Rethinking the English pedagogy at Hope College in Taiwan

For many years Communicative Language Teaching (CLT) and an English-Only approach to English teaching have characterised pedagogy at Hope College in Taiwan.

These approaches have had a significant impact on the ways in which students understand their cultural identities and develop competency in both oral and written English. Sometimes, in the EFL context in Taiwan, an English-Only policy can impact on students' learning in two ways. Firstly, it may cause students to doubt the validity of their own culture in comparison to English speaking culture. Secondly it may lead to students' resisting English culture because of enhanced feelings of nationalism. Furthermore, sometimes, students may feel disturbed when learning English in an English-Only class because the lack of cognitive understanding usually makes them misunderstand the content expressed in the target language (English) and misuse the target language.

In this paper I consider the need to reintroduce elements of the Grammar-Translation method to an EFL context and suggest an integrative pedagogy in which native English-speaking teachers, applying English only in the classes, focus on teaching listening and speaking to directly foster students' English linguistic competence, while local English teachers, applying both English and Chinese in the classes, focus on teaching reading and writing to foster students' in-depth cognitive ability of English culture and suitable written expression. The purpose of such integrative pedagogy is to keep students' cultural identity as well as advance students' understanding and correct use in English.

Maternal postpartum adjustment in Victoria's south west : a rural perspective

Aims & Rationale/Objectives
This study examined maternal postpartum adjustment in the first 12 months. Firstly, we were interested in examining whether Parental Functioning would be affected by living or not living in a major South West regional centre. Secondly, we were interested in whether Parental Functioning would differ as a function of infants being under or over 6 months of age. Thirdly, we were interested in whether Parental Functioning would differ as a function of pregnancy and birth complications. Finally, we were interested in whether postpartum perceptions of Role Competence/Satisfaction and Social Support would be associated with the Postnatal Depression.

Methods
The (preliminary) sample included 69 rural mothers recruited from across five shire regions within South West Victoria. Indicators of Parental Functioning were assessed using self-report questionnaires. Demographic and medical information was also collected. Respondents to the study were mailed a questionnaire pack which was returned in a reply-paid envelope.

Principal Findings
The results regarding geographical location were non-significant. There were significant differences in Wellbeing but not Role Competence/Satisfaction, or Social Support as a function of infant age. There were significant differences in Wellbeing, Role Competence/Satisfaction, and Social Connectedness (but not actual social support) as a function of Pregnancy Complications but not Birth Complications. Finally, Role Competence/Satisfaction and Social Connectedness (but not actual social support) significantly contributed to the variance in Postnatal Depression.

Discussion
Findings suggest that mothers did not differ as a function of their geographical location. Overall, mothers had higher levels of parental functioning when their infants were over 6 months of age, and also, if they did not experience pregnancy complications (physical, emotional, both). Additionally, findings suggest that perceptions of competence in and satisfaction with the parenting role, and also feelings of 'connectedness' to social others, are protective factors against the development of postpartum adjustment disorders.

Implications
Given that depressive episodes are common during childbearing years, and have both short- and long-term developmental effects on the infant, these findings support a need for the development and examination of a perinatal and infant mental health programme for rural mothers and infants.

Little big boys: a study of peers, power and pedagogy

In this paper we will argue that the dominant discourse on young males 'at risk' focuses too narrowly on the adolescent and young adult years. There is a tendency to individualise, both practically and theoretically, behaviours that are thought to substantiate the application of this category. Against this backdrop, we report on a study undertaken with a group of 6-8 year old boys in a primary school setting. The research was compiled around the interactions of an 'affinity group' of five young males across a six-month period. Prominent in our discussion of this data will be, the contextual nature of behaviour and identity, the influential role of the peer group, and the desire to 'other' in defining the self. We conclude by considering some of the implications this work has for the way mainstream schooling is structured and practiced.

Pedagogy of the flesh : artaud and pedagogical fault lines

In the form of an installation, this panel will question the problems of combining the fleshiness of our bodies and the technologies of (re-)presentation in the production of knowledge that is contemporary teaching in a material environment. Do the aesthetics and methods of the performing arts open up new, dynamic approaches towards teaching practices? Conversely, how do traditional approaches to classroom management and learning undermine the performativity of our disciplinary concerns? We wish to challenge in the strongest possible terms the appropriateness of the traditional format for academic conferences with their monologic presentation of research outcomes. We crave new and unimagined formats for conferences that rely upon the very theatrical devices that we study, master, enact, and live through. This installation will express each participant's response to these provocations and will provide an interactive environment with many dialogic elements. Participants will use video images, live performers, and other theatrical devices to create an installation that deconstructs the experience of teaching. Signalling though the flames, should our teaching be any less?

The installation will be available for perusal as five simultaneous events occur in over-lapping space. This will last approximately 45 minutes and will be followed by a round-table discussion for the remainder of our time.

Dive behaviour, foraging locations and maternal-attendance patterns in Australian fur seals (Arctocephalus pusillus doriferus)

The dive behaviour, foraging locations, and colony-attendance patterns of female Australian fur seals (Arctocephalus pusillus doriferus) from Kanowna Island (39°10'S, 146°18'E) in Bass Strait, southeastern Australia, were determined throughout lactation during 1997–1999. Foraging-trip durations increased as lactation progressed, being shortest in summer (3.71 ± 0.24 days; mean ± 1 SE) and longest in winter (6.77 ± 0.57 days, P < 0.05), but maternal-attendance periods did not differ in duration (1.70 ± 0.10 days, P > 0.5). Individual mean attendance periods and trip durations were positively correlated (r² = 0.21, P < 0.005). Diving commenced shortly after seals left the colony (2.6 ± 0.4 h), was continuous for long periods (up to 36 h), occurred mostly during daylight hours, and lacked regular diel variation in depth. The majority of dives (78%) were typically U-shaped and reached depths corresponding to the prevailing depths in Bass Strait (65–85 m), indicating that these animals forage mostly on the benthos of the shallow continental shelf in this region. Such behaviour is unusual for fur seals but is reminiscent of that of some sea lion species. Mean dive durations varied between 2.0 and 3.7 min (maximum 8.9 min) and the theoretical aerobic dive limit (3.91–4.26 min) was exceeded on 17.3% of dives. Dive frequency (8.3 ± 0.6/h) and the proportion of time at sea spent diving (40.7 ± 2.1%) were weakly negatively related to the duration of the foraging trip (r²= 0.07, P < 0.004, and r² = 0.13, P < 0.0001, respectively). Data from at-sea locations showed that lactating females forage almost exclusively within Bass Strait during all seasons.

Bringing pedagogy to doctoral publishing

This article explores the role of publication in taking forward the work of the doctorate. Low publication rates from doctoral degrees have been noted as a problem in the quality of doctoral education for preparing students to participate in research cultures. At the same time there is ambivalence and some resistance among doctoral supervisors and candidates about the place of publication in doctoral work. This article argues that issues of writing and publication need to be systematically addressed within doctoral pedagogy. In a climate of increasing pressure to publish during and after candidature, pedagogies need to take up a more explicitly outward-looking stance, developing a stronger orientation to induction and participation in the world of peer-reviewed publication. These arguments are developed through two case studies that illustrate ways of supporting doctoral researchers to effectively recontextualise their dissertation writing for wider audiences.

Maternal creatine : does it reach the fetus and improve survival after an acute hypoxic episode in the spiny mouse (Acomys cahirinus)?

Objective
We hypothesized that elevating creatine in the maternal diet would reach fetal and placental tissues and improve fetal survival after acute hypoxia at birth.
Study Design
Pregnant spiny mice were fed a control or 5% creatine-supplemented diet from day 20 of gestation (term, approximately 39 days). On days 37-38, intrauterine hypoxia was induced by placement of the isolated uterus in a saline solution bath for 7.5-8 minutes, after which fetuses were expelled from the uterus and resuscitation was attempted by manual palpation of the chest. Total creatine content (creatine + phosphocreatine) of placental, fetal, and maternal organs was measured.
Results
The maternal creatine diet significantly increased total creatine content in the placenta, fetal brain, heart, liver, and kidney and increased the capacity of offspring to survive birth hypoxia. Maternal creatine improved postnatal growth after birth hypoxia.
Conclusion
This study provides evidence that creatine has potential as a prophylactic therapy for pregnancies that are classified as high risk for fetal hypoxia.

Youth culture educational reform and pedagogy

The discourse of globalisation and the knowledge economy are now front and centre of the ever changing discourse of youth and youth identity. Educational reform in Malaysian society is seeking to engage the problems of globalization and the need for reform in schooling as a prerequisite for social and economic development. The education of youth is as a critical prerequisite for national advancement and development. The syllogism that structures debate with respect to globalization, youth and education is that reform to teaching technique will lead to improved competencies in students and this in turn will lead to improvements in human capital thus leading to economic and social advancement. Missing from such a simple approach is an understanding of youth culture in its multiple forms as now being productive of capacities, knowledge’s and attitudes that are arguably often far in advance of what is taught in schools. This argues that often the action in terms of cognitive growth, glocalised competencies, collaboration, cross cultural dialogue and innovative creativity are found in youth cyber communities, popular cultural movements often portrayed as problematic or troublesome. Proper educational strategies in Malaysian schooling society require teachers to learn from their students and engage innovative pedagogy not as something to be taught top down in rote fashion, but as something that is genuinely open, interactive and dialogical. This paper will discuss this theoretical issue with specific reference to Malaysian examples and policy initiatives.

Designing open-ended problems to challenge preservice teachers' views on mathematics and pedagogy

This study examines preservice elementary teachers' reported experiences of posing open-ended mathematics problems. Responses of 33 students in a mathematics teacher education course were analysed for the strategies participants used, what they learned and the challenges encountered from an opportunity to collect digital images and pose open-ended problems related to those images. Results indicate that preservice teachers reported a shift in the ways they viewed mathematics and how it might be taught. The school curriculum both constrained and provided possibilities for preservice teachers in noticing mathematics beyond the textbook and mathematics classroom. This study adds to our understanding of teaching as a learning practice and the art of posing mathematical problems as a significant aspect of that practice.