Neuropsychiatric disorders are mainly concerned with the behavioural, emotional and cognition symptoms that may be due to disturbed cerebral functions or extracerebral disease. Klotho protein is an antiaging protein that is mostly associated with cognitive changes in these disorders and thus this meta-analysis is conducted in order to find Klotho proteins association with these disorders. We searched related topics in pubmed, by using the key word i.e. Klotho and related disorder from neuropsychiatry e.g. Klotho levels and schizophrenia, Klotho levels and parkinsonism etc. Total 82 studies were found till 9th February 2021 after extensive search and 10 studies were selected for further analysis. The meta-analysis of studies was performed using the Random effect model. The forest plot represented each study in the meta-analysis, so as to make the comparison of SMD value across studies. The meta-analysis outcome demonstrated that overall schizophrenia had higher klotho levels as compared with bipolar disorder, psychosocial stress, parkinsonism, multiple sclerosis, depression, Alzheimer's disease, and healthy controls, followed by MS. The meta-analysis also found that bipolar disorder and Alzheimer's disease were associated with low klotho levels as compared to schizophrenia. The results indicate a significant association of the klotho levels and schizophrenia. Further studies are needed to characterize the potential biological roles of klotho levels in psychiatric disorders.
{"title":"Association of Klotho with Neuropsychiatric Disorder: A Meta-Analysis.","authors":"Amandeep Birdi, Sojit Tomo, Monika Sharma, Pankaj Yadav, Jaykaran Charan, Praveen Sharma, Dharmveer Yadav","doi":"10.1007/s12291-023-01132-5","DOIUrl":"10.1007/s12291-023-01132-5","url":null,"abstract":"<p><p>Neuropsychiatric disorders are mainly concerned with the behavioural, emotional and cognition symptoms that may be due to disturbed cerebral functions or extracerebral disease. Klotho protein is an antiaging protein that is mostly associated with cognitive changes in these disorders and thus this meta-analysis is conducted in order to find Klotho proteins association with these disorders. We searched related topics in pubmed, by using the key word i.e. Klotho and related disorder from neuropsychiatry e.g. Klotho levels and schizophrenia, Klotho levels and parkinsonism etc. Total 82 studies were found till 9th February 2021 after extensive search and 10 studies were selected for further analysis. The meta-analysis of studies was performed using the Random effect model. The forest plot represented each study in the meta-analysis, so as to make the comparison of SMD value across studies. The meta-analysis outcome demonstrated that overall schizophrenia had higher klotho levels as compared with bipolar disorder, psychosocial stress, parkinsonism, multiple sclerosis, depression, Alzheimer's disease, and healthy controls, followed by MS. The meta-analysis also found that bipolar disorder and Alzheimer's disease were associated with low klotho levels as compared to schizophrenia. The results indicate a significant association of the klotho levels and schizophrenia. Further studies are needed to characterize the potential biological roles of klotho levels in psychiatric disorders.</p>","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"7 1","pages":"429-437"},"PeriodicalIF":1.5,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11239616/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81355454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper uses a thematic narrative analysis approach to explore the experiences of individuals who support those living with literacy gaps in Australia. Themes of collective shame and responsibility surrounding adult literacy gaps, as well as the communicative expertise and critical reflexivity developed by supporters in their roles, are prominent in their narratives. As part of a more extensive study that also explored the experiences of people living with literacy gaps, the findings of this paper highlight the need for more research into this area, particularly underscoring the importance of including first-hand accounts from those directly impacted by literacy gaps and recognizing adult literacy supporters as a unique population.
{"title":"Experiences of supporting adults with literacy gaps","authors":"Sebastian J. Blake","doi":"10.1075/aral.23015.bla","DOIUrl":"https://doi.org/10.1075/aral.23015.bla","url":null,"abstract":"\u0000 This paper uses a thematic narrative analysis approach to explore the experiences of individuals who support those\u0000 living with literacy gaps in Australia. Themes of collective shame and responsibility surrounding adult literacy gaps, as well as\u0000 the communicative expertise and critical reflexivity developed by supporters in their roles, are prominent in their narratives. As\u0000 part of a more extensive study that also explored the experiences of people living with literacy gaps, the findings of this paper\u0000 highlight the need for more research into this area, particularly underscoring the importance of including first-hand accounts\u0000 from those directly impacted by literacy gaps and recognizing adult literacy supporters as a unique population.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"2 10","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jonathan Benney, Philip Wing Keung Chan, Maria Gindidis
In 2012, the White Paper Australia in the Asian Century urged governments across Australia to improve access to Asian studies in schools. Despite this, schools still struggle to maintain interest and success for secondary students, particularly those without an Asian family background. In response to the low numbers of non-Chinese-background students graduating from secondary schools with proficiency in Chinese language, the Victorian government launched a new Chinese Language, Culture, and Society subject in 2017. This study focuses on the teaching of this subject, which is taken in the last two years of secondary schooling during the pre-tertiary Victorian Certificate of Education (VCE). Drawing upon interview data with administrators, teachers and students during the first years of its implementation, the article presents the views and challenges of stakeholders involved in this subject and argues that the inherent limitations of the VCE system will make it difficult for the new subject to achieve its stated aims.
{"title":"Teaching culture in a competitive market","authors":"Jonathan Benney, Philip Wing Keung Chan, Maria Gindidis","doi":"10.1075/aral.22019.ben","DOIUrl":"https://doi.org/10.1075/aral.22019.ben","url":null,"abstract":"\u0000In 2012, the White Paper Australia in the Asian Century urged governments across Australia to improve access to Asian studies in schools. Despite this, schools still struggle to maintain interest and success for secondary students, particularly those without an Asian family background. In response to the low numbers of non-Chinese-background students graduating from secondary schools with proficiency in Chinese language, the Victorian government launched a new Chinese Language, Culture, and Society subject in 2017. This study focuses on the teaching of this subject, which is taken in the last two years of secondary schooling during the pre-tertiary Victorian Certificate of Education (VCE). Drawing upon interview data with administrators, teachers and students during the first years of its implementation, the article presents the views and challenges of stakeholders involved in this subject and argues that the inherent limitations of the VCE system will make it difficult for the new subject to achieve its stated aims.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1992 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138973959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type, differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating effect of target language exposure and an important role for classroom instruction.
{"title":"First and second language speakers’ sensitivity to the distributional properties of\u0000 wh-clauses","authors":"Ivana Domazetoska, Helen Zhao","doi":"10.1075/aral.23011.dom","DOIUrl":"https://doi.org/10.1075/aral.23011.dom","url":null,"abstract":"\u0000 The present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal\u0000 construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency\u0000 unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type,\u0000 differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they\u0000 agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target\u0000 language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a\u0000 judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition\u0000 type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of\u0000 target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating\u0000 effect of target language exposure and an important role for classroom instruction.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"23 18","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Parents of children who are deaf or hard-of-hearing (D/HH) need clear and complete information about early intervention options. There is a body of research on parents’ reactions to, and perceptions of, information they encountered following their child’s diagnosis, but little research examining the information itself. This paper reports on a research project examining the evaluative meanings of information on the websites of the two early intervention providers in NSW, Australia. Both providers describe their services as “family-centered” on their websites. The appraisal framework from systemic functional linguistics was used to analyze each website. Specifically, evaluations regarding the ‘capacity’ of providers and D/HH children are reported here. Providers are consistently evaluated as altruistic and expert, while D/HH children are consistently evaluated as requiring the specific kind of intervention program offered by these organizations in order to live a “normal” or “successful” life. Coupled with the lack of information about alternative approaches to early intervention, the information provided appears to be inconsistent with principles of family-centered intervention.
{"title":"Evaluating stakeholders in information for parents of children who are deaf or hard-of-hearing","authors":"Emily Kecman, John S. Knox","doi":"10.1075/aral.22036.kec","DOIUrl":"https://doi.org/10.1075/aral.22036.kec","url":null,"abstract":"Abstract Parents of children who are deaf or hard-of-hearing (D/HH) need clear and complete information about early intervention options. There is a body of research on parents’ reactions to, and perceptions of, information they encountered following their child’s diagnosis, but little research examining the information itself. This paper reports on a research project examining the evaluative meanings of information on the websites of the two early intervention providers in NSW, Australia. Both providers describe their services as “family-centered” on their websites. The appraisal framework from systemic functional linguistics was used to analyze each website. Specifically, evaluations regarding the ‘capacity’ of providers and D/HH children are reported here. Providers are consistently evaluated as altruistic and expert, while D/HH children are consistently evaluated as requiring the specific kind of intervention program offered by these organizations in order to live a “normal” or “successful” life. Coupled with the lack of information about alternative approaches to early intervention, the information provided appears to be inconsistent with principles of family-centered intervention.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"48 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The shift to online learning during the COVID-19 pandemic has been a learning experience for educators. While online learning is not new, the sudden loss of familiar cues has highlighted challenges for learners and teachers. This paper focuses on the significance of language in virtual classrooms in an Australian university in the narrative accounts elicited from five educators. The analysis drew on notions of activity types ( Levinson, 1979 ), the dramaturgic self ( Goffman, 1959 ), and learning as a reciprocal, meaning-making, and interpretive process ( Scarino, 2014 ). The findings demonstrate that the participants responded to the challenges and possibilities they encountered by developing ways of rethinking self, presence, and participation in interaction with learners. We argue that this process involves an intercultural orientation to teaching and learning in online settings that is key to reflective practice, relationships of trust and shared understandings in teaching, learning, and knowing, well beyond the pandemic.
{"title":"Rethinking self, presence, and participation in online teaching and learning during the COVID-19 pandemic","authors":"Fiona O’Neill, Timothy James McGrath","doi":"10.1075/aral.23008.one","DOIUrl":"https://doi.org/10.1075/aral.23008.one","url":null,"abstract":"Abstract The shift to online learning during the COVID-19 pandemic has been a learning experience for educators. While online learning is not new, the sudden loss of familiar cues has highlighted challenges for learners and teachers. This paper focuses on the significance of language in virtual classrooms in an Australian university in the narrative accounts elicited from five educators. The analysis drew on notions of activity types ( Levinson, 1979 ), the dramaturgic self ( Goffman, 1959 ), and learning as a reciprocal, meaning-making, and interpretive process ( Scarino, 2014 ). The findings demonstrate that the participants responded to the challenges and possibilities they encountered by developing ways of rethinking self, presence, and participation in interaction with learners. We argue that this process involves an intercultural orientation to teaching and learning in online settings that is key to reflective practice, relationships of trust and shared understandings in teaching, learning, and knowing, well beyond the pandemic.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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{"title":"Language learning for language minority students in a globalized world","authors":"Mark Feng Teng, Fan Fang","doi":"10.1075/aral.00042.ten","DOIUrl":"https://doi.org/10.1075/aral.00042.ten","url":null,"abstract":"Preview this article: Language learning for language minority students in a globalized world, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/aral.00042.ten-1.gif","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores ways in which applied semantics (coming out of Natural Semantic Metalanguage approach) can inform effective communicative strategies for action on climate change. After framing discussion, it presents three case studies, which are intentionally disparate in nature: contrastive semantics of the expressions ‘climate crisis’, ‘climate emergency’, and ‘climate catastrophe’; a semantically-enhanced examination of how public inquiries into extreme weather events help shape climate discourse in Australia; the semantics of ‘the economy’ in everyday English and the implications for climate change discourse. We argue that climate action communication is clearer, more resonant, and more effective when it uses or builds on ordinary words and local meanings.
{"title":"Applied semantics and climate communication","authors":"H. Bromhead, C. Goddard","doi":"10.1075/aral.22028.bro","DOIUrl":"https://doi.org/10.1075/aral.22028.bro","url":null,"abstract":"\u0000This paper explores ways in which applied semantics (coming out of Natural Semantic Metalanguage approach) can inform effective communicative strategies for action on climate change. After framing discussion, it presents three case studies, which are intentionally disparate in nature: contrastive semantics of the expressions ‘climate crisis’, ‘climate emergency’, and ‘climate catastrophe’; a semantically-enhanced examination of how public inquiries into extreme weather events help shape climate discourse in Australia; the semantics of ‘the economy’ in everyday English and the implications for climate change discourse. We argue that climate action communication is clearer, more resonant, and more effective when it uses or builds on ordinary words and local meanings.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47163662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study bridges a gap in the current research on motivation and demotivation learning a second language (L2). It is meant to provide an overview of students’ goal setting when they start to learn an L2 at university level in Australia. Drawing on goal-setting and learning goal orientation constructs (cf. Miller, 2020), goal formation is deconstructed and analysed to throw new light on students’ psychological processes identified at the micro level and the influences on goal setting stemming from the social context at the macro level in which students operate. The interaction between the two levels is explored in order to understand which dynamics lie behind research participants’ desire of gaining proficiency in French, German, Italian, and Spanish. Qualitative data analysis outcomes are shown in an attempt to provide clear and applicable pedagogical suggestions for L2 practitioners (see, e.g., Al-Hoorie et al., 2021).
{"title":"A socio-psychological analysis of goal-setting when deciding to learn a second language","authors":"Giuseppe D’Orazzi","doi":"10.1075/aral.21070.dor","DOIUrl":"https://doi.org/10.1075/aral.21070.dor","url":null,"abstract":"\u0000This study bridges a gap in the current research on motivation and demotivation learning a second language (L2). It is meant to provide an overview of students’ goal setting when they start to learn an L2 at university level in Australia. Drawing on goal-setting and learning goal orientation constructs (cf. Miller, 2020), goal formation is deconstructed and analysed to throw new light on students’ psychological processes identified at the micro level and the influences on goal setting stemming from the social context at the macro level in which students operate. The interaction between the two levels is explored in order to understand which dynamics lie behind research participants’ desire of gaining proficiency in French, German, Italian, and Spanish. Qualitative data analysis outcomes are shown in an attempt to provide clear and applicable pedagogical suggestions for L2 practitioners (see, e.g., Al-Hoorie et al., 2021).","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48544488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reflections on language learning and social practice for language minority students","authors":"A. Liddicoat","doi":"10.1075/aral.00043.lid","DOIUrl":"https://doi.org/10.1075/aral.00043.lid","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49351378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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