Artykuły w czasopismach na temat „Chinese Christian Association of Hawaii”

Abstract Very few studies have compared oral health status between the US-born and foreign-born immigrant older adults. Using data collected among 430 Chinese older adults age 55+ residing in Hawai’i, we examined the association between immigrant status and oral health related quality of life (OHQoL) and the moderating role of resilience in linking the association. Controlling for some key covariates, our study results show that US-born Chinese immigrant older adults had better OHQoL than their foreign born counterparts. Factors such as higher level of education (graduate degree or higher), better self-reported health status and no significant tooth loss were related to better OHQoL. The association between immigrant status and OHQoL was moderated by resilience. Specially, resilience was positively and significantly associated with OHQoL among U.S.-born older adults but not among the foreign-born ones. Our findings indicate the importance of immigration and resilience in shaping oral health outcomes among older Chinese Americans.

Abstract Few studies have examined the association of social environment and well-being among Chinese older adults, the fastest growing aging population across all racial/ethnic groups in the U.S. To address this gap, the current study aims to examine the associations of neighborhood social cohesion with psychological distress and life satisfaction as well as the mediating role of resilience and the moderating roles of gender and place of birth using data collected among 430 Chinese older adults in Honolulu. Results show that neighborhood cohesion was significantly associated with both distress and life satisfaction, with resilience being a significant mediator. The association between neighborhood cohesion and distress was moderated by birth place such that the protecting effects of neighborhood cohesion on distress were only salient for the U.S.-born. Our findings indicate the importance of a cohesive social environment in shaping well-being of U.S. Chinese older adults, the U.S.-born in particular, living in Hawai’i.

Abstract Using data collected in 2018 on 398 older Chinese Americans aged 55+ residing in Hawaii, we examined the associations of social isolation with psychological well-being and the mediating role of resilience. Social isolation was measured by their marital status, living arrangement, contact with children/family/friends, and participation in social activities. Psychological well-being was measured by psychological distress, life satisfaction, and happiness. Results from multivariate linear regressions and ordered logistic regressions showed social isolation was positively associated with psychological distress (β=0.017, p<0.05), and negatively associated with life satisfaction (β=-0.220, p<0.001) and happiness (β=-0.086, p<0.05) . By contrast, resilience was associated with lower psychological distress and higher life satisfaction and happiness. Moreover, mediation analysis showed that resilience contributed to 32% of the association between social isolation and psychological distress, 24.9% of the association between social isolation and life satisfaction, and 16.3% of the association between social isolation and happiness.

Protestant Christianity has been a prominent part of the general religious resurgence in China in the past two decades. In many ways it is the most striking example of that resurgence. Along with Roman Catholics, as of the 1950s Chinese Protestants carried the heavy historical liability of association with Western domination or imperialism in China, yet they have not only overcome that inheritance but have achieved remarkable growth. Popular media and human rights organizations in the West, as well as various Christian groups, publish a wide variety of information and commentary on Chinese Protestants. This article first traces the gradual extension of interest in Chinese Protestants from Christian circles to the scholarly world during the last two decades, and then discusses salient characteristics of the Protestant movement today. These include its size and rate of growth, the role of Church–state relations, the continuing foreign legacy in some parts of the Church, the strong flavour of popular religion which suffuses Protestantism today, the discourse of Chinese intellectuals on Christianity, and Protestantism in the context of the rapid economic changes occurring in China, concluding with a perspective from world Christianity.

AbstractOn Monday, 9 December 1935, the morning stillness in the frozen fields northwest of Beiping (Beijing) was broken by the sounds of singing and chanting. Several hundred Chinese students from Yenching (Yanjing) and Tsinghua (Qinghua) Universities, many of them members of the Young Men's Christian Association (YMCA) and the Young Women's Christian Association (YWCA), were marching into Beiping to express their outrage over the pending dismemberment of northeast China by the Japanese Army. Although the police forestalled the march by closing the city gates, several hundred other students from schools inside the city wall publicly vented their dissatisfaction with their government's failure to oppose Japanese imperialism. The “December Ninth Movement” (Yierjiu yundong) had begun. The patriotism of the students would eventually influence others in Chinese society, convincing them that national oblivion was near, and China would find the collective will to resist Japan for the next ten years.

Christian missions to China have sought to make their message more acceptable to their Chinese audience by expressing, in translations of Christian texts, Christian terms and concepts in language borrowed from China’s indigenous Buddhist, Confucian, and Daoist traditions. The Jesuits were especially renowned for their accommodation policy. Interestingly, when the Jesuit Figurists arrived in China in the early Qing dynasty, they conducted exhaustive studies on the Chinese classics, studies in which they identified Tian and Di of Chinese culture with God or Deus in Latin; their descriptions of Jesus and Adam were decorated with “chinoiserie” through their association with the Yijing and Chinese mystical legends. Each Figurist, in investigating Figurism and interpreting the Yijing, had his own identity, focus, and trajectory. The Figurist use of sheng ren was employed in this paper to distinguish each signature approach and how they explained the image of Jesus and prelapsarian Adam using the ethical emotions and virtues of a sheng ren 聖人 in their reinterpretation of the Yijing and the Dao. This also led to the European people aspiring for a more in-depth understanding and more discussion of the Yijing and the Dao.

It is well known that 175,000 Chinese laborers worked for Allied troops in Europe during World War I. This phenomenon has been recorded in major WWI histories and has become the topic of monographs in Chinese and Western languages. Chinese laborers solved the Allied problem of a serious manpower shortage and made contributions to military fieldwork, construction, and factory work. Comparatively speaking, few scholars have paid attention to the Christian work among the Chinese laborers, which gave them considerable comfort and assistance and which laid the foundation for other service to Chinese laborers in France. Though some people have a general understanding that the Young Men's Christian Association (including the British YMCA and the International Committee of the YMCA in North America) was the most active and energetic group in offering assistance to the Chinese laborers, little has been written that explains the YMCA operations among the laborers, preventing a fair and thorough evaluation of the YMCA's service to the Chinese laborers. This paper, based on material from the American YMCA Archives, the Canadian Church Archives, and some Chinese writings on this topic, attempts to investigate the origin, operation, and development of this YMCA international project and to assess its significance in church history and in modern China.

In spite of the common belief that Chinese natural philosophy and medicine have a unique frame of reference completely foreign to the West, this article argues that they in fact have significant cognitive and epistemic similarities with certain esoteric health beliefs of pre-Christian Europe. From the standpoint of Cognitive Science, Chinese Medicine appears as a proto-scientific system of health observances and practices based on a symptomological classification of disease using two elementary dynamical-processes pattern categorization schemas: a hierarchical and combinatorial inhibiting–activating model (Yin-Yang), and a non-hierarchical and associative five-parameter semantic network (5-Elements/Agents). The concept-map of the five-parameter model amounts to a pentagram, a commonly found geomantic and spell casting sigil in a number of pre-Christian health and safety beliefs in Europe, to include the Pythagorean cult ofHygieia, and the Old Religion of Northern Europe. This non-hierarchical pattern-recognition archetype/prototype was hypothetically added to the pre-existing hierarchical one to form a hybrid nosology that can accommodate for a change in disease perceptions. The selection of five parameters rather than another number might be due to a numerological association between the integer five, the golden ratio, the geometry of the pentagram and the belief in health and wholeness arising from cosmic or divine harmony. In any case, this body of purely empirical knowledge is nowadays widely flourishing in the US and in Europe as an alternative to Western Medicine and with the claim of being a unique, independent and comprehensive medical system, when in reality it is structurally—and perhaps historically—related to the health and safety beliefs of pre-Christian Europe; and without the prospect for an epistemological rupture, it will remain built upon rudimentary cognitive modalities, ancient metaphysics, and a symptomological view of disease.

As a significant theme running through China’s modern history, Christianity’s inglorious role has helped redefine the Chinese Communist Party’s (CCP) self-proclaimed role as the liberator of the long-suffering nation from imperialist forces. The association between missionaries and Western imperialism has predominated the Chinese communist historiography. Nevertheless, recent years have witnessed a burgeoning movement to reinvent China’s Christian past and reconstruct historical memories of stigmatized missionaries. This article suggests that local governments in China are increasingly recognizing value in the history of Chinese–missionary encounters. This is evident in how local authorities have organized and promoted commemorative activities for Scottish missionary and Olympic champion Eric Liddell (1902–45). In presenting the case of Liddell, this article reveals how the Chinese government takes the initiative in consuming historical memories of Western missionaries, and finds instrumental value in the legacy of such figures despite their religious connections.

In the early 20th century, influenced by evangelicals in the United States, the Young Men’s Christian Association (YMCA) launched the “Four Movements” in response to the “Four Maladies” of Chinese society. Among the four movements, “livelihood education” is used to help raise productivity and save people from poverty. Research on the YMCA in modern China rarely focuses on livelihood education, and even when it does, it does not focus on educated adult civilians or explore how the YMCA has changed the course of their lives. Based on fieldwork and detailed analysis of historical documents, this paper traces the formation of three night schools that have adopted various forms of “Christianized” and “secularization” practices and sheds light on the lives of two typical students whose experiences in YMCA night school were still less known. This study will demonstrate and analyze the role of livelihood education in introducing Western civilization and Christian ideas to China’s labor class. YMCA night schools not only helped ordinary Chinese working people acquire basic livelihood skills on a secular level, which enables them to enter a higher class in society and exert influence, but also reshaped their beliefs.

Abstract This symposium focuses on the wellbeing of older adults with disability/cognitive impairment and their family caregivers. More specifically, it aims to understand how familly support, community resources utilization, internal migration, and immigrant status impact older adults’ caregiving arrangement, health outcomes and end-of-life preferences and family caregivers’ caregiving burden in China and the U.S. The first study explored how perceived spousal relationships and support impact dyadic experiences of living with cognitive impairment through a person-centered care lens during a three-year period. The second presentation examined the association between adult children’s support and the trajectories of depressive symptom level among Chinese older adults with disabilities. The third investigated how family relationship and immigrant status matter in advanced care planning (ACP) engagement and end-of-life preferences over burial plan among US-born and foreign-born older Chinese Americans living in Honolulu, Hawaii. The fourth study study explored family caregivers’ caregiving burden for community-dwelling patients with dementia and its associated factors. The last study conducted an inventory of longitudinal aging survey datasets to stimulate research on intersection of migration and caregiving arrangement. It paved the way to use existing high-quality datasets to examine the significant impact of massive rural-to-urban migration on caregiving arrangement among Chinese older adults. This symposium presents empirical evidence of the impact of family, migration and culture-related factors on caregiving arrangement and health outcomes of Chinese older adults. The presenters emphasize the importance of providing family-centered care and design culturally sensitive interventions to improve the health outcomes of older adults.

<p>Ibsen-In-Translation aims at translating Ibsen’s work simultaneously into the languages of: Classic Arabic, Chinese, Egyptian, English, Hindi, Japanese, Russian and Spanish. During the translation of <em>En Folkefiende</em> the group met twice to discuss problems and help eachother’s understanding of the play. This article aims at pointing out some of the common translation-problems the eight translators encountered, and to mention specific problems I encountered in the process of translating the play into Japanese.</p><p>During our two meetings, I saw that some problems were language-specific, and that some were common to more of us. We also discovered that some words and expressions are so rooted in the Norwegian culture and that a literal translation of such words and expressions create different associations in the target language. Among the problems we had in common, there seemed to be two main categories. 1: Concepts related to Christian values, and 2: Concepts related to the Norwegian societal organization of the time. Christian values-related problems consisted of translating swearwords, translating the concepts and the associations related to the words ”temperance”, ”atheism” and ”openmindedness”. As for the problems relating to societal organization and political ideology in Norway of the time, concepts relating to the term ”borger” was a challenge for many of us. As for me specifically, I also had the added challenge of fitting the relatively democratic language of Ibsen into the Japanese hierarchical language system. </p>

ResumenEste artículo consiste en una descripción sobre cómo fue el proceso de introducción de la actividad físico-deportiva occidental en China y quienes fueron sus principales protagonistas. En particular se analiza el contexto social e histórico que condicionó este momento; el importante papel que jugaron las misiones religiosas extranjeras, y en especial la Youth Men´s Christian Association (YMCA), en la expansión de la cultura deportiva por todo el país; la influencia que tuvo la gimnástica y el deporte en el currículum escolar chino; y los condicionantes que llevaron a esta nación a crear el Comité Olímpico Chino y participar por primera vez en unos Juegos Olímpicos.El contenido abarca el periodo histórico comprendido entre 1840 y 1932, es decir, entre el momento en que se produce la apertura obligatoria de China al comercio internacional como consecuencia las derrotas militares sufridas a manos de las potencias imperialistas extranjeras y la firma de los llamados “Tratados desiguales”, y el momento en que China envía por primera vez a un deportista a participar en los Juegos Olímpicos de Los Ángeles de 1932. AbstractThis paper consists of a description of how the process of introduction of western physical-sports activity in China was and who were its main protagonists. In particular, is analyzed the social and historical context that conditioned this moment; the important role played by foreign religiousmissions, and especially the Youth Men´s Christian Association (YMCA), in the expansion of sports culture throughout the country; the influence that gymnastics and sport had on the Chinese school curriculum; and the conditions that led this country to create the Chinese Olympic Committee and participate for the first time in an Olympic Games.The content covers the historical period between 1840 and 1932, that is, between the time when China's compulsory opening to international trade takes place as a result of the military defeats suffered at the hands of foreign imperialist powers and the signing of so-called unequal treaties, and the moment when China first sends a sportsman to participate in the 1932 Los Angeles Olympics.

Chinese Christians in the 1920s faced pressure from a new republic that demanded the loyalty of its citizens despite lacking a proper knowledge of the meaning of the term. Progressive Christians associated with the YMCA soon launched the Citizenship Education Movement in 1924 as they tried to combine Christian virtue with China's broader national demands. While their association of modern citizenship with virtue cultivation was not new, these Christians did attempt something unique, which was to define a good citizen as a world citizen, whose belief in God meant one is loyal ultimately to certain universal values instead of the nation-state. As the Movement continued, the relationship between one's devotion to these higher values and that to the Chinese nation-state remained a complex and often competitive one. Although the Movement ended largely with the end of its visionary, Yu Rizhang, its momentum was harnessed by the Nationalist Party in the New Life Movement. The latter, however, omitted the language of God and universal values at the same time as it injected the nation-state, and the Party in particular, as the sole receiver of loyalty and granter of privilege. Thus the decade-long history of the YMCA's Citizenship Education Movement testifies to the association between one's religious devotion and an internationalist understanding of citizenship.

Abstract Five years after the establishment of the World Young Women’s Christian Association (YWCA) in 1894 under the influence of the Protestant evangelical movement the Chinese YWCA national committee was founded in 1899. Shortly after the overthrow of the Manchu Empire, the Canton YWCA was founded in 1912, the first year of the Republic of China. In this study I examine three oral history interviews with former YWCA staff, supplemented by the written recollections of a former general secretary and other scarce materials to reconstruct the fragmented work of the Canton YWCA in the 1940s. In the conclusion, I discuss how their memories have shifted according to their contingent “present” identities in different periods of time, and how they are dependent on individual concerns, institutional affiliations and socio-political contexts.

The activity of the Catholic missionary Matteo Ripa is placed here in the context of the Chinese rites controversy (CRC), a religious dispute regarding Christian tolerance of Chinese ancestral worship rituals. I trace the distortions in the literature by analyzing three versions of Ripa’s memoirs entitled Giornale. Contrary to a widespread view, Ripa was neither a Jesuit nor a professional artist. Ripa took an active part in the CRC and opposed the members of the Jesuit Order. Ripa’s memoirs, written upon his return from China, have become a truly real weapon in the struggle between Catholic organizations. The Jesuits prepared the first publication of Ripa’s Giornale (1832) that started shaping the image of Ripa. The editors removed all criticisms of the Jesuit activity in China. Additional distortions arise from the simplified and accessible English-language edition of Giornale (1844) that introduces Ripa as a traveling artist. I study the discrepancies between the versions of Giornale to conclude that misrepresentations of Ripa activity and position are related to his role in the CRC. Suggestion is drawn that the main reason for the distorted image of Matteo Ripa in academic literature was not Jesuit’s desire to change the text and the Ripa’s role in the CRC, as the interest of readers in a shortened and more exciting version of the Giornale of 1844. And the well-publicized activities of the Jesuits in the East contributed to the association of Ripa with this order.

In the early twentieth century, Indonesia was a predominantly Muslim majority colony under the Dutch Christian colonial authorities. The 1930 volkstelling (census record) conducted by the Dutch colonial government recorded four religions being practiced in the archipelago; Buddhism was not one of them. Nevertheless, sources such as newspapers and private magazines published by various organizations showed that Buddhism was being practiced in Java. In the 1930s, several organizations published books and translations on Buddhism. The first organization that exclusively identified itself as Buddhist, the Java Buddhist Association, was established in 1929 by Dutch Buddhists in West Java. Five years later, Peranakan Chinese in Batavia established a second Buddhist organization. This article seeks to explore two issues, namely: the history and development of Buddhist institutions during the late colonial and early post-Independence Indonesia; and the transnational networks of these institutions in the promotion of Buddhist knowledge in modern Indonesia.

In 1997, Eric Reinders was awarded a doctorate on the topic of “Buddhist Rituals of Obeisance and the Contestation of the Monk's Body in Medieval China.” Any regret that might be felt in the decidedly restricted field of Anglophone studies of Buddhist China at the subsequent loss of his talents to that area of research must be outweighed by an awareness that he has chosen to move on to open up research in an area hitherto largely untouched by any scholarship at all in any language. For despite the longstanding efforts that have been put into the writing of mission history, the study of the cultural significance of the Anglophone missionary in China is a much more recent phenomenon, even though John King Fairbank pointed out the value of missionary writings in his presidential address to the American Historical Association as long ago as 1968, and now even novelists like Sid Smith (in his 2003 Picador work A House by the River) are beginning to explore the issue of cross-cultural understanding through the Chinese missionary experience.For despite the subtitle, the focus of this study is very much on missionary reactions to their physical translocation to China during the 19th and 20th centuries rather than to any reflective analysis that they subsequently produced concerning the beliefs and practices that they encountered. From the immediacy of their encounters with alarming visual cues to Chinese religion (construed as ‘idolatry’), to the equally alien sounds of the Chinese language, and on to the vexed question of body posture in worship (something that Reinders, with his acute but tacit sense of the importance of history on the Chinese side, takes back on the European side to Reformation debates), and even to the olfactory assault that the missionaries experienced on arrival – all are given their due place.

Although the positive relationship between religion and happiness has aroused heated debate, empirical studies on this are limited in the Chinese cultural context. Furthermore, there is a lack of heterogeneity analysis concerning this influence. This paper aims to address this gap in the existing literature. Using the Chinese General Social Survey data from 2015 for empirical analysis, the results show that people with religious beliefs have an increased probability of feeling very happy. This positive association does not exist in urban and eastern groups, but it still holds up in other remaining sub-samples (i.e., rural group). This study further finds that the effect of religiosity on happiness varies by different religious identification. Muslims are more likely to feel very happy compared with non-Muslims, but people of the Christian faith do not rate themselves higher on the happiness scale than non-Christians. Moreover, the results also reveal that religious involvement is significantly and positively related to happiness. Specifically, vulnerable groups are more likely to perceive themselves to be happier from continuous religious participation, whereas advantaged groups do not. This is because vulnerable groups generally have a lack of social security, and religious practices provide them with social support among their members. They therefore can enjoy larger and denser social networks. These are vital mechanisms for them to cope with stress and risk.

Background: With an increasing aging population and heavy medical burden, euthanasia has become a controversial topic in Hong Kong (HK) in recent years. Medical students are future medical professionals who may face novel and evolving ethical dilemmas. Hence, their views on euthanasia are crucial. Objective: To examine the attitudes of medical students towards euthanasia in HK and identify the factors associated with their attitude towards euthanasia. Methods: A questionnaire-based cross-sectional study among medical students in HK was conducted. The online anonymous questionnaires were distributed to all six years of students studying medicine at the Chinese University of Hong Kong (CUHK) and the University of Hong Kong (HKU), who provide medical training in HK. Attitude towards Euthanasia (ATE), measured using a five-point Likert Scale, was used to assess medical students’ attitudes towards euthanasia. Results: overall, 228 valid responses were received in 2021. The mean score of ATE was 29 (SD10.9), in which 134 (58.8%) of respondents showed a negative attitude towards euthanasia. Negative association was found between Christian (p-value = 0.003) and Catholic (p-value = 0.032) and the ATE score. Meanwhile, positive association was found between male gender (p-value = 0.011) and witnessed withdrawing of nutritional support from patient(s) (p-value = 0.011) and the ATE score. Conclusions: It is necessary for the government and schools to place more emphasis on euthanasia in the school curriculum by integrating ethical discussions and clinical attachment.

AbstractThis article argues that China's New Culture Movement was not a movement, but a buzzword. It was coined by little-known intellectuals in the summer of 1919 and then used by them to sell their own, long-standing agendas. Even though they declared famous intellectuals such as Hu Shi and Chen Duxiu to be the movement's ‘centre’ and inspiration, some of them were as, if not more, important in shaping the discourses surrounding the expression ‘New Culture Movement’. Drawing upon newspapers, journals, and conference reports, this article shows this using the example of two case studies, both of which marketed their agendas as ‘New Culture Movement’: the Jiangsu Educational Association, which was a political-educational group in Jiangsu; and Chinese Christian intellectuals around the Apologetic Group in Beijing.Regarding the New Culture Movement as a buzzword addresses some puzzles about it. It explains why it has proven difficult to agree on a starting and endpoint for the New Culture Movement. It also illustrates why such a huge variety of ideas, whose complexity has become ever more evident in recent scholarship, was subsumed under the one headline of ‘New Culture Movement’.

People with schizophrenia have an increased risk of developing cardiometabolic diseases and a reduced life expectancy. Studies conducted mainly in Western settings report low amounts of activity and poor levels of fitness in this population. This study aims to compare physical fitness and activity levels between people with schizophrenia/healthy matched controls and investigate potential associations between these variables. A cross-sectional study was conducted with 57 community-dwelling people with schizophrenia and 57 age-, gender- and body mass index (BMI)-matched controls. Participants completed the international physical activity questionnaire and the Young Men’s Christian Association (YMCA) fitness assessment protocol with accompanying cardiovascular/lung function tests. Cardiorespiratory fitness was significantly better in healthy matched controls than individuals with schizophrenia in all areas (all p < 0.05, d = 0.38 to 1.06). Performance in best trunk flexion, half sit-ups and one-minute pulse recovery following the three-min step test were significantly worse in the schizophrenia group (all p < 0001, d = 0.76 to 1.04). Higher levels of weekly moderate activity (t = −2.66, p = 0.009) and total weekly activity levels (t = −2.013, p = 0.047) were reported by the healthy controls. Levels of vigorous activity were significantly correlated with some areas of lung functioning in the schizophrenia group (all p < 0.05). The findings show that Chinese people with schizophrenia have significantly poorer fitness than matched healthy controls, demonstrating the need to provide timely effective exercise-based interventions as a matter of routine to attenuate the risk of developing chronic physical illnesses.

A review of: Shachaf, Pnina, and Sarah Horowitz. "Are Virtual Reference Services Color Blind?" Library & Information Science Research 28.4 (Sept. 2006): 501-20. Abstract Objective – To examine whether librarians provide equitable virtual reference services to diverse user groups. Design – Unobtrusive method of defined scenarios submitted via e-mail. Setting – Twenty-three Association of Research Libraries (ARL) member libraries from across the United States. All ARL member libraries were invited to participate, with the 23 acceptances providing 19% participation. Subjects – Anonymous librarians from the 23 participating libraries’ virtual e-mail reference services. Up to 6 librarians from each library may have been involved. Six fictitious personas were developed to represent particular ethnic or religious groups, whereby the ethnic or religious affiliation was only indicated by the name chosen for each user and the corresponding e-mail address. Names were selected from lists of names or baby names available online: Latoya Johnson (African-American), Rosa Manuz (Hispanic), Chang Su (Asian - Chinese), Mary Anderson (Caucasian/Christian), Ahmed Ibrahim (Muslim), and Moshe Cohen (Caucasian/Jewish). These personas were used to submit reference queries via e-mail to the virtual reference services taking part in the study. Methods – Five different types of reference queries were developed for use in this study. Three were based on prior published research as they were deemed to be answerable by the majority of libraries. They included a dissertation query, a sports team query, and a population query all designed to be tailored to the target institution. The other 2 queries were developed with participating institutions’ virtual reference guidelines in mind, and were thought to not be answered by the target institutions when submitted by unaffiliated users. They consisted of a subject query on a special collection topic that asked for copies of relevant articles to be sent out, and an article query requesting that a copy of a specific article be e-mailed to the patron. The study was conducted over a 6 week period beginning the second week of September, 2005. Each week, 1 fictitious persona was used to e-mail a reference query to the virtual reference service of each of the 23 participating institutions. Five of each type of query were sent by each persona. During September and October 2005, a total of 138 queries were sent. Each institution received a different query for each of the first 5 weeks, and in the sixth week they received a repeat of a previous request with details of title or years altered. All other text in every request sent was kept consistent. Each institution only received 1 request from each persona during the study. In order to eliminate any study bias caused by an informed decision regarding the order in which personas were used, they were randomly arranged (alphabetically by surname). Furthermore, to avoid suspicions from responding librarians, queries were e-mailed on different days of the week at different times. This created some limitations in interpretating response times as some queries were submitted on weekends. All queries were analysed by Nvivo software in order to identify attributes and patterns to aid qualitative analysis. Each transaction (a single query and any related responses) was classified according to 12 attributes and 59 categories based on various associations’ digital reference guidelines. Transactions were coded and then 10% re-coded by a different coder. This led to the clarification and refinement of the coding scheme, resulting in the number of categories used being reduced to 23. Coding was then performed in 3 iterations until 90% agreement between the 2 coders was reached. The final inter-coder reliability was 92%. The study did not support cross tabulation among user groups on most content categories due to the small sample size. Main results – Response times varied greatly between users. Moshe (Caucasian/Jewish) received an average turn-around of less than a day. At the other end of the spectrum, Ahmed’s (Muslim) responses took an average of 3.5 days. Both Ahmed and Latoya (African-American) sent queries which took over 18 days to receive a response. The length (number of words) of replies also indicated a differing level of service with Mary (Caucasian/Christian) and Moshe receiving far lengthier responses than the other 4 personas. Number of replies (including automatic replies) was examined in comparison with the number of replies which answered the question, and again indicated Mary and Moshe were receiving a better level of service. The way in which the user was addressed by the librarian was examined as another measure of service, i.e. first name, full name, honorific. This again mirrored the low level of service received by Ahmed. The professional endings used by librarians in their replies also reinforced the high quality of service received by Moshe across other categories. Results for Rosa (Latino) and Chang (Asian - Chinese) were average for most categories presented. Conclusion – In this study, a discriminatory pattern was clearly evident, with the African-American and Muslim users receiving poor levels of service from virtual reference librarians across all dimensions of quality evaluated. The Caucasian (Christian and Jewish) users also noticeably received the best level of service. It is noted, however, that the sample size of the study is not large enough for generalisations to be drawn and that future, more statistically significant studies are warranted. Many other questions are raised by the study for possible future research into racism exhibited by library staff and services.

Dear Readers, As we begin a new year full of potential and opportunity, we wish each of you much joy and success. As we embark on this journey, we al-so celebrate a significant milestone – the fifteenth anniversary of the European Journal of Geography. Over the past decade and a half, our journal has become a beacon of excellence in the field of geography and the social sciences. This journey has been characterised by unwavering commitment and tireless dedication, a collective endeavour led by the dedicated members of our editorial team and the European Association of Geographers (EUROGEO). Their diligence and passion have been instrumental in making our journal the respected publication it is today. Looking back on our shared history, we are proud to have published over 310 articles dealing with key topics in geography, planning and development. These scholarly contributions have not only explored and analysed important topics, but have also introduced new ideas (Kout-sopoulos, 2022; Manetos et al., 2022), methods (Cramer-Greenbaum, 2023; Krevs et al., 2023; Morawski & Wolff-Seidel, 2023) and data (Hojati & Mokarram, 2016) that will inspire future generations of geographers to transcend conventional disciplinary boundaries. The richness of our content encompasses numerous facets and includes the fields of geography education (Fraile-Jurado & Periáñez-Cuevas, 2023; Humble, 2023; Martínez-Hernández et al., 2023; Mašterová, 2023; Puertas-Aguilar et al., 2023), physical geography (Sánchez-Martínez & Cabrera, 2015), sustainability (Leininger-Frézal et al., 2023; Mally, 2021), tourism (Bandt et al., 2022; Jovanovic et al., 2022), geoin-formatics (Batsaris et al., 2023; Vestena et al., 2023), spatial analysis (Agourogiannis et al., 2021; Bartzokas-Tsiompras & Photis, 2020b; Wieland, 2022), remote sensing (Younes et al., 2023), maps (Nedkov et al., 2018; Papaioannou et al., 2020), geoinformation (Bartha & Kocsis, 2011; Bart-zokas-Tsiompras, 2022), economic (Doukissas et al., 2020; Mikhaylova, 2018), social (Mei & Liempt, 2022; Roșu et al., 2015), political (Kevicky, 2023; Tsitsaraki & Petracou, 2023) and cultural (Gusman & Otero-Varela, 2023) geography, geopolitics (Morgado, 2023) as well as environmental (Burić et al., 2023; Prodanova & Varadzhakova, 2022), urban (Chondrogianni & Stephanedes, 2021; Lagarias et al., 2022) and transport (Garrido, 2013; Kellerman, 2023; Koktavá & Horák, 2023) geography/planning (González, 2017). Each article, a testament to the diversity and depth of knowledge within our community, has played a crucial role in energising discourse in our academic environment. Several EJG articles addressed current global crises and challenges such as climate change, COVID-19, wars and economic recession. They show how important geography is when it comes to finding solutions and new insights to the many problems that threaten our world. This interconnected approach underlines the journal's commitment to engaging with both the specialised academic discourse and the broader global challenges of our time. Authors, editors, board members, reviewers and readers are the lifeblood of this academic platform, and we recognise and appreciate your invaluable role in the success of the European Journal of Geography. Your commitment has fuelled our growth and you are an essential part of our legacy. We take our fifteenth anniversary as an opportunity to invite and encourage you to contribute to the continued success of the journal by submitting new and original geographical research articles. Here's to another year of scholarly work, meaningful collaborations and the continued advancement of geographical knowledge. We would also like to take a moment to recognise the incredible efforts of 95 professors and researchers who served as reviewers for the European Journal of Geography in 2023. Their expertise and dedication have been invaluable in maintaining the quality of our publications. In addition, the journal features 18 distinguished editorial board members from 12 countries, including renowned experts (60% men, 40% women) from various geographical research fields (This year we welcome 10 esteemed new members to our Editorial Board). In particular, we would like to express our sincere thanks to the following editorial board members for their help and support: 1. Alvanides Seraphim, Northumbria University, UK 2. ‪Bednarz W. Sarah, Texas A&M University, USA‬‬ 3. Capello Roberta, Politecnico di Milano, Italy 4. Cretan Remus, West University of Timisoara, Romania 5. De Miguel Gonzalez Rafael, University of Zaragoza, Spain 6. Eeva-Kaisa Prokkola, University of Oulu, Finland 7. Jerry T. Mitchell, University of South Carolina, USA 8. Kavroudakis Dimitris, University of the Aegean, Greece 9. Kiss Éva, CSFK Geographical Institute, Hungary 10. Knecht Petr, Masaryk University, Czech Republic 11. Kounadi Ourania, University of Vienna, Austria 12. Kolvoord Bob, James Madison University, USA 13. Leininger-Frezal Caroline, Université de Paris, France 14. Margaritis Efstathios, University of Southampton, UK 15. Specht Doug, University of Westminster, UK 16. Strobl Josef, University of Salzburg, Austria 17. Theobald Rebecca, University of Colorado Colorado Springs, USA 18. Yilmaz Ari, Bandirma Onyedi Eylul University, Turkey In 2023, we received a total of 116 submissions. Of these, 24 outstanding papers were published online (acceptance rate 21% - 2023), while 92, although commendable, did not make it to publication. Remarkably, these submissions included the contributions of 63 authors from 20 countries. The average review speed of the articles is about 7-9 weeks for the first round and about 4-6 weeks for the second round. The reviewers came from 31 countries, which shows a global co-operation: UK, USA, Austria, Belgium, France, Germany, Greece, Norway, Poland, Portugal, Ireland, Spain, Netherlands, Japan, Hungary, Iceland, Croatia, Czech Republic, Finland, Slovakia, Slovenia, Turkey, Romania and others. Thank you for your continued support and your contributions to this journal. Look forward to an exciting journey of discovery and innova-tion in the pages of the European Journal of Geography. Join us as we continue to shape the ever-evolving canvas of geographical exploration and knowledge. List of Reviewers 2023: 1. Alessandro Del Ponte, University of Alabama, USA 2. Ali Enes Dingil, Czech Technical University in Prague, Czech Repuplic 3. Alvanides Seraphim, Northumbria University, UK 4. András J. Molnár, Christian-Albrecht University of Kiel, Germany 5. Anja du Plessis, University of South Africa, Johannesburg, South Africa 6. Anqi Huang, Nanjing University of Information Science and Technology, China 7. Apostolia Galani, National and Kapodistrian University of Athens, Greece 8. Ari Yilmaz, Bandirma Onyedi Eylül Üniversitesi, Turkey 9. Audur Palsdottir , University of Iceland, Iceland 10. Barbara Szejgiec-Kolenda, Polish Academy of Sciences, Poland 11. Beth Schlemper, The University of Toledo, USA 12. Blaž Repe, University of Ljubljana, Slovenia 13. Bob Kolvoord, James Madison University, USA 14. Carina Peter, Philipps-University Marburg, Germany 15. Carlos Lopez Escolano, University of Zaragoza, Spain 16. Caroline Leininger, Université de Paris, France 17. Charalampos Tsavdaroglou, University of Amsterdam, The Netherlands 18. Christian Weismayer, Modul University Vienna GmbH, Austria 19. Darra Athanasia, National Technical University of Athens, Greece 20. Denise Blanchard, Texas State University, USA 21. Dimitris Kavroudakis, University of the Aegea, Greece 22. Don MacKeen, City of Glasgow College, UK 23. Doug Specht, University of Westminster, UK 24. Dragan Burić, University of Montenegro, Montenegro 25. Eeva-Kaisa Prokkola , University of Oulu, Finland 26. Efstathios Margaritis, University of Southampton, UK 27. Emmanuel Eze, University of Nigeria, Nigeria 28. Eva Psatha, University of Thessaly, Greece 29. Evangelos Rasvanis, University of Thessaly, Greece 30. Femke van Esch, Utrecht University, The Netherlands 31. František Petrovič, Constantine the Philosopher University, Slovakia 32. George Revill, The Open University, UK 33. Géza Tóth, University of Miskolc, Hungary 34. Grayson R. Morgan, University of South Carolina, USA 35. Hristina Prodanova, National Institute of Geophysics, Geodesy and Geography - Bulgarian Academy of Sciences, Bulgaria 36. Huda Jamal Jumaah, Northern Technical University, Iraq 37. İlkay Südas, Ege University, Turkey 38. Ilse van liempt, Utrecht University, The Netherlands 39. Isabel María Gómez-Trigueros, University of Alicante, Spain 40. Italo Sousa de Sena, University College Dublin, Ireland 41. Iva Miranda Pires, NOVA University Lisbon, Portugal 42. Iwona Anna Jażdżewska, University of Lodz, Poland 43. Jaime Diaz Pacheco, Universidad de La Laguna, Spain 44. Jan Christoph Schubert, Friedrich-Alexander-University Erlangen-Nuremberg, Germany 45. Jens Dangschat , TU Wien, Austria 46. Jernej Zupančič, University of Ljubljana, Slovenia 47. Jerry T. Mitchell, University of South Carolina, USA 48. Joan Rossello, Universitat de les Illes Balears, Spain 49. Joseph J. Kerski, ESRI, USA 50. Karina Standal, CICERO Center for International Climate Research, Oslo, Norway 51. Karl Donert, EUROGEO, Belgium 52. Koshiro Suzuki , University of Toyama, Japan 53. Kristine Juul, University of Roskilde , Denmark 54. Lauren Hammond, University College London, UK 55. Mahmood Shoorcheh, University of Isfahan, Iran 56. Maria Angeles Rodriguez-Domenech, Universidad Castilla La Mancha, Spain 57. María Lois , Universidad Complutense de Madrid, Spain 58. María-Luisa de Lázaro-Torres , Universidad Nacional de Educación a Distancia, Spain 59. Marko Krevs, University of Ljubljana, Slovenia 60. Marta Gallardo, Universidad Nacional de Educación a Distancia, Spain 61. Md Galal Uddin, University of Galway, Ireland 62. Md. Kausar Alam, Brac University, Bangladesh 63. Michaela Spurná, Masaryk University, Czech Repuplic 64. Miha Pavšek, Research Centre of the Slovenian Academy of Sciences and Arts, Slovenia 65. Muhammad Haroon Stanikzai , Kandahar University, Afghanistan 66. Neli Heidari, University of Hamburg, Germany 67. Nicholas Wise, Arizona State University, USA 68. Nikola Šimunić, Institute of Social Sciences Ivo Pilar, Croatia 69. Nikolaos Karachalis , University of the Aegean, Greece 70. Nuno Morgado, Corvinus University of Budapest, Hungary 71. Pablo Fraile-Jurado, Universidad de Sevilla, Spain 72. Panagiotis G. Tzouras, National Technical University of Athens, Greece 73. Peter T. Dunn, University of Washington, USA 74. Petr Knecht, Masaryk University, Czech Repuplic 75. Polyxeni Kechagia, University of Thessaly, Greece 76. Qi Zhou, China University of Geosciences, China 77. Rafael de Miguel González, University of Zaragoza, Spain 78. Rebecca Theobald, University of Colorado, USA 79. Remus Cretan, West University of Timisoara, Romania 80. Roberto Falanga, University of Lisbon, Institute of Social Sciences, Portugal 81. Saheed Adekunle Raji, University of Lagos, Nigeria 82. Sandra Sprenger, University of Hamburg, Germany 83. Sarah Bednarz, Texas A&M University, USA 84. Sebastien Bourdin, EM Normandie Bussiness School, France 85. Serafin Pazos-Vidal , European Association for Innovation in Local Development, Belgium 86. Susannah Cramer-Greenbaum, University of Warwick, UK, UK 87. Teemu Makkonen, University of Eastern Finland, Finland 88. Teresa Sadoń-Osowiecka, University of Gdansk, Poland 89. Theano S. Terkenli , University of the Aegean, Greece 90. Theodore Metaxas , University of Thessaly, Greece 91. Uwe Krause, Fontys School of the Arts, The Netherlands 92. Valériane Mistiaen , Université libre de Bruxelles, Belgium 93. Vesna Skrbinjek, International School for Social and Business Studies, Slovenia 94. Vincent Nzabarinda, Institute of Ecology and Geography, Chinese Academy of Sciences, China 95. Zsolt Tibor Kosztyán, University of Pannonia, Hungary

06–73Al-Sa'Di, Rami A. & Jihad M. Hamdan (U Jordan, Amman, Jordan; enigma_1g@yahoo.co.uk), ‘Synchronous online chat’ English: Computer-mediated communication. World Englishes (Blackwell) 24.4 (2005), 409–424.06–74Bitchener, John, Stuart Young & Denise Cameron (Auckland, New Zealand), The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing (Elsevier) 14.3 (2005), 191–205.06–75Blevins, Wiley (Scholastic Inc., USA), The importance of reading fluency and the English language learner. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 13–16.06–76Brown, Annie (U Melbourne, Australia; a.brown@unimelb.edu.au), Self-assessment of writing in independent language learning programs: The value of annotated samples. Assessing Writing (Elsevier) 10.3 (2005), 174–191.06–77Claridge, Gillian (International Pacific College, New Zealand), Simplification in graded readers: Measuring the authenticity of graded texts. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii) 17.2 (2005), 144–159.06–78Eriksson, Katarina & Karin Aronsson (U Linköping, Sweden), ‘We're really lucky’: Co-creating ‘us’ and the ‘other’ in school booktalk. Discourse & Society (Sage) 16.5 (2005), 719–738.06–79Ferenz, Orna (Bar Ilan U, Ramat Gan, Israel; ferenzo@mail.biu.ac.il), EFL writers' social networks: Impact on advanced academic literacy development. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 339–35106–80Fowle, Clyde (Macmillan Education, East Asia), Simply read-Introducing reading for pleasure. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 20–22.06–81Hee Ko, Myong (Seoul National U, Korea; myongheeko@yahoo.co.kr), Glosses, comprehension, and strategy use. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii) 17.2 (2005), 125–143.06–82Hinkel, Eli (Seattle U, USA), Hedging, inflating, and persuading in L2 academic writing. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 29–53.06–83Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu) & Yuerong Liu Sweetland, Two case studies of L2 writers' experiences across learning-directed portfolio contexts. Assessing Writing (Elsevier), 10.3 (2005), 192–213.06–84Holligan, Chris (U Paisley, UK), Fact and fiction: A case history of doctoral supervision. Educational Research (Routledge/Taylor & Francis) 47.3 (2005), 267–278.06–85Kaakinnen, Johanna K. & Jukka Hyona (U Turku, Finland), Perspective effects on expository text comprehension: Evidence from think-aloud protocols, eyetracking, and recall. Discourse Processes (Lawrence Erlbaum) 40.3 (2005), 239–257.06–86Kimball, Miles (Texas Technical U, USA), Database e-portfolio systems: A critical appraisal. Computers and Composition (Elsevier) 22.4 (2005), 434–458.06–87Krekeler, Christian (Konstanz U of Applied Sciences, Germany), Language for special academic purposes (LSAP) testing: The effect of background knowledge revisited. Language Testing (Hodder Arnold) 23.1 (2006), 99–130.06–88Lillis, Theresa (The Open U, UK) & Mary Jane Curry, Professional academic writing by multilingual scholars: Interactions with literacy brokers in the production of English-medium texts.Written Communication (Sage) 23.1 (2006), 3–35.06–89Martínez, Iliana A. (Universidad Nacional de Rio Cuarto, Argentina), Native and non-native writers' use of first person pronouns in the different sections of biology research articles in English. Journal of Second Language Writing (Elsevier) 14.3 (2005), 174–190.06–90Pavri, Shireen (California State U, USA), Johnell Bentz, Janetta Fleming Bradley & Laurie Corso, ‘Me amo leer’ reading experiences in a central Illinois summer migrant education programme. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 154–163.06–91Reinheimer, David A. (Southeast Missouri State U, USA; dreinheimer@semo.edu), Teaching composition online: Whose side is time on?Computers and Composition (Elsevier) 22.4 (2005), 459–470.06–92Rott, Susanne (U Illinois at Chicago, USA), Processing glosses: A qualitative exploration of how form–meaning connections are established and strengthened. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii), 17.2 (2005), 95–124.06–93Salmeron, Ladislao (U Granada, Spain), Jose J. Canas, Walter Kintsch & Immaculada Fajardo, Reading strategies and hypertext comprehension. Discourse Processes (Lawrence Erlbaum) 40.3 (2005), 171–191.06–94Sapp, David Alan & James Simon (Fairfield U, USA; dsapp@mail.fairfield.edu), Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. Computers and Composition (Elsevier) 22.4 (2005), 471–489.06–95Shaffer, Jeffrey (Osaka Gakuin U, Japan), Choosing narrow reading texts for incidental vocabulary acquisition. The Language Teacher (Japan Association for Language Teaching) 29.7 (2005), 21–27.06–96Storch, Neomy (U Melbourne, Australia), Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing (Elsevier) 14.3 (2005), 153–173.06–97Syrquin, Anna F. (U Miami, USA), Registers in the academic writing of African American college students. Written Communication (Sage) 23.1 (2006), 63–90.06–98Tardy, Christine M. (DePaul U, USA; ctardy@depaul.edu), ‘It's like a story’: Rhetorical knowledge development in advanced academic literacy. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 325–338.06–99Taylor, Alison (U the West of England, UK), Elisabeth Lazarus & Ruth Cole, Putting languages on the (drop down) menu: Innovative writing frames in modern foreign language teaching. Educational Review (Routledge/Taylor & Francis) 57.4 (2005), 435–455.06–100Tetsuhito, Shizuka, Takeuchi, Osamu, Yashima, Tomoko & Yoshizawa, Kiyomi (Kansai U, Japan), A comparison of three- and four-option English tests for university entrance selection purposes in Japan. Language Testing (Hodder Arnold) 23.1 (2006), 35–57.06–101Thomas, Sue (De Montfort U, UK), Narratives of digital life at the trAce online writing centre. Computers and Composition (Elsevier) 22.4 (2005), 493–501.06–102You, Xiaoye (The Pennsylvania State U, USA; xuy10@psu.edu), ‘The choice made from no choice’: English writing instruction in a Chinese university. Journal of Second Language Writing (Elsevier) 13.2 (2004), 97–110.

Upon its release in 1987, the Hong Kong blockbuster A Chinese Ghost Story resulted in sequels, adaptations, and two remakes in 2011 and 2020. Despite its popularity, only a few critics have noticed its eclectic representations of Chinese religions, nor has there been any evaluation of its pedagogical potential. This article details how the author employs this 1987 work to teach the syncretism of Chinese religions in an undergraduate course “Asian Religions in Film.” By decoding the embedded concepts, the meanings and history behind “the Jade Garland talisman,” the inclusion of the Diamond Sutra for exorcistic efficacy, and the portrayal of paper offerings, this article argues that while A Chinese Ghost Story initially seems like a simple horror romance comedy, it nonetheless provides instructors with valuable sources to educate students about the complex and longstanding Chinese culture. Broadly, this article contributes to pedagogy of Asian religions in film by leading students to recognize how this media presents Chinese religious elements to heighten students’ intercultural understanding and awareness of the relationship between humans and spirits in Asian religions. This paper was part of a panel on “Teaching Asian Religions Through Film” presented at the Association for Asian Studies conference in Honolulu, Hawaii, March 24­–27, 2022. The panel offered concrete examples on how to adopt cinema and TV to discuss Asian religions, culture, and modernity in the classroom and contributed to the developing analysis concerning the use of visual media in Asian studies pedagogy.

06–235Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria. English Today (Cambridge University Press) 22.1 (2006), 10–17.06–236Bernat, Eva (Macquarie U, Australia; Eva.Bernat@nceltr.mq.edu.au) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 21 pp.06–237Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English. English Today (Cambridge University Press) 22.1 (2006), 18–28.06–238Chen, Liang (Lehigh U, Pennsylvania, USA; cheng@cse.lehigh.edu), Indexical relations and sound motion pictures in L2 curricula: the dynamic role of the teacher. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 263–284.06–239Cristobel, E. & E. Llurda (U de Lleida, Spain; ellurda@dal.udl.es), Learners' preferences regarding types of language school: An exploratory market research. System (Elsevier) 34.1 (2006), 135–148.06–240Diab, Rula (American U of Beirut, Lebanon; rd10@aub.edu.lb), University students' beliefs about learning English and French in Lebanon. System (Elsevier) 34.1 (2006), 80–96.06–241Frankenberg-Garcia, Ana (Instituto Superior de Línguas e Administração, Lisbon, Portugal; ana.frankenberg@sapo.pt), A peek into what today's language learners as researchers actually do. The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 335–355.06–242Gao, Xuesong (U Hong Kong, China; Xuesong.Gao@hkusua.hku.hk), Understanding changes in Chinese students' uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System (Elsevier) 34.1 (2006), 55–67.06–243Green, Bridget (Mukogawa Fort Wright Institute, USA), A framework for teaching grammar to Japanese learners in an intensive English program. The Language Teacher (Japan Association for Language Teaching) 30.2 (2006), 3–11.06–244Harker, Mihye & Dmitra Koutsantoni (The Leadership Foundation for Higher Education, London, UK; mihyeharker@lfhe.ac.uk), Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL (Cambridge University Press) 17.2 (2005), 197–216.06–245Hawkins, Roger (U Essex, Colchester, UK; roghawk@essex.ac.uk), The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 233–255.06–246Hinger, Barbara (U Innsbruck, Austria; barbara.hinger@uibk.ac.at), The distribution of instructional time and its effect on group cohesion in the foreign language classroom: a comparison of intensive and standard format courses. 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The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 335–348.06–251Lyster, Roy (McGill U, Montréal, Canada; roy.lyster@mcgill.ca), Research on form-focused instruction in immersion classrooms: implications for theory and practice. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 321–341.06–252Makarova, Veronika (U Saskatchewan, Canada), The effect of poetry practice on English pronunciation acquisition by Japanese EFL learners. The Language Teacher (Japan Association for Language Teaching) 30.3 (2006), 3–9.06–253Mckinney, Carolyn (U Witwatersrand, South Africa), A balancing act: Ethical dilemmas of democratic teaching within critical pedagogy. Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 375–392.06–254Morgan-Short, Kara (Georgetown U, USA; morgankd@georgetown.edu) & Harriet Wood Bowden, Processing instruction and meaningful output-based instruction: effects on second language development. 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<b><i>Background:</i></b> Several studies suggest that Asian-American and Native Hawaiian and Other Pacific Islander (NHOPI) racial/ethnic groups have a heightened risk of chronic kidney disease (CKD), but provide limited inference due to the aggregation of these groups into a single racial/ethnic category. We thus examined the association of granularly defined racial/ethnic groups with specific CKD indicators among a diverse group of participants from the National Kidney Foundation of Hawaii’s Kidney Early Detection Screening (KEDS) Program. <b><i>Methods:</i></b> Among 1,243 participants enrolled in 19 KEDS screening events over 2006–2009, we examined the association between Asian-American and NHOPI groups and specific CKD indicators, defined as self-reported CKD, microalbuminuria, and macroalbuminuria, using multivariable logistic regression. We then examined associations of race/ethnicity with various CKD risk factors. <b><i>Results:</i></b> The most predominant racial/ethnic groups were White (22.0%), Multiracial (18.9%), Japanese (19.2%), Filipino (13.4%), NHOPI (8.4%), and Chinese (4.5%) participants. NHOPI and Chinese participants had a higher risk of microalbuminuria (adjusted ORs [aORs] [95% CIs] 2.48 [1.25–4.91] and 2.37 [1.07–5.27], respectively), while point estimates for all other minority groups suggested higher risk (reference: Whites). NHOPI participants also had a higher risk of macroalbuminuria and self-reported CKD. While most minorities had a higher risk of diabetes and hypertension, NHOPI and Multiracial participants had a higher risk of obesity, whereas the East Asian groups had a lower risk. <b><i>Conclusions:</i></b> In this community-based cohort, compared with Whites, Asian-Americans had a higher risk of early CKD indicators, whereas NHOPIs had a higher risk of more severe CKD indicators. Further studies are needed to elucidate the distinct pathways leading to CKD across diverse racial/ethnic groups in Hawaii.

Abstract Background This study examined racial/ethnic differences in health-related quality of life (HRQOL) among adults and identified variables associated with HRQOL by race/ethnicity. Methods This study was conducted under a cross-sectional design. We used the 2011–2016 Hawaii Behavioral Risk Factor Surveillance System data. HRQOL were assessed by four measures: self-rated general health, physically unhealthy days, mentally unhealthy days, and days with activity limitation. Distress was defined as fair/poor for general health and 14 days or more for each of the other three HRQOL measures. We conducted multivariable logistic regressions with variables guided by Anderson’s behavioral model on each distress measure by race/ethnicity. Results Among Hawaii adults, 30.4% were White, 20.9% Japanese, 16.8% Filipino, 14.6% Native Hawaiian and Pacific Islander (NHPI), 5.9% Chinese, 5.2% Hispanics, and 6.2% Other. We found significant racial/ethnic differences in the HRQOL measures. Compared to Whites, Filipinos, Japanese, NHPIs, and Hispanics showed higher distress rates in general health, while Filipinos and Japanese showed lower distress rates in the other HRQOL measures. Although no variables were consistently associated with all four HRQOL measures across all racial/ethnic groups, history of diabetes were significantly associated with general health across all racial/ethnic groups and history of depression was associated with at least three of the HRQOL measure across all racial/ethnic groups. Conclusions This study contributes to the literature on disparities in HRQOL and its association with other variables among diverse racial/ethnic subgroups. Knowing the common factors for HRQOL across different racial/ethnic groups and factors specific to different racial/ethnic groups will provide valuable information for identifying future public health priorities to improve quality of life and reduce health disparities.

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Teaching about East Asian religions all too often presents them as artifacts of the premodern past. This can encourage students to assume that modernization has rendered the East Asian past, especially religious traditions, obsolete. Teaching with contemporary East Asian films is a way to remedy that oversight, challenge that assumption, and bring students into contact with East Asian religious cultures as living traditions in modern societies. Since contemporary East Asian societies have been shaped by what Chang Kyung-sup calls “compressed modernity” – a process by which “economic, political, social and/or cultural changes occur in an extremely condensed manner in respect to both time and space,” resulting in “the dynamic coexistence of mutually disparate historical and social elements” such as modernity and tradition (Chang 2010: 320) – films that explore the interplay between such “mutually disparate… elements” can be used as highly teachable “texts” in the classroom. Examples of such films include Jia Zhangke’s Tian zhuding (2013) and Shinkai Makoto’s Kimi no na wa (2016), which juxtapose traditions such as Confucianism, Chinese popular religion, and Shintō with critical views of social reality in contemporary China and Japan, respectively. These and other films depict the ways in which religious traditions continue to inform how contemporary East Asians negotiate and construct identity, memory, and power. Moreover, they show how these countries’ contrasting experiences of compressed modernity produced different kinds of interactions between modernity and tradition, which in turn explains why religion can look so different in these countries today. This paper was part of a panel on “Teaching Asian Religions Through Film” presented at the Association for Asian Studies conference in Honolulu, Hawaii, March 24­–27, 2022. The panel offered concrete examples on how to adopt cinema and TV to discuss Asian religions, culture, and modernity in the classroom and contributed to the developing analysis concerning the use of visual media in Asian studies pedagogy.

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Second Language Research (Sage) 22.2 (2006), 188–218.07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.07–255Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–256Yoshii, Makoto (Prefectural U Kumamoto, Japan; yoshii@pu-kumamoto.ac.jp), L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology (University of Hawaii) 10.3 (2006), 85–101.07–257Yoshioka, Keiko (Leiden U, the Netherlands; k.yoshioka@let.leidenuniv.nl) & Eric Kellerman, Gestural introduction of ground reference in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 173–195.07–258Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

05–396Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu), The perception of word boundaries in a second language. Second Language Research (London, UK) 21.4 (2005), 325–358.05–397Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich, Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language and Speech (Twickenham, UK) 48.1 (2005), 1–27.05–398Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu) & Robert Griffin, L2 pragmatic awareness: evidence from the ESL classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 401–415.05–399Barron, Anne (Universität Bonn, Germany; a.barron@uni-bonn.de), Variational pragmatics in the foreign language classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 519–536.05–400Barwell, Richard (U of Bristol, UK; richard.barwell@bris.ac.uk), Working on arithmetic word problems when English is an additional language. British Educational Research Journal (Abingdon, UK) 31.3 (2005), 329–348.05–401Benazzo, Sandra (CNRS & U of Lille 3, France), L'expression de la causalité dans le discours narratif en français L1 et L2 [The expression of causality in French narrative discourse]. Langages (Paris, France) 155 (2005), 33–51.05–402Carroll, Susanne E. (U of Potsdam, Germany; carroll@rz.uni-potsdam.de), Input and SLA: adults' sensitivity to different sorts of cues to French gender. Language Learning (Malden, MA, USA) 55.S1 (2005), 177, 79–138.05–403Chamot, Anna Uhl (George Washington U, Washington, DC, USA; auchamot@gwu.edu), Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 112–130.05–404Chen, Aoju (Max-Planck-Institute for Psycholinguistics, Nijmegen, the Netherlands), Carlos Gussenhoven & Toni Rietveld, Language-specificity in the perception of paralinguistic intonational meaning. Language and Speech (Twickenham, UK) 47.4 (2004), 311–349.05–405Cheng, Gao Yihong, Ying Zhao Yuan & Zhou Yan (Peking U, China; gaoyh@pku), Self-identity changes and English learning among Chinese undergraduates. World Englishes (Oxford, UK) 24.1 (2005), 39–51.05–406Chew, Kheng-Suan (Hong Kong Baptist U, Hong Kong, China; kschew@hkbu.edu.hk), An investigation of the English language skills used by new entrants in banks in Hong Kong. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 423–435.05–407Chieh-Fang, Hu (Taipei Municipal Teacher's College, Taiwan, China; cfhu@tmtc.edu.tw) & C. Melanie Schuele, Learning non-native names: the effect of poor native phonological awareness. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 343–362.05–408Clachar, Arlene (U of Miami, USA; aclachar@miami.edu), Creole English speakers' treatment of tense-aspect morphology in English interlanguage written discourse. Language Learning (Malden, MA, UK) 55.2 (2005), 275–334.05–409Clark, Martyn K. & Saori Ishida (U of Hawai'i, Manoa, USA; martync@hawaii.edu), Vocabulary knowledge differences between placed and promoted EAP students. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 225–238.05–410Dahl, Tove I., Margrethe Bals & Anne Lene Turi (U of Tromsø, Norway; tdahl@psyk.uit.no), Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 257–273.05–411Dalton-Puffer, Christiane (U of Vienna, Austria; christiane.dalton-puffer@univie.ac.at), Negotiating interpersonal meanings in naturalistic classroom discourse: directives in content-and-language-integrated classrooms. Journal of Pragmatics37.8 (2005), 1275–1293.05–412DaSilva, Iddings & Ana Christina (Vanderbilt U, USA), Linguistic access and participation: English language learners in an English-dominant community of practice. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 165–183.05–413Davis, Adrian (Macao Polytechnic Institute, China), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Clevedon, UK) 17.4 (2004), 207–222.05–414De Angelis, Gessica (U of Toronto at Mississauga, Canada; gdeangel@utm.utoronto.ca), Interlanguage transfer of function words. Language Learning (Malden, MA, USA) 55.3 (2005), 379–414.05–415Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu) & Jon C. Hathorn, Quelque chose…de remarquable in English–French acquisition: mandatory, informationally encapsulated computations in second language interpretation. Second Language Research (London, UK) 21.4 (2005), 291–323.05–416Demagny, Annie-Claude (Université de Paris VIII, France) & Urszula Paprocka-Pietrowska, L'acquisition du lexique verbal et des connecteurs temporels dans les récits de fiction en français L1 et L2 [The acquisition of the lexis of verbs and of temporal connectors in the telling of fictional stories in French as L1 and L2]. Langages (Paris, France) 155 (2005), 52–75.05–417Dewaele, Jean-Marc (U of London; j.dewaele@bbk.ac.uk), Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 367–380.05–418Fleckenstein, Kristie S. (Ball State U, Muncie, USA; kflecken@bsu.edu), Faceless students, virtual places: emergence and communal accountability in online classrooms. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 149–176.05–419Goldschneider, Jennifer M. & Robert M. DeKeyser (U of Pittsburgh, USA; RDK1@pitt.edu), Explaining the ‘natural order of L2 morpheme acquisition’ in English: a meta-analysis of multiple determinants. Language Learning (Malden, MA, UK) 55.S1 (2005), 27–77.05–420Grüter, Theres (McGill U, Québec, Canada; theres.gruter@mail.mcgill.ca), Comprehension and production of French object clitics by child second language learners and children with specific language impairment. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 363–391.05–421Hincks, Rebecca (The Royal Institute of Technology, Sweden; hincks@speech.kth.se), Measures and perceptions of liveliness in student oral presentation speech: a proposal for automatic feedback mechanism. System (Amsterdam, the Netherlands) 33.4 (2005), 575–591.05–422Huang, Jing (Zhanjiang Teachers U, China; peterjh@hkusua.hku.hk), A diary study of difficulties and constraints in EFL learning. System (Amsterdam, the Netherlands) 33.4 (2005), 609–621.05–423Kempe, Vera (U of Stirling, UK) & Patricia J. Brooks, The role of diminutives in the acquisition of Russian gender: can elements of child-directed speech aid in learning morphology?Language Learning (Malden, MA, USA) 55.S1 (2005), 139–176.05–424Kirtley, Susan (Western Oregon U, USA; kirtleys@wou.edu), Students' views on technology and writing: the power of personal history. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 209–230.05–425Kiss, Csilla (Tessedik Sámuel College, Hungary; cskiss@hu.inter.net) & Marianne Nikolov, Developing, piloting, and validating an instrument to measure young learners' aptitude. Language Learning (Malden, MA, USA) 55.1 (2005), 99–150.05–426Krashen, Stephen (U of Southern California, USA) & Clara Lee Brown, The ameliorating effects of high socioeconomic status: a secondary analysis. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 185–196.05–427Mahoney, Kate S. & Jeff MacSwan (Arizona State U, USA), Reexamining identification and reclassification of English language learners: a critical discussion of select state practices. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 31–42.05–428McColl, Hilary (Tayside, Scotland, UK; h.mccoll@clara.co.uk), Foreign language learning and inclusion: Who? Why? What? – and How?Support for Learning (Oxford, UK) 20.3 (2005), 103–108.05–429Meiring, Lynne (U of Wales, Swansea, UK) & Nigel Norman, How can ICT contribute to the learning of foreign languages by pupils with SEN?Support for Learning (Oxford, UK) 20.3 (2005), 129–134.05–430Morgan, Brian (York U, Toronto, Canada; bmorgan@yorku.ca) & Vaidehi Ramanathan, Critical literacies and language education: global and local perspectives. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 151–169.05–431Mortimore, Tilly (U of Southampton, UK; t.mortimore@soton.ac.uk), Dyslexia and learning style–a note of caution. British Journal of Special Education (Oxford, UK) 32.3 (2005) 145–148.05–432Murphy, Ellen (Trinity College, Dublin, Ireland; igrey@tcd.ie), Ian M. Grey & Rita Honan, Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation. British Journal of Special Education (Oxford, UK) 32.3 (2005), 157–164.05–433Murray, Denise E. (Macquarie U, Australia; denise.murrays@mq.edu.au), Technologies for second language literacies. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 188–201.05–434Myles, Florence (U of Newcastle, UK; Florence.Myles@ncl.ac.uk), Interlanguage corpora and second language acquisition research. Second Language Research (London, UK) 21.4 (2005), 373–391.05–435Odlin, Terence (Ohio State U, USA; odlin.1@osu.edu), Crosslinguistic influence and conceptual transfer: what are the concepts?Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 3–25.05–436Orsini-Jones, Marina (Coventry U, UK; m.orsini@coventry.ac.uk),Kathy Courtney & Anne Dickinson, Supporting foreign language learning for a blind student: a case study from Coventry University. Support for Learning (Oxford, UK) 20.3 (2005), 146–152.05–437Ortega, Lourdes (U of Hawai'i, Manoa, USA; lortega@hawaii.edu) & Gina Iberri-Shea, Longitudinal research in second language acquisition: recent trends and future directions. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 26–45.05–438Parodi, Teresa (U of Cambridge, UK; tp209@cam.ac.uk) & Ianthi-María Tsimpli, ‘Real’ and apparent optionality in second language grammars: finiteness and pronouns in null operator structures. Second Language Research (London, UK) 21.3 (2005), 250–285.05–439Peñate, Marcos & Geraldine Boylan (U of Las Palmas, Spain), The effect of interactional adjustments on the overall comprehension of spoken texts: a case study. JALT Journal (Tokyo, Japan) 27.2 (2005), 187–207.05–440Reder, Stephen & Erica Davila (Portland State U, USA; reders@pdx.edu), Context and literacy practices. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 170–187.05–441Reinders, Hayo (U of Auckland, New Zealand), Nonparticipation in university language support. JALT Journal (Tokyo, Japan) 27.2 (2005), 209–226.05–442Robinson, Peter (Aoyama Gakuin U, Tokyo; peterr@cl.aoyama.ac.jp), Aptitude and second language acquisition. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 46–73.05–443Rydland, Veslemøy & Vibeke Grøver Aukrust (U of Oslo, Norway; veslemoy.rydland@ped.uio.no), Lexical repetition in second language learners' peer play interaction. Language Learning (Malden, MA, USA) 55.2 (2005), 229–274.05–444Sparks, Richard L. (College of Mount St. Joseph, USA; richard_sparks@mail.msj.edu),James Javorsky & Lois Philips, Comparison of the performance of college students classified as ADHD, LD, and LD/ADHD in foreign language courses. Language Learning (Malden, MA, USA) 55.1 (2005), 151–177.05–445Stevens, Anne (The Open U, UK) & David Marsh, Foreign language teaching within special needs education: learning from Europe-wide experience. Support for Learning (Oxford, UK) 20.3 (2005), 109–114.05–446Strenski, Ellen (U of California, Irvine, USA; strenski@uci.edu),Caley O'DwyerFeagin & Jonathan A. Singer, Email small group peer review revisited. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 191–208.05–447Tarone, Elaine & Martha Bigelow (U of Minnesota, USA; etarone@umn.edu), Impact of literacy on oral language processing: implications for second language acquisition research. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 77–97.05–448Thomas, Margaret (Boston College, USA; thomasm@bc.edu), Theories of second language acquisition: three sides, three angles, three points. Second Language Research (London, UK) 21.4 (2005), 393–414.05–449Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu), Text building, language learning and the emergence of local varieties in world Englishes. World Englishes (Oxford, UK) 24.1 (2005), 21–38.05–450Tokimoto, Shingo (Mejiro U, Japan), Disambiguation of homonyms in real-time Japanese sentence processing: case-markings and thematic constraint. Language and Speech (Twickenham, UK) 48.1 (2005), 65–90.05–451Wigglesworth, Gillian (U of Melbourne, Australia; gillianw@unimelb.edu.au), Current approaches to researching second language learner processes. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 98–111.05–452Wilks, Clarissa (Kingston U, UK; C.Wilks@kingston.ac.uk),Paul Meara & Brent Wolter, A further note on simulating word association behaviour in a second language. Second Language Research (London, UK) 21.4 (2005), 359–372.05–453Williams, John N. (U of Cambridge, UK; jnw12@cam.ac.uk) & Peter Lovatt, Phonological memory and rule learning. Language Learning (Malden, MA, USA) 55.S1 (2005), 177–233.05–454Wire, Vivienne (East Ayrshire, Scotland, UK; vivienne.wire@east-ayrshire.gov.uk), Autistic Spectrum Disorders and learning foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 123–128.05–455Wright, Margaret & Orla McGrory (Queen's U Belfast, Northern Ireland), Motivation and the adult Irish language learner. Educational Research (London, UK) 47.2 (2005), 191–204.05–456Wright, Wayne E. (U of Texas, San Antonio, USA), English language learners left behind in Arizona: the nullification of accommodations in the intersection of federal and state policies. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 1–29.05–457Zareva, Alla (Northern Arizona U, USA; Alla.Zareva@nau.ed), Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency. System (Amsterdam, the Netherlands) 33.4 (2005), 547–562.05–458Zareva, Alla (Northern Arizona U, Flagstaff; Alla.Zareva@nau.edu), Paula Schwanenflugel & Yordanka Nikolova, Relationship between lexical competence and language proficiency: variable sensitivity. Studies in Second Language Acquisition (Cambridge, UK) 27.4 (2005), 567–595.

AWARDSSome major international children’s literature awards have just been announced as I compile the news for this issue. Several of these have Canadian connections.2016 ALSC (Association for Library Service to Children) Book & Media Award WinnersJohn Newbery Medal"Last Stop on Market Street,” written by Matt de la Peña, illustrated by Christian Robinson and published by G. P. Putnam’s Sons, an imprint of Penguin Books (USA) LLC Newbery Honor Books"The War that Saved My Life," written by Kimberly Brubaker Bradley and published by Dial Books for Young Readers, an imprint of Penguin Books (USA) LLC“Roller Girl,” written and illustrated by Victoria Jamieson and published by Dial Books for Young Readers, an imprint of Penguin Books (USA) LLC“Echo,” written by Pam Muñoz Ryan and published by Scholastic Press, an imprint of Scholastic Inc.Randolph Caldecott Medal"Finding Winnie: The True Story of the World’s Most Famous Bear," illustrated by Sophie Blackall, written by Lindsay Mattick and published by Little, Brown and Company, a division of Hachette Book Group, Inc.Caldecott Honor Books"Trombone Shorty," illustrated by Bryan Collier, written by Troy Andrews and published by Abrams Books for Young Readers, an imprint of ABRAMS“Waiting,” illustrated and written by Kevin Henkes, published by Greenwillow Books, an imprint of HarperCollins Publishers“Voice of Freedom Fannie Lou Hamer Spirit of the Civil Rights Movement,” illustrated by Ekua Holmes, written by Carole Boston Weatherford and published by Candlewick Press“Last Stop on Market Street,” illustrated by Christian Robinson, written by Matt de le Peña and published by G. P. Putnam’s Sons, an imprint of Penguin Books (USA) LLC Laura Ingalls Wilder AwardJerry Pinkney -- His award-winning works include “The Lion and the Mouse,” recipient of the Caldecott Award in 2010. In addition, Pinkney has received five Caldecott Honor Awards, five Coretta Scott King Illustrator Awards, and four Coretta Scott King Illustrator Honors. 2017 May Hill Arbuthnot Honor Lecture AwardJacqueline Woodson will deliver the 2017 May Hill Arbuthnot Honor Lecture. Woodson is the 2014 National Book Award winner for her New York Times bestselling memoir, “Brown Girl Dreaming.” Mildred L. Batchelder Award“The Wonderful Fluffy Little Squishy,” published by Enchanted Lion Books, written and illustrated by Beatrice Alemagna, and translated from the French by Claudia Zoe BedrickBatchelder Honor Books“Adam and Thomas,” published by Seven Stories Press, written by Aharon Appelfeld, iIllustrated by Philippe Dumas and translated from the Hebrew by Jeffrey M. Green“Grandma Lives in a Perfume Village,” published by NorthSouth Books, an imprint of Nordsüd Verlag AG, written by Fang Suzhen, iIllustrated by Sonja Danowski and translated from the Chinese by Huang Xiumin“Written and Drawn by Henrietta,” published by TOON Books, an imprint of RAW Junior, LLC and written, illustrated, and translated from the Spanish by Liniers.Pura Belpre (Author) Award“Enchanted Air: Two Cultures, Two Wings: A Memoir," written by Margarita Engle and published by Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing DivisionBelpre (Author) Honor Books"The Smoking Mirror," written by David Bowles and published by IFWG Publishing, Inc."Mango, Abuela, and Me," written by Meg Medina, illustrated by Angela Dominguez and published by Candlewick PressPura Belpre (Illustrator) Award"The Drum Dream Girl," illustrated by Rafael López, written by Margarita Engle and published by Houghton Mifflin HarcourtBelpre (Illustrator) Honor Books"My Tata’s Remedies = Los remedios de mi tata,” iIllustrated by Antonio Castro L., written by Roni Capin Rivera-Ashford and published by Cinco Puntos Press“Mango, Abuela, and Me,” illustrated by Angela Dominguez, written by Meg Medina and published by Candlewick Press“Funny Bones: Posada and His Day of the Dead Calaveras,” illustrated and written by Duncan Tonatiuh and published by Abrams Books for Young Readers, an imprint of ABRAMSAndrew Carnegie Medal "That Is NOT a Good Idea," produced by Weston Woods Studios, Inc.Theodor Seuss Geisel Award"Don’t Throw It to Mo!" written by David A. Adler, illustrated by Sam Ricks and published by Penguin Young Readers, and imprint of Penguin Group (USA), LLCGeisel Honor Books "A Pig, a Fox, and a Box," written and illustrated by Jonathan Fenske and published by Penguin Young Readers, an Imprint of Penguin Group (USA) LLC"Supertruck," written and illustrated by Stephen Savage and published by A Neal Porter Book published by Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited Partnership"Waiting," written and illustrated by Kevin Henkes and published by Greenwillow Books, an imprint of HarperCollins Publishers.Odyssey Award"The War that Saved My Life," produced by Listening Library, an imprint of the Penguin Random House Audio Publishing Group, written by Kimberly Brubaker Bradley and narrated by Jayne EntwistleOdyssey Honor Audiobook"Echo," produced by Scholastic Audio / Paul R. Gagne, written by Pam Munoz Ryan and narrated by Mark Bramhall, David De Vries, MacLeod Andrews and Rebecca SolerRobert F. Sibert Informational Book Medal"Funny Bones: Posada and His Day of the Dead Calaveras,” written and illustrated by Duncan Tonatiuh and published by Abrams Books for Young Readers, an imprint of ABRAMSSibert Honor Books"Drowned City: Hurricane Katrina and New Orleans," written and illustrated by Don Brown and published by Houghton Mifflin Harcourt"The Boys Who Challenged Hitler: Knud Pedersen and the Churchill Club," by Phillip Hoose and published by Farrar Straus Giroux Books for Young Readers"Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March," written by Lynda Blackmon Lowery as told to Elspeth Leacock and Susan Buckley, illustrated by PJ Loughran and published by Dial Books, an imprint of Penguin Group (USA) LLC"Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement," written by Carole Boston Weatherford, illustrated by Ekua Holmes and published by Candlewick PressCONFERENCES & EVENTSThis 2016 is shaping up to be a busy year for those of us involved with Canadian children’s literature. To tantalize your appetite (and encourage you to get involved) here are some highlights:January:Vancouver Children’s Literature Roundtable event: A Celebration of BC’s Award Children’s Authors and Illustrators with special guests Rachel Hartman and the Children’s Literature Roundtables of Canada 2015 Information Book Award winners Margriet Ruurs & Katherine Gibson, January 27, 2016, 7 – 9 pm. Creekside Community Centre, 1 Athletes Way, Vancouver. Free to members and students.April:Wordpower programs from the Young Alberta Book Society feature teams of Albertan children’s literary artists touring to schools in rural areas. Thanks to the generous sponsorship of Cenovus Energy, schools unable to book artist visits due to prohibitive travel costs are able to participate.April 4-8: Wordpower South will send 8 artist teams to communities roughly between Drumheller and Medicine Hat. Artists include Karen Bass, Lorna Shultz-Nicholson, Bethany Ellis, Marty Chan, Mary Hays, Sigmund Brouwer, Carolyn Fisher, Natasha DeenApril 25-29: Wordpower North will have a team of 8 artists traveling among communities in north-eastern Alberta such as Fort MacKay, Conklin, Wabasca, Lac La Biche, Cold Lake, and Bonnyville. The artists include Kathy Jessup, Lois Donovan, Deborah Miller, David Poulsen, Gail de Vos, Karen Spafford-Fitz, Hazel Hutchins, Georgia Graham May: COMICS AND CONTEMPORARY LITERACY: May 2, 2016; 8:30am - 4:30pm at the Rozsa Centre, University of Calgary. This is a one day conference featuring presentations and a workshop by leading authors, scholars, and illustrators from the world of comics and graphic novels. This conference is the 5th in the annual 'Linguistic Diversity and Language Policy' series sponsored by the Chair, English as an Additional Language, Werklund School of Education, University of Calgary. Tom Ricento is the current Chair-holder. The conference is free and lunch is provided. Seating is limited, so register early. The four presenters are:Jillian Tamaki, illustrator for This One Summer, and winner of the Governor General's Award for children's illustration.Richard van Camp, best-selling author of The Lesser Blessed and Three Feathers, and member of the Dogrib Nation.Dr. Nick Sousanis, post-doctoral scholar, teacher and creator of the philosophical comic Unflattening.Dr. Bart Beaty, University of Calgary professor, acclaimed comics scholar and author of Comics vs. Art TD Canadian Children’s Book Week 2016. In 2016, the Canadian Children's Book Centre celebrates 40 years of bringing great Canadian children's books to young readers across the country and the annual TD Canadian Children’s Book Week will be occurring this May across Canada. The theme this year is the celebration of these 40 years of great books written, illustrated and published in Canada as well as stories that have been told over the years. The 2016 tour of storytellers, authors and illustrators and their area of travel are as follows:Alberta: Bob Graham, storyteller; Kate Jaimet, authorBritish Columbia (Interior region) Lisa Dalrymple, author; (Lower Mainland region) Graham Ross, illustrator; (Vancouver Island region) Wesley King, author; (Northern region, Rebecca Bender, author & illustrator.Manitoba: Angela Misri, author; Allison Van Diepen, authorNew Brunswick: Mary Ann Lippiatt, storytellerNewfoundland: Maureen Fergus, authorLabrador: Sharon Jennings, authorNorthwest Territories: Geneviève Després, illustratorNova Scotia: Judith Graves, authorNunavut: Gabrielle Grimard, illustratorOntario: Karen Autio, author; Marty Chan, author; Danika Dinsmore, author; Kallie George, author; Doretta Groenendyk, author & illustrator; Alison Hughes, author; Margriet Ruurs, author.Prince Edward Island: Wallace Edwards, author & illustratorQuebec (English-language tour): LM Falcone, author; Simon Rose, author; Kean Soo, author & illustrator; Robin Stevenson, author; and Tiffany Stone, author/poet.Saskatchewan: (Saskatoon and northern area) Donna Dudinsky, storyteller; (Moose Jaw/Regina and southern area) Sarah Ellis, authorYukon: Vicki Grant, author-----Gail de Vos is an adjunct professor who teaches courses on Canadian children's literature, young adult literature, and comic books & graphic novels at the School of Library and Information Studies (SLIS) at the University of Alberta. She is the author of nine books on storytelling and folklore. Gail is also a professional storyteller who has taught the storytelling course at SLIS for over two decades.

Photo ID 158378414 © Eduard Muzhevskyi | Dreamstime.com ABSTRACT There is a debate about the ethical implications of using human embryos in stem cell research, which can be influenced by cultural, moral, and social values. This paper argues for an adaptable framework to accommodate diverse cultural and religious perspectives. By using an adaptive ethics model, research protections can reflect various populations and foster growth in stem cell research possibilities. INTRODUCTION Stem cell research combines biology, medicine, and technology, promising to alter health care and the understanding of human development. Yet, ethical contention exists because of individuals’ perceptions of using human embryos based on their various cultural, moral, and social values. While these disagreements concerning policy, use, and general acceptance have prompted the development of an international ethics policy, such a uniform approach can overlook the nuanced ethical landscapes between cultures. With diverse viewpoints in public health, a single global policy, especially one reflecting Western ethics or the ethics prevalent in high-income countries, is impractical. This paper argues for a culturally sensitive, adaptable framework for the use of embryonic stem cells. Stem cell policy should accommodate varying ethical viewpoints and promote an effective global dialogue. With an extension of an ethics model that can adapt to various cultures, we recommend localized guidelines that reflect the moral views of the people those guidelines serve. BACKGROUND Stem cells, characterized by their unique ability to differentiate into various cell types, enable the repair or replacement of damaged tissues. Two primary types of stem cells are somatic stem cells (adult stem cells) and embryonic stem cells. Adult stem cells exist in developed tissues and maintain the body’s repair processes.[1] Embryonic stem cells (ESC) are remarkably pluripotent or versatile, making them valuable in research.[2] However, the use of ESCs has sparked ethics debates. Considering the potential of embryonic stem cells, research guidelines are essential. The International Society for Stem Cell Research (ISSCR) provides international stem cell research guidelines. They call for “public conversations touching on the scientific significance as well as the societal and ethical issues raised by ESC research.”[3] The ISSCR also publishes updates about culturing human embryos 14 days post fertilization, suggesting local policies and regulations should continue to evolve as ESC research develops.[4] Like the ISSCR, which calls for local law and policy to adapt to developing stem cell research given cultural acceptance, this paper highlights the importance of local social factors such as religion and culture. I. Global Cultural Perspective of Embryonic Stem Cells Views on ESCs vary throughout the world. Some countries readily embrace stem cell research and therapies, while others have stricter regulations due to ethical concerns surrounding embryonic stem cells and when an embryo becomes entitled to moral consideration. The philosophical issue of when the “someone” begins to be a human after fertilization, in the morally relevant sense,[5] impacts when an embryo becomes not just worthy of protection but morally entitled to it. The process of creating embryonic stem cell lines involves the destruction of the embryos for research.[6] Consequently, global engagement in ESC research depends on social-cultural acceptability. a. US and Rights-Based Cultures In the United States, attitudes toward stem cell therapies are diverse. The ethics and social approaches, which value individualism,[7] trigger debates regarding the destruction of human embryos, creating a complex regulatory environment. For example, the 1996 Dickey-Wicker Amendment prohibited federal funding for the creation of embryos for research and the destruction of embryos for “more than allowed for research on fetuses in utero.”[8] Following suit, in 2001, the Bush Administration heavily restricted stem cell lines for research. However, the Stem Cell Research Enhancement Act of 2005 was proposed to help develop ESC research but was ultimately vetoed.[9] Under the Obama administration, in 2009, an executive order lifted restrictions allowing for more development in this field.[10] The flux of research capacity and funding parallels the different cultural perceptions of human dignity of the embryo and how it is socially presented within the country’s research culture.[11] b. Ubuntu and Collective Cultures African bioethics differs from Western individualism because of the different traditions and values. African traditions, as described by individuals from South Africa and supported by some studies in other African countries, including Ghana and Kenya, follow the African moral philosophies of Ubuntu or Botho and Ukama, which “advocates for a form of wholeness that comes through one’s relationship and connectedness with other people in the society,”[12] making autonomy a socially collective concept. In this context, for the community to act autonomously, individuals would come together to decide what is best for the collective. Thus, stem cell research would require examining the value of the research to society as a whole and the use of the embryos as a collective societal resource. If society views the source as part of the collective whole, and opposes using stem cells, compromising the cultural values to pursue research may cause social detachment and stunt research growth.[13] Based on local culture and moral philosophy, the permissibility of stem cell research depends on how embryo, stem cell, and cell line therapies relate to the community as a whole. Ubuntu is the expression of humanness, with the person’s identity drawn from the “’I am because we are’” value.[14] The decision in a collectivistic culture becomes one born of cultural context, and individual decisions give deference to others in the society. Consent differs in cultures where thought and moral philosophy are based on a collective paradigm. So, applying Western bioethical concepts is unrealistic. For one, Africa is a diverse continent with many countries with different belief systems, access to health care, and reliance on traditional or Western medicines. Where traditional medicine is the primary treatment, the “’restrictive focus on biomedically-related bioethics’” [is] problematic in African contexts because it neglects bioethical issues raised by traditional systems.”[15] No single approach applies in all areas or contexts. Rather than evaluating the permissibility of ESC research according to Western concepts such as the four principles approach, different ethics approaches should prevail. Another consideration is the socio-economic standing of countries. In parts of South Africa, researchers have not focused heavily on contributing to the stem cell discourse, either because it is not considered health care or a health science priority or because resources are unavailable.[16] Each country’s priorities differ given different social, political, and economic factors. In South Africa, for instance, areas such as maternal mortality, non-communicable diseases, telemedicine, and the strength of health systems need improvement and require more focus[17] Stem cell research could benefit the population, but it also could divert resources from basic medical care. Researchers in South Africa adhere to the National Health Act and Medicines Control Act in South Africa and international guidelines; however, the Act is not strictly enforced, and there is no clear legislation for research conduct or ethical guidelines.[18] Some parts of Africa condemn stem cell research. For example, 98.2 percent of the Tunisian population is Muslim.[19] Tunisia does not permit stem cell research because of moral conflict with a Fatwa. Religion heavily saturates the regulation and direction of research.[20] Stem cell use became permissible for reproductive purposes only recently, with tight restrictions preventing cells from being used in any research other than procedures concerning ART/IVF. Their use is conditioned on consent, and available only to married couples.[21] The community's receptiveness to stem cell research depends on including communitarian African ethics. c. Asia Some Asian countries also have a collective model of ethics and decision making.[22] In China, the ethics model promotes a sincere respect for life or human dignity,[23] based on protective medicine. This model, influenced by Traditional Chinese Medicine (TCM), [24] recognizes Qi as the vital energy delivered via the meridians of the body; it connects illness to body systems, the body’s entire constitution, and the universe for a holistic bond of nature, health, and quality of life.[25] Following a protective ethics model, and traditional customs of wholeness, investment in stem cell research is heavily desired for its applications in regenerative therapies, disease modeling, and protective medicines. In a survey of medical students and healthcare practitioners, 30.8 percent considered stem cell research morally unacceptable while 63.5 percent accepted medical research using human embryonic stem cells. Of these individuals, 89.9 percent supported increased funding for stem cell research.[26] The scientific community might not reflect the overall population. From 1997 to 2019, China spent a total of $576 million (USD) on stem cell research at 8,050 stem cell programs, increased published presence from 0.6 percent to 14.01 percent of total global stem cell publications as of 2014, and made significant strides in cell-based therapies for various medical conditions.[27] However, while China has made substantial investments in stem cell research and achieved notable progress in clinical applications, concerns linger regarding ethical oversight and transparency.[28] For example, the China Biosecurity Law, promoted by the National Health Commission and China Hospital Association, attempted to mitigate risks by introducing an institutional review board (IRB) in the regulatory bodies. 5800 IRBs registered with the Chinese Clinical Trial Registry since 2021.[29] However, issues still need to be addressed in implementing effective IRB review and approval procedures. The substantial government funding and focus on scientific advancement have sometimes overshadowed considerations of regional cultures, ethnic minorities, and individual perspectives, particularly evident during the one-child policy era. As government policy adapts to promote public stability, such as the change from the one-child to the two-child policy,[30] research ethics should also adapt to ensure respect for the values of its represented peoples. Japan is also relatively supportive of stem cell research and therapies. Japan has a more transparent regulatory framework, allowing for faster approval of regenerative medicine products, which has led to several advanced clinical trials and therapies.[31] South Korea is also actively engaged in stem cell research and has a history of breakthroughs in cloning and embryonic stem cells.[32] However, the field is controversial, and there are issues of scientific integrity. For example, the Korean FDA fast-tracked products for approval,[33] and in another instance, the oocyte source was unclear and possibly violated ethical standards.[34] Trust is important in research, as it builds collaborative foundations between colleagues, trial participant comfort, open-mindedness for complicated and sensitive discussions, and supports regulatory procedures for stakeholders. There is a need to respect the culture’s interest, engagement, and for research and clinical trials to be transparent and have ethical oversight to promote global research discourse and trust. d. Middle East Countries in the Middle East have varying degrees of acceptance of or restrictions to policies related to using embryonic stem cells due to cultural and religious influences. Saudi Arabia has made significant contributions to stem cell research, and conducts research based on international guidelines for ethical conduct and under strict adherence to guidelines in accordance with Islamic principles. Specifically, the Saudi government and people require ESC research to adhere to Sharia law. In addition to umbilical and placental stem cells,[35] Saudi Arabia permits the use of embryonic stem cells as long as they come from miscarriages, therapeutic abortions permissible by Sharia law, or are left over from in vitro fertilization and donated to research.[36] Laws and ethical guidelines for stem cell research allow the development of research institutions such as the King Abdullah International Medical Research Center, which has a cord blood bank and a stem cell registry with nearly 10,000 donors.[37] Such volume and acceptance are due to the ethical ‘permissibility’ of the donor sources, which do not conflict with religious pillars. However, some researchers err on the side of caution, choosing not to use embryos or fetal tissue as they feel it is unethical to do so.[38] Jordan has a positive research ethics culture.[39] However, there is a significant issue of lack of trust in researchers, with 45.23 percent (38.66 percent agreeing and 6.57 percent strongly agreeing) of Jordanians holding a low level of trust in researchers, compared to 81.34 percent of Jordanians agreeing that they feel safe to participate in a research trial.[40] Safety testifies to the feeling of confidence that adequate measures are in place to protect participants from harm, whereas trust in researchers could represent the confidence in researchers to act in the participants’ best interests, adhere to ethical guidelines, provide accurate information, and respect participants’ rights and dignity. One method to improve trust would be to address communication issues relevant to ESC. Legislation surrounding stem cell research has adopted specific language, especially concerning clarification “between ‘stem cells’ and ‘embryonic stem cells’” in translation.[41] Furthermore, legislation “mandates the creation of a national committee… laying out specific regulations for stem-cell banking in accordance with international standards.”[42] This broad regulation opens the door for future global engagement and maintains transparency. However, these regulations may also constrain the influence of research direction, pace, and accessibility of research outcomes. e. Europe In the European Union (EU), ethics is also principle-based, but the principles of autonomy, dignity, integrity, and vulnerability are interconnected.[43] As such, the opportunity for cohesion and concessions between individuals’ thoughts and ideals allows for a more adaptable ethics model due to the flexible principles that relate to the human experience The EU has put forth a framework in its Convention for the Protection of Human Rights and Dignity of the Human Being allowing member states to take different approaches. Each European state applies these principles to its specific conventions, leading to or reflecting different acceptance levels of stem cell research. [44] For example, in Germany, Lebenzusammenhang, or the coherence of life, references integrity in the unity of human culture. Namely, the personal sphere “should not be subject to external intervention.”[45] Stem cell interventions could affect this concept of bodily completeness, leading to heavy restrictions. Under the Grundgesetz, human dignity and the right to life with physical integrity are paramount.[46] The Embryo Protection Act of 1991 made producing cell lines illegal. Cell lines can be imported if approved by the Central Ethics Commission for Stem Cell Research only if they were derived before May 2007.[47] Stem cell research respects the integrity of life for the embryo with heavy specifications and intense oversight. This is vastly different in Finland, where the regulatory bodies find research more permissible in IVF excess, but only up to 14 days after fertilization.[48] Spain’s approach differs still, with a comprehensive regulatory framework.[49] Thus, research regulation can be culture-specific due to variations in applied principles. Diverse cultures call for various approaches to ethical permissibility.[50] Only an adaptive-deliberative model can address the cultural constructions of self and achieve positive, culturally sensitive stem cell research practices.[51] II. Religious Perspectives on ESC Embryonic stem cell sources are the main consideration within religious contexts. While individuals may not regard their own religious texts as authoritative or factual, religion can shape their foundations or perspectives. The Qur'an states: “And indeed We created man from a quintessence of clay. Then We placed within him a small quantity of nutfa (sperm to fertilize) in a safe place. Then We have fashioned the nutfa into an ‘alaqa (clinging clot or cell cluster), then We developed the ‘alaqa into mudgha (a lump of flesh), and We made mudgha into bones, and clothed the bones with flesh, then We brought it into being as a new creation. So Blessed is Allah, the Best of Creators.”[52] Many scholars of Islam estimate the time of soul installment, marked by the angel breathing in the soul to bring the individual into creation, as 120 days from conception.[53] Personhood begins at this point, and the value of life would prohibit research or experimentation that could harm the individual. If the fetus is more than 120 days old, the time ensoulment is interpreted to occur according to Islamic law, abortion is no longer permissible.[54] There are a few opposing opinions about early embryos in Islamic traditions. According to some Islamic theologians, there is no ensoulment of the early embryo, which is the source of stem cells for ESC research.[55] In Buddhism, the stance on stem cell research is not settled. The main tenets, the prohibition against harming or destroying others (ahimsa) and the pursuit of knowledge (prajña) and compassion (karuna), leave Buddhist scholars and communities divided.[56] Some scholars argue stem cell research is in accordance with the Buddhist tenet of seeking knowledge and ending human suffering. Others feel it violates the principle of not harming others. Finding the balance between these two points relies on the karmic burden of Buddhist morality. In trying to prevent ahimsa towards the embryo, Buddhist scholars suggest that to comply with Buddhist tenets, research cannot be done as the embryo has personhood at the moment of conception and would reincarnate immediately, harming the individual's ability to build their karmic burden.[57] On the other hand, the Bodhisattvas, those considered to be on the path to enlightenment or Nirvana, have given organs and flesh to others to help alleviate grieving and to benefit all.[58] Acceptance varies on applied beliefs and interpretations. Catholicism does not support embryonic stem cell research, as it entails creation or destruction of human embryos. This destruction conflicts with the belief in the sanctity of life. For example, in the Old Testament, Genesis describes humanity as being created in God’s image and multiplying on the Earth, referencing the sacred rights to human conception and the purpose of development and life. In the Ten Commandments, the tenet that one should not kill has numerous interpretations where killing could mean murder or shedding of the sanctity of life, demonstrating the high value of human personhood. In other books, the theological conception of when life begins is interpreted as in utero,[59] highlighting the inviolability of life and its formation in vivo to make a religious point for accepting such research as relatively limited, if at all.[60] The Vatican has released ethical directives to help apply a theological basis to modern-day conflicts. The Magisterium of the Church states that “unless there is a moral certainty of not causing harm,” experimentation on fetuses, fertilized cells, stem cells, or embryos constitutes a crime.[61] Such procedures would not respect the human person who exists at these stages, according to Catholicism. Damages to the embryo are considered gravely immoral and illicit.[62] Although the Catholic Church officially opposes abortion, surveys demonstrate that many Catholic people hold pro-choice views, whether due to the context of conception, stage of pregnancy, threat to the mother’s life, or for other reasons, demonstrating that practicing members can also accept some but not all tenets.[63] Some major Jewish denominations, such as the Reform, Conservative, and Reconstructionist movements, are open to supporting ESC use or research as long as it is for saving a life.[64] Within Judaism, the Talmud, or study, gives personhood to the child at birth and emphasizes that life does not begin at conception:[65] “If she is found pregnant, until the fortieth day it is mere fluid,”[66] Whereas most religions prioritize the status of human embryos, the Halakah (Jewish religious law) states that to save one life, most other religious laws can be ignored because it is in pursuit of preservation.[67] Stem cell research is accepted due to application of these religious laws. We recognize that all religions contain subsets and sects. The variety of environmental and cultural differences within religious groups requires further analysis to respect the flexibility of religious thoughts and practices. We make no presumptions that all cultures require notions of autonomy or morality as under the common morality theory, which asserts a set of universal moral norms that all individuals share provides moral reasoning and guides ethical decisions.[68] We only wish to show that the interaction with morality varies between cultures and countries. III. A Flexible Ethical Approach The plurality of different moral approaches described above demonstrates that there can be no universally acceptable uniform law for ESC on a global scale. Instead of developing one standard, flexible ethical applications must be continued. We recommend local guidelines that incorporate important cultural and ethical priorities. While the Declaration of Helsinki is more relevant to people in clinical trials receiving ESC products, in keeping with the tradition of protections for research subjects, consent of the donor is an ethical requirement for ESC donation in many jurisdictions including the US, Canada, and Europe.[69] The Declaration of Helsinki provides a reference point for regulatory standards and could potentially be used as a universal baseline for obtaining consent prior to gamete or embryo donation. For instance, in Columbia University’s egg donor program for stem cell research, donors followed standard screening protocols and “underwent counseling sessions that included information as to the purpose of oocyte donation for research, what the oocytes would be used for, the risks and benefits of donation, and process of oocyte stimulation” to ensure transparency for consent.[70] The program helped advance stem cell research and provided clear and safe research methods with paid participants. Though paid participation or covering costs of incidental expenses may not be socially acceptable in every culture or context,[71] and creating embryos for ESC research is illegal in many jurisdictions, Columbia’s program was effective because of the clear and honest communications with donors, IRBs, and related stakeholders. This example demonstrates that cultural acceptance of scientific research and of the idea that an egg or embryo does not have personhood is likely behind societal acceptance of donating eggs for ESC research. As noted, many countries do not permit the creation of embryos for research. Proper communication and education regarding the process and purpose of stem cell research may bolster comprehension and garner more acceptance. “Given the sensitive subject material, a complete consent process can support voluntary participation through trust, understanding, and ethical norms from the cultures and morals participants value. This can be hard for researchers entering countries of different socioeconomic stability, with different languages and different societal values.[72] An adequate moral foundation in medical ethics is derived from the cultural and religious basis that informs knowledge and actions.[73] Understanding local cultural and religious values and their impact on research could help researchers develop humility and promote inclusion. IV. Concerns Some may argue that if researchers all adhere to one ethics standard, protection will be satisfied across all borders, and the global public will trust researchers. However, defining what needs to be protected and how to define such research standards is very specific to the people to which standards are applied. We suggest that applying one uniform guide cannot accurately protect each individual because we all possess our own perceptions and interpretations of social values.[74] Therefore, the issue of not adjusting to the moral pluralism between peoples in applying one standard of ethics can be resolved by building out ethics models that can be adapted to different cultures and religions. Other concerns include medical tourism, which may promote health inequities.[75] Some countries may develop and approve products derived from ESC research before others, compromising research ethics or drug approval processes. There are also concerns about the sale of unauthorized stem cell treatments, for example, those without FDA approval in the United States. Countries with robust research infrastructures may be tempted to attract medical tourists, and some customers will have false hopes based on aggressive publicity of unproven treatments.[76] For example, in China, stem cell clinics can market to foreign clients who are not protected under the regulatory regimes. Companies employ a marketing strategy of “ethically friendly” therapies. Specifically, in the case of Beike, China’s leading stem cell tourism company and sprouting network, ethical oversight of administrators or health bureaus at one site has “the unintended consequence of shifting questionable activities to another node in Beike's diffuse network.”[77] In contrast, Jordan is aware of stem cell research’s potential abuse and its own status as a “health-care hub.” Jordan’s expanded regulations include preserving the interests of individuals in clinical trials and banning private companies from ESC research to preserve transparency and the integrity of research practices.[78] The social priorities of the community are also a concern. The ISSCR explicitly states that guidelines “should be periodically revised to accommodate scientific advances, new challenges, and evolving social priorities.”[79] The adaptable ethics model extends this consideration further by addressing whether research is warranted given the varying degrees of socioeconomic conditions, political stability, and healthcare accessibilities and limitations. An ethical approach would require discussion about resource allocation and appropriate distribution of funds.[80] CONCLUSION While some religions emphasize the sanctity of life from conception, which may lead to public opposition to ESC research, others encourage ESC research due to its potential for healing and alleviating human pain. Many countries have special regulations that balance local views on embryonic personhood, the benefits of research as individual or societal goods, and the protection of human research subjects. To foster understanding and constructive dialogue, global policy frameworks should prioritize the protection of universal human rights, transparency, and informed consent. In addition to these foundational global policies, we recommend tailoring local guidelines to reflect the diverse cultural and religious perspectives of the populations they govern. Ethics models should be adapted to local populations to effectively establish research protections, growth, and possibilities of stem cell research. For example, in countries with strong beliefs in the moral sanctity of embryos or heavy religious restrictions, an adaptive model can allow for discussion instead of immediate rejection. In countries with limited individual rights and voice in science policy, an adaptive model ensures cultural, moral, and religious views are taken into consideration, thereby building social inclusion. While this ethical consideration by the government may not give a complete voice to every individual, it will help balance policies and maintain the diverse perspectives of those it affects. Embracing an adaptive ethics model of ESC research promotes open-minded dialogue and respect for the importance of human belief and tradition. By actively engaging with cultural and religious values, researchers can better handle disagreements and promote ethical research practices that benefit each society. This brief exploration of the religious and cultural differences that impact ESC research reveals the nuances of relative ethics and highlights a need for local policymakers to apply a more intense adaptive model. - [1] Poliwoda, S., Noor, N., Downs, E., Schaaf, A., Cantwell, A., Ganti, L., Kaye, A. D., Mosel, L. I., Carroll, C. B., Viswanath, O., & Urits, I. (2022). Stem cells: a comprehensive review of origins and emerging clinical roles in medical practice. 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Journal of law and the biosciences, 8(1). https://doi.org/10.1093/jlb/lsab019 https://academic.oup.com/jlb/article/8/1/lsab019/6299199 [30] Chen, H., Wei, T., Wang, H. et al. Association of China’s two-child policy with changes in number of births and birth defects rate, 2008–2017. BMC Public Health 22, 434 (2022). https://doi.org/10.1186/s12889-022-12839-0 [31] Azuma, K. Regulatory Landscape of Regenerative Medicine in Japan. Curr Stem Cell Rep 1, 118–128 (2015). https://doi.org/10.1007/s40778-015-0012-6 [32] Harris, R. (2005, May 19). Researchers Report Advance in Stem Cell Production. NPR. https://www.npr.org/2005/05/19/4658967/researchers-report-advance-in-stem-cell-production [33] Park, S. (2012). South Korea steps up stem-cell work. Nature. https://doi.org/10.1038/nature.2012.10565 [34] Resnik, D. B., Shamoo, A. E., & Krimsky, S. (2006). Fraudulent human embryonic stem cell research in South Korea: lessons learned. Accountability in research, 13(1), 101–109. https://doi.org/10.1080/08989620600634193. [35] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6 [36]Association for the Advancement of Blood and Biotherapies. https://www.aabb.org/regulatory-and-advocacy/regulatory-affairs/regulatory-for-cellular-therapies/international-competent-authorities/saudi-arabia [37] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: Interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6 [38] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: Interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6 Culturally, autonomy practices follow a relational autonomy approach based on a paternalistic deontological health care model. The adherence to strict international research policies and religious pillars within the regulatory environment is a great foundation for research ethics. However, there is a need to develop locally targeted ethics approaches for research (as called for in Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6), this decision-making approach may help advise a research decision model. For more on the clinical cultural autonomy approaches, see: Alabdullah, Y. Y., Alzaid, E., Alsaad, S., Alamri, T., Alolayan, S. W., Bah, S., & Aljoudi, A. S. (2022). Autonomy and paternalism in Shared decision‐making in a Saudi Arabian tertiary hospital: A cross‐sectional study. Developing World Bioethics, 23(3), 260–268. https://doi.org/10.1111/dewb.12355; Bukhari, A. A. (2017). Universal Principles of Bioethics and Patient Rights in Saudi Arabia (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/124; Ladha, S., Nakshawani, S. A., Alzaidy, A., & Tarab, B. (2023, October 26). Islam and Bioethics: What We All Need to Know. Columbia University School of Professional Studies. https://sps.columbia.edu/events/islam-and-bioethics-what-we-all-need-know [39] Ababneh, M. A., Al-Azzam, S. I., Alzoubi, K., Rababa’h, A., & Al Demour, S. (2021). Understanding and attitudes of the Jordanian public about clinical research ethics. Research Ethics, 17(2), 228-241. https://doi.org/10.1177/1747016120966779 [40] Ababneh, M. A., Al-Azzam, S. I., Alzoubi, K., Rababa’h, A., & Al Demour, S. (2021). Understanding and attitudes of the Jordanian public about clinical research ethics. Research Ethics, 17(2), 228-241. https://doi.org/10.1177/1747016120966779 [41] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East. Nature 510, 189. https://doi.org/10.1038/510189a [42] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East. Nature 510, 189. https://doi.org/10.1038/510189a [43] The EU’s definition of autonomy relates to the capacity for creating ideas, moral insight, decisions, and actions without constraint, personal responsibility, and informed consent. However, the EU views autonomy as not completely able to protect individuals and depends on other principles, such as dignity, which “expresses the intrinsic worth and fundamental equality of all human beings.” Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3 [44] Council of Europe. Convention for the protection of Human Rights and Dignity of the Human Being with regard to the Application of Biology and Medicine: Convention on Human Rights and Biomedicine (ETS No. 164) https://www.coe.int/en/web/conventions/full-list?module=treaty-detail&treatynum=164 (forbidding the creation of embryos for research purposes only, and suggests embryos in vitro have protections.); Also see Drabiak-Syed B. K. (2013). New President, New Human Embryonic Stem Cell Research Policy: Comparative International Perspectives and Embryonic Stem Cell Research Laws in France. Biotechnology Law Report, 32(6), 349–356. https://doi.org/10.1089/blr.2013.9865 [45] Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3 [46] Tomuschat, C., Currie, D. P., Kommers, D. P., & Kerr, R. (Trans.). (1949, May 23). Basic law for the Federal Republic of Germany. https://www.btg-bestellservice.de/pdf/80201000.pdf [47] Regulation of Stem Cell Research in Germany. Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-germany [48] Regulation of Stem Cell Research in Finland. Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-finland [49] Regulation of Stem Cell Research in Spain. Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-spain [50] Some sources to consider regarding ethics models or regulatory oversights of other cultures not covered: Kara MA. Applicability of the principle of respect for autonomy: the perspective of Turkey. J Med Ethics. 2007 Nov;33(11):627-30. doi: 10.1136/jme.2006.017400. PMID: 17971462; PMCID: PMC2598110. Ugarte, O. N., & Acioly, M. A. (2014). The principle of autonomy in Brazil: one needs to discuss it ... Revista do Colegio Brasileiro de Cirurgioes, 41(5), 374–377. https://doi.org/10.1590/0100-69912014005013 Bharadwaj, A., & Glasner, P. E. (2012). Local cells, global science: The rise of embryonic stem cell research in India. Routledge. For further research on specific European countries regarding ethical and regulatory framework, we recommend this database: Regulation of Stem Cell Research in Europe. Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-europe [51] Klitzman, R. (2006). Complications of culture in obtaining informed consent. The American Journal of Bioethics, 6(1), 20–21. https://doi.org/10.1080/15265160500394671 see also: Ekmekci, P. E., & Arda, B. (2017). Interculturalism and Informed Consent: Respecting Cultural Differences without Breaching Human Rights. Cultura (Iasi, Romania), 14(2), 159–172.; For why trust is important in research, see also: Gray, B., Hilder, J., Macdonald, L., Tester, R., Dowell, A., & Stubbe, M. (2017). Are research ethics guidelines culturally competent? Research Ethics, 13(1), 23-41. https://doi.org/10.1177/1747016116650235 [52] The Qur'an (M. Khattab, Trans.). (1965). Al-Mu’minun, 23: 12-14. https://quran.com/23 [53] Lenfest, Y. (2017, December 8). Islam and the beginning of human life. Bill of Health. https://blog.petrieflom.law.harvard.edu/2017/12/08/islam-and-the-beginning-of-human-life/ [54] Aksoy, S. (2005). Making regulations and drawing up legislation in Islamic countries under conditions of uncertainty, with special reference to embryonic stem cell research. Journal of Medical Ethics, 31:399-403.; see also: Mahmoud, Azza. "Islamic Bioethics: National Regulations and Guidelines of Human Stem Cell Research in the Muslim World." Master's thesis, Chapman University, 2022. https://doi.org/10.36837/ chapman.000386 [55] Rashid, R. (2022). When does Ensoulment occur in the Human Foetus. Journal of the British Islamic Medical Association, 12(4). ISSN 2634 8071. https://www.jbima.com/wp-content/uploads/2023/01/2-Ethics-3_-Ensoulment_Rafaqat.pdf. [56] Sivaraman, M. & Noor, S. (2017). Ethics of embryonic stem cell research according to Buddhist, Hindu, Catholic, and Islamic religions: perspective from Malaysia. Asian Biomedicine,8(1) 43-52. https://doi.org/10.5372/1905-7415.0801.260 [57] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.), Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues (pp. 79-94). Berkeley: University of California Press. https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005 [58] Lecso, P. A. (1991). The Bodhisattva Ideal and Organ Transplantation. Journal of Religion and Health, 30(1), 35–41. http://www.jstor.org/stable/27510629; Bodhisattva, S. (n.d.). The Key of Becoming a Bodhisattva. A Guide to the Bodhisattva Way of Life. http://www.buddhism.org/Sutras/2/BodhisattvaWay.htm [59] There is no explicit religious reference to when life begins or how to conduct research that interacts with the concept of life. However, these are relevant verses pertaining to how the fetus is viewed. ((King James Bible. (1999). Oxford University Press. (original work published 1769)) Jerimiah 1: 5 “Before I formed thee in the belly I knew thee; and before thou camest forth out of the womb I sanctified thee…” In prophet Jerimiah’s insight, God set him apart as a person known before childbirth, a theme carried within the Psalm of David. Psalm 139: 13-14 “…Thou hast covered me in my mother's womb. I will praise thee; for I am fearfully and wonderfully made…” These verses demonstrate David’s respect for God as an entity that would know of all man’s thoughts and doings even before birth. [60] It should be noted that abortion is not supported as well. [61] The Vatican. (1987, February 22). Instruction on Respect for Human Life in Its Origin and on the Dignity of Procreation Replies to Certain Questions of the Day. Congregation For the Doctrine of the Faith. https://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_19870222_respect-for-human-life_en.html [62] The Vatican. (2000, August 25). Declaration On the Production and the Scientific and Therapeutic Use of Human Embryonic Stem Cells. Pontifical Academy for Life. https://www.vatican.va/roman_curia/pontifical_academies/acdlife/documents/rc_pa_acdlife_doc_20000824_cellule-staminali_en.html; Ohara, N. (2003). Ethical Consideration of Experimentation Using Living Human Embryos: The Catholic Church’s Position on Human Embryonic Stem Cell Research and Human Cloning. Department of Obstetrics and Gynecology. Retrieved from https://article.imrpress.com/journal/CEOG/30/2-3/pii/2003018/77-81.pdf. [63] Smith, G. A. (2022, May 23). Like Americans overall, Catholics vary in their abortion views, with regular mass attenders most opposed. Pew Research Center. https://www.pewresearch.org/short-reads/2022/05/23/like-americans-overall-catholics-vary-in-their-abortion-views-with-regular-mass-attenders-most-opposed/ [64] Rosner, F., & Reichman, E. (2002). Embryonic stem cell research in Jewish law. Journal of halacha and contemporary society, (43), 49–68.; Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.), Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues (pp. 79-94). Berkeley: University of California Press. https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005 [65] Schenker J. G. (2008). The beginning of human life: status of embryo. Perspectives in Halakha (Jewish Religious Law). Journal of assisted reproduction and genetics, 25(6), 271–276. https://doi.org/10.1007/s10815-008-9221-6 [66] Ruttenberg, D. (2020, May 5). The Torah of Abortion Justice (annotated source sheet). Sefaria. https://www.sefaria.org/sheets/234926.7?lang=bi&with=all&lang2=en [67] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.), Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues (pp. 79-94). Berkeley: University of California Press. https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005 [68] Gert, B. (2007). Common morality: Deciding what to do. Oxford Univ. Press. [69] World Medical Association (2013). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053 Declaration of Helsinki – WMA – The World Medical Association.; see also: National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research. 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Voices in Bioethics, 3. https://doi.org/10.7916/vib.v3i.6027 [77]Song, P. (2011) The proliferation of stem cell therapies in post-Mao China: problematizing ethical regulation, New Genetics and Society, 30:2, 141-153, DOI: 10.1080/14636778.2011.574375 [78] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East. Nature 510, 189. https://doi.org/10.1038/510189a [79] International Society for Stem Cell Research. (2024). Standards in stem cell research. International Society for Stem Cell Research. https://www.isscr.org/guidelines/5-standards-in-stem-cell-research [80] Benjamin, R. (2013). People’s science bodies and rights on the Stem Cell Frontier. Stanford University Press.