To write for children, and to write well : Protestant mission presses and the development of children’s literature in late-nineteenth and early-twentieth century China

This article uses a new historicist approach to examine the complexrelationships between translators, writers, and missionary publishersin China, and their financial supporters in the United States and Britainto demonstrate how they influenced the development of Chinese children’sliterature. It focuses on the case of the American Presbyterian MissionPress, Chinese Religious Tract Society, and Christian Literature Societyfor China, publishers of many texts for children. The article argues thatthe Western mission presses shaped Chinese children’s literature in thelate nineteenth and early twentieth century by introducing new narrativesthrough translation, highlighting the importance of including visual imagesin children’s texts by importing electrotypes and lithographic printsfrom the United States and Britain, and training Chinese students in newengraving and printing techniques which enabled them to establish theirown publishing houses.

American and Australian doctoral literature reviewing practices and pedagogies

The literature review is fundamental to the doctoral enterprise of academic disciplines, yet research into how the doctoral literature review is learned, taught or experienced is limited. Responding to an apparent under-examination of the literature review as a critical feature of doctoral learning, this thesis investigates the doctoral literature review process as experienced by American and Australian doctoral candidates, doctoral supervisors and academic librarians. The research followed a qualitative approach shaped by two questions: "How is the doctoral literature review process learned?" and, "What is learned by doing a doctoral literature review?" Data were generated from in-depth interviews conducted with 42 participants in education, nursing and the physical and biological sciences. Critical literacy, critical pedagogy and critical information literacy provided frameworks for interpreting participants‘ experiences and perspectives on literature reviewing practices, disciplinary influences and mutually associated doctoral literacies.

The doctoral literature review is traditionally considered to be two segregated events—literature seeking and writing in an academic genre. The study findings challenge this perspective, proposing instead that doctoral literature reviewing is a complex, comprehensive process characterised by interdependent activities in a cycle of gathering, reflecting upon and synthesising literatures. Moreover, these findings indicate that, by engaging with disciplinary literatures and the literature review process, doctoral researchers become familiar with an array of critical doctoral literacies—disciplinary literacy, information literacy and reading and writing literacies. Thus, the doctoral literature review can be conceptualised as a pedagogy through which candidates acquire the lived practices and craft skills of disciplinary-specific research; learn to manage large bodies of information, literature and knowledge; and learn to read and write as scholars in their disciplines.

This project reconceptualises traditional perspectives on doctoral literature reviewing and recommends further exploration into its pedagogical potential. By approaching the doctoral literature review as a pedagogical process, the inquiry attempts to unpack literacies embedded within the doctoral enterprise, thereby exposing them as explicit aspects of doctoral learning. Becoming aware of the interrelatedness of critical doctoral literacies can mobilise supervisors, librarians and candidates to exploit the literature review process more fully. Ultimately, this research contributes to an international focus on a central feature of the doctorate and, as such, more broadly informs and supports doctoral pedagogy, particularly for those involved in American and Australian doctoral education.

The 'China Threat' in American self-imagination: the discursive construction of other as power politics

Argues that the "China threat" argument in mainstream international relations literature in the United States is derived, primarily, from a discursive construction of otherness. Construction which is predicated on a particular narcissistic understanding of the U.S. self and on a positivist-based realism, concerned with absolute certainty and security; Concern which is central to the dominant U.S. self-imagery.

Muslim - Christian relations and the third crusade : medievalist imaginings

This article takes as its starting-point the responsiveness of children's literature to socio-political events, considering how contemporary anxieties about relationships between Muslim and Christian individuals and cultures inform three historical novels set in the period of the Third Crusade (1189-92): Karleen Bradford's Lionheart's Scribe (1999), K. M. Grant's Blood Red Horse (2004), and Elizabeth Laird's Crusade (2008). In these novels, encounters between young Christian and Muslim protagonists are represented through language and representational modes which owe a good deal to the habits of thought and expression which typify orientalist discourses in Western fiction. In effect, the novels produce two versions of medievalism: a Muslim medieval world which is irretrievably pre-modern, locked into rigid pracices and beliefs against which individuals are powerless; and a Christian medieval world which offers individuals the possibility of progressing to an enhanced state of personal fulfilment. The article argues that the narratives of all three novels incorporate particularly telling moments when Christian protagonists return to England, regretfully leaving Muslim friends. The impossibility of  enduring friendships between Muslims and Christians is based on the novels' assumptions about the incommensurability of cultures and religions; specifically, that there exists
an unbridgeable gulf between Islam and Christianity.

Underlying neurobiology and clinical correlates of mania status after subthalamic nucleus deep brain stimulation in Parkinson's Disease : a review of the literature

Deep brain stimulation (DBS) is a novel and effective surgical intervention for refractory Parkinson's disease (PD). The authors review the current literature to identify the clinical correlates associated with subthalamic nucleus (STN) DBS-induced hypomania/mania in PD patients. Ventromedial electrode placement has been most consistently implicated in the induction of STN DBS-induced mania. There is some evidence of symptom amelioration when electrode placement is switched to a more dorsolateral contact. Additional clinical correlates may include unipolar stimulation, higher voltage (>3 V), male sex, and/or early-onset PD. STN DBS-induced psychiatric adverse events emphasize the need for comprehensive psychiatric presurgical evaluation and follow-up in PD patients. Animal studies and prospective clinical research, combined with advanced neuroimaging techniques, are needed to identify clinical correlates and underlying neurobiological mechanisms of STN DBS-induced mania. Such working models would serve to further our understanding of the neurobiological underpinnings of mania and contribute valuable new insight toward development of future DBS mood-stabilization therapies.

Constraints to park visitation: a meta-analysis of North American studies

The constraints that curb visitation to parks have received considerable research attention and remain an important issue. Constraints to outdoor leisure in parks include structural barriers, such as cost of entry, interpersonal barriers, for example, lack of a partner to visit with, or intrapersonal barriers, including lack of interest. Using a meta-analysis approach, this article integrates the findings of 22 North American studies with 541 estimates, conducted over a 30-year period, to determine the key constraints to park visitation based on various socio-demographic factors. The findings highlight the varying roles that constraints play in limiting the visitation of people according to race, age, gender, education and income. Gaps in the literature are identified, with implications for encouraging visitation for more constrained groups discussed. An agenda for future research is presented.

Do we know how to design effective health coaching interventions: a systematic review of the state of the literature

 Objective. To systematically review health coaching interventions regarding effectiveness of health coaching for specific outcomes, optimal intervention approaches, and identification of specific techniques associated with effectiveness.
Data Source. Articles were sourced from CINAHL, Global Health, PsycINFO, Academic Search Complete, Health Source, Psychology and Behavioral Sciences Collection, and Medline.
Study Inclusion and Exclusion Criteria. Randomized controlled trials were included if the study (1) employed health coaching according to a predefined criterion; (2) clearly reported the use of health coaching; or (3) incorporated the use of coaching.

Data Extraction. Aims, participants, approach, behavior change techniques (BCTs), and findings pertaining to each study were summarized. BCTs were classified according to the CALO-RE taxonomy.

Data Synthesis. Data were synthesized by cross-tabulation of BCTs with study outcomes.
Results. Fifteen of 16 eligible studies reported a positive intervention effect in at least one outcome. Nine studies (56%) did not define health coaching; the number of intervention sessions provided ranged from 2 to 48; and in three studies, one or more intervention details were unclear. It was hence difficult to synthesize the studies to adequately address our research questions.
Conclusion. Health coaching is a promising strategy for health improvements; however, future research should ensure clarity in reporting intervention details, clearer definitions of health coaching/theoretical bases, consistency in reporting BCTs, and the inclusion of process variables as outcome measures.