Search

Despite an increasing number of studies that explore language learning beyond the classroom (LBC), research examining LBC activities in relation to in-class learning is very limited. This paper investigates what kinds of LBC activities university students of Chinese and Japanese in Australia engage in and how they connect these activities to classroom learning. Data were generated through semi-structured interviews, two-week diary entries about their exposure to the target language and stimulated-recall interviews based on their diary entries. The analysis reveals several ways that the students bridge in-class and out-of-class learning, including integration between in-class learning and LBC which are mutually supportive. It also shows some differences in types of LBC activities between learners of Chinese and those of Japanese, in part due to the limited availability of online resources and media in China. Based on these findings, we need to continue to discuss how to encourage LBC based on students' digital literacies and practices and how to integrate LBC with classroom learning. [ABSTRACT FROM AUTHOR]

Background/Objective: It is not uncommon for elderly patients to experience difficulties with feeding and swallowing. In the simple suspension method, tablets are dissolved and suspended in warm water without prior crushing or decapsulation, and then administered via a tube. Despite the prevalence of this method, the pharmacokinetics of suspended tablet dosage forms remain poorly understood. Methods: Verapamil was employed in dissolution tests following both the simple suspension and crushing methods. A pharmacokinetics study was conducted on healthy adult males. Results: The resultant dissolution profiles from the two methods exhibited notable dissimilarities. Drug release from the crushed product commenced earlier than that from the simple suspension and intact tablet. Furthermore, the area under the curve for verapamil during the initial 24 h period was 1.7 and 1.3 times greater in the crushed and simple suspension groups, respectively, than in the tablet group. Conclusions: The crushing and simple suspension methods are safe techniques for administering medications to patients with dysphagia, thereby preventing aspiration. Nevertheless, the processing of medications may result in an increased frequency of adverse effects. It is recommended that the processing of medicines prior to administration be avoided. [ABSTRACT FROM AUTHOR]

Despite widespread acknowledgement of the importance of the social dimensions of second language acquisition, there has been little research on second language (L2) use and learning in the social networks of foreign language learners. This study examines the language use of a student of Japanese in Australia in two informal conversations he had with native speakers of Japanese who were part of his social network. Utilising activity theory and a conversation analytic approach to language alternation, the analysis reveals that it is not always easy for this learner to create opportunities to use Japanese due to diverse social factors. One of the major factors is a contradiction that emerges between the socialising activity and the language learning activity in which this learner and his Japanese friends are engaged in their conversations. However, this study demonstrates that the same learner sometimes succeeds in gaining access to exposure to L2 as a speaker as well as a listener and, as a consequence, access to L2 learning opportunities. This access seems to be enabled by, amongst other things, an indication of his own strong preference for L2 and his proactive move to introduce appropriate subtopics. (Contains 2 tables.)

This paper examines the patterns of language choice and the construction of L2 learning opportunities in foreign language learners' social networks by focusing on how these patterns and opportunities are socially structured in a Japanese language learner's natural interactions. It is based on a range of data, including a script of on-line chat occurring in natural environments as well interview data. Drawing on Cummins' (1996) concept of interpersonal space, the findings indicate that there were a number of social and contextual factors that seemed to affect the learner's language choice and L2 learning opportunities in complex ways. Most of these factors appeared to be related to the learner's and/or his network interactants' identity as an adequate L2 user and their perception of each other's L2 proficiency and/or role. This paper provides insights into how to create environments that promote the learners' opportunities for L2 use and learning.

Background/Aims: The current study was undertaken to assess if the semi-solid formulas could be used with a new ENFit connector with similar force to current percutaneous endoscopic gastrostomy (PEG) tubes. Methods: Experiment 1: We measured the applied pressure (force) needed to compress the syringe containing 7 viscous semi-solid formulas with a 20 Fr PEG tube and low-profile tube through the ENFit connector or the current connector. Experiment 2: This experiment was conducted to evaluate the compression force through 2 connectors in 3 infusion velocity, 7 PEG tube types with 2 semi-solid formulas. Results: Experiment 1: The force needed to compress the syringe through the ENFit connector was higher in 3 semi-solid formulas with a 20 Fr low-profile tube; otherwise, there were no significant differences. Experiment 2: Each formula required a higher force in the ENFit connector in 6 settings out of 21. Conclusions: The ENFit connector will likely not show any remarkable change in the force to administer the semi-solid formula. However, a higher force was required under some conditions in the prototype ENFit connector. Further investigation of sensory test is needed to confirm the feasibility of the ENFit connector for using the semi-solid formulas. [ABSTRACT FROM AUTHOR]

This study examines the L2 selves of ten students studying upper-intermediate or advanced Japanese at an Australian university. Through analysis of interviews and students' diary entries about Japanese-related experiences in their daily lives, the study examines the types of L2 selves the students construct, and how these constructions are influenced by the students' responses to their L2 experiences. The findings reveal that the students were all successful at envisioning themselves as someone using Japanese for work and/or leisure in the future, although the ideal L2 self of each student differed considerably in its contents and elaborateness. The study further demonstrates that students' L2 selves were often multi-faceted, and could change even within short periods of time. It also indicates that the students engaged with a wide range of Japanese-related activities and experiences in and beyond the classroom, and that their process of making meaning from such emerging L2 experiences significantly impacted the construction of their L2 selves. [ABSTRACT FROM AUTHOR]