariable logistic regression approach while using a large set of predictor variables in a nationwide database. [ABSTRACT FROM AUTHOR]

Land transfers embodied in global trade have induced shifting of ecological burdens on a global scale. To focus on the process of the trade-induced ecological burden shifts, the hybrid MRIO and ENA approaches to track the trade-embodied ecological footprint flows among economies, and draw the following conclusions were incorporated. First, intermediate trade is the main driver that causes a massive portion of ecological burden shifting between economies. Second, trade-induced ecological burdens are frequently transferred through a few vital pathways between economies, especially between advanced economies and from EMDEs to advanced economies. Third, the three pivotal economies of the EU, China and the United States play an important role in the process of shifting the global ecological burden. Fourth, the entire ecological network is dominated by exploitative relationships that allow the EU and the United States to receive a net share of trade-embodied land use and to be considered as beneficiaries of trade-induced ecological burden shifting, in contrast to China, which is a contributor to trade-induced ecological burden shifting by transferring a net share of trade-embodied land use. Based on these conclusions, scientific basis and relevant recommendations were provided for policy formulation to mitigate ecological burden shifts among economies. • The process of the ecological burden shifting between different economies was evaluated using the hybrid MRIO and ENA approaches. • An attempt has been made to evaluate the major patterns of the ecological burden shifts embodied in trade. • The vital pathways of ecological burden shifts and the pivotal economies that play a predominant role in ecological burden shifting were addressed. • We try to address the findings that have important practical implications for the achievement of sustainable development in trade and environment. [ABSTRACT FROM AUTHOR]

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This metaanalysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences. [ABSTRACT FROM AUTHOR]

Background: The epidemic of non-communicable disease in the Compact nations of the US Affiliated Pacific Islands and the associated renal complications drive the demand for hemodialysis. Limited healthcare budgets and a lack of trained human health resources in these areas make hemodialysis a challenging undertaking that may require significant sacrifices in competing health care priorities. Methods: Two nephrologists who developed hemodialysis in the US Affiliated Pacific Islands provide its history. Cost estimates of hemodialysis for the Compact nations are collected from a 2014 hemodialysis feasibility report. The experiences and outcomes of current hemodialysis centers in the United States and other island nations provide a framework by which to assess the potential benefit and impact of hemodialysis in the Compact nations. Discussion: A consideration of how and why different stakeholders value hemodialysis will be crucial because they will drive the public's response to the institutionalization of any new intervention or the cessation of any existing intervention like hemodialysis. Conclusion: Updated cost estimates for dialysis clinics and data on renal disease rates in the Compact nations will be necessary to make informed decisions about hemodialysis in the current health systems. In the meantime, it is essential to enhance current medical interventions and public health strategies to prevent kidney disease and decrease the risks for kidney failure. Such preventive interventions must be culturally appropriate, effective, cost-efficient, and sustainable in the unique context of the Pacific. [ABSTRACT FROM AUTHOR]

Congress and federal financial regulators have long prioritized the safety and soundness of banking firms. But at the same time, the directors and officers of banking firms are legally bound to prioritize shareholder wealth maximization, which creates incentives for risk-taking that work against these regulatory goals. This shareholder primacy norm has long been a central feature of corporate governance, but as I describe in this Article its application to banks was not a deliberate policy choice but rather a historical accident. Indeed, banks possess several unique features that make shareholder wealth maximization an inapt governance priority for them. Banks are highly leveraged, which increases the importance of creditor agency costs. Banks also enjoy government guarantees, either explicit or implicit, on their short-term debt, and thus their governance is a matter of public concern. Finally, bank failures result in high negative externalities, and this also creates a strong public interest in bank safety and soundness. This Article argues that a new federal governance regime for banking institutions is appropriate and consistent with the historical purposes of banking regulations and charter oversight in the United States. Furthermore, such a regime would reduce the tensions between the law of state entities and the sprawling federal banking regulatory framework created by Congress, and harmonize the internal governance of banking firms with the broader goals of external banking regulations. Finally, I offer some thoughts on the key principles that should be present in any such federal governance regime for banking. For too long, we have tolerated a "cat-and-mouse" dynamic in banking, one in which regulators have sought to identify and address risky practices while knowing that the directors and officers of banking firms have strong incentives to take on higher risk. By changing this paradigm and realigning the incentives inherent in banking governance, we can take a major step towards ensuring long-term stability in our financial system. [ABSTRACT FROM AUTHOR]

Background: High incidence of delirium in hospitalized patients has been reported in the United States and is significantly associated with increased morbidity and mortality. The lack of knowledge and confidence in performing delirium assessment (KCDA) has led to significant underrecognition of delirium by nurses regardless of evidence-based education intervention. Objective: The purpose of this study was to determine the effectiveness of a multimodal educational program (MEP) to enhance nurses' KCDA. Methods: A MEP including an online didactic with a video-simulation and 1:1 bedside coaching with delirium screening (DS) was conducted in the surgical intermediate-care unit of an academic medical center. A quasi-experimental pre- and post-test design was used. Results: Of 23 nurses, the majority were <41 years old (73.9%) and had at least a bachelor of science in nursing degree (78.3%) with <6 years of experience (60.9%). The overall KCDA scores and the performance of DS improved significantly after the MEP (p <.001). A positive correlation was noted between the changes of the KCDA scores (p =.009). Conclusions: The MEP demonstrated improvement in nurses' KCDA. The MEP should focus on an individualized learning approach with a targeted patient population, using current delirium screening tools. Implications for Nursing: Educational programs are recommended in either an orientation or continuing education program on nursing units. This is also recommended for use in other academic centers that encompass similar clinical settings and could possibly be considered for use in other disease processes. [ABSTRACT FROM AUTHOR]

In this study, we investigate the spillover-crossover effects of two types of work passion (i.e., harmonious and obsessive) for dual-earner couples. Integrating the job demands-resources theory and the spillover-crossover model, we propose that one partner's harmonious work passion indirectly predicts high work engagement and low work burnout for the other partner through positive affect crossover. Similarly, the partner's obsessive work passion indirectly contributes to low work engagement and high work burnout for the other partner through negative stress crossover. We also suggest that perspective taking of the partner strengthens the proposed positive transmissions and mitigates the negative transmissions. We tested the hypotheses by sampling 129 dual-earner couples in the United States at two time points. Results confirmed that one partner's harmonious work passion and obsessive work passion both had indirect effects on the other partner's work burnout and work engagement via the positive crossover of positive affect and the negative crossover of stress, respectively. Our findings also suggested that the partner's perspective taking significantly shaped the spillover-crossover process between harmonious work passion and the partner's work engagement and burnout. We discuss implications for research and practice as well as future research directions. • We investigate the spillover and crossover effects of two types of work passion for dual-earner couples. • We collected multi-wave and multi-source data (129 dual-earner couples in the United States) to test the model. • One partner's work passion had indirect spillover and crossover effects on the other partner's work engagement and burnout. • The partner's perspective taking significantly shaped the indirect effects of harmonious work passion. [ABSTRACT FROM AUTHOR]