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parents</title> <meta name="description" content="Search results for: Chinese parents"> <meta name="keywords" content="Chinese parents"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Chinese parents"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2209</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Chinese parents</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2209</span> Leave or Remain Silent: A Study of Parents’ Views on Social-Emotional Learning in Chinese Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pei%20Wang">Pei Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of social-emotional learning (SEL) is becoming increasingly popular in both research and practical applications worldwide. However, there is a lack of empirical studies and implementation of SEL in China, particularly from the perspective of parents. This qualitative study examined how Chinese parents perceived SEL, how their views on SEL were shaped, and how these views affected their decisions regarding their children’s education programs. Using the Collaborative for Academic Social and Emotional Learning Interactive Wheel framework and Bronfenbrenner's bioecological theory, the study conducted interviews with eight parents whose children attended public, international, and private schools in China. All collected data were conducted a thematic analysis involving three coding phases. The findings revealed that interviewees perceived SEL as significant to children’s development but held diverse understandings and perspectives on SEL at school depending on the amount and the quality of SEL resources available in their children’s schools. Additionally, parents’ attitudes towards the exam-oriented education system and Chinese culture influenced their views on SEL in school. Nevertheless, their socioeconomic status (SES) was the most significant factor in their perspectives on SEL, which significantly impacted their choices in their children's educational programs. High-SES families had more options to pursue SEL resources by sending their children to international schools or Western countries, while lower middle-class SES families had limited SEL resources in public schools. This highlighted educational inequality in China and emphasized the need for greater attention and investment in SEL programs in Chinese public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=inequality" title=" inequality"> inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning" title=" social-emotional learning"> social-emotional learning</a> </p> <a href="https://publications.waset.org/abstracts/170178/leave-or-remain-silent-a-study-of-parents-views-on-social-emotional-learning-in-chinese-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2208</span> Commodification of the Chinese Language: Investigating Language Ideology in the Chinese Complementary Schools’ Online Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuying%20Liu">Yuying Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the increasing popularity of Chinese and the recognition of the growing commodifying ideology of Chinese language in many contexts (Liu and Gao, 2020; Guo, Shin and Shen 2020), the ideological orientations of the Chinese diaspora community towards the Chinese language remain under-researched. This research contributes seeks to bridge this gap by investigating the micro-level language ideologies embedded in the Chinese complementary schools in the Republic of Ireland. Informed by Ruíz’s (1984) metaphorical representations of language, 11 Chinese complementary schools’ websites were analysed as discursive texts that signal the language policy and ideology to prospective learners and parents were analysed. The results of the analysis suggest that a move from a portrayal of Chinese as linked to student heritage identity, to the commodification of linguistic and cultural diversity, is evident. It denotes the growing commodifying ideology among the Chinese complementary schools in the Republic of Ireland. The changing profile of the complementary school, from serving an ethnical community to teaching Chinese as a foreign language for the wider community, indicates the possibility of creating the a positive synergy between the Complementary school and the mainstream education. This study contributes to the wider discussions of language ideology and language planning, with regards to modern language learning and heritage language maintenance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20Chinese%20language%3B" title="the Chinese language;">the Chinese language;</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20heritage%20language" title="Chinese as heritage language">Chinese as heritage language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20foreign%20language" title="Chinese as foreign language">Chinese as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20community%20schools" title="Chinese community schools">Chinese community schools</a> </p> <a href="https://publications.waset.org/abstracts/149725/commodification-of-the-chinese-language-investigating-language-ideology-in-the-chinese-complementary-schools-online-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149725.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2207</span> The Impact of Perspective Taking and Gender Differences on the Encouragement of Social Competence for the Next Generation: The Evidence From Chinese Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Huang">Yi Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: For the development of children, it is important for parents to encourage children not only on academic competence but also on children’s social competence. In the western cultural context, parents emphasize more heavily on female children’s social-behavioral development. However, whether the conclusion is correct in eastern culture and whether the parent’s gender affects such an emphasis remains unclear. And, more valuably, from the perspective of intervention, except for the nature factors - child’s gender and parent’s gender, it is also worth to probe whether the improvable factors, such as parent’s perspective taking, influence parent’s emphasis on child’s social competence. Aim: This study was aimed to investigate the impact of parent’s gender, child’s gender, and parent’s perspective-taking on parent’s attitudes of encouragement of the child’s social competence under the Chinese cultural context. Method: 461 Chinese parents whose children were in the first year of middle school during the research time participated in this study. Among all participants, there were 155 fathers and 306 mothers. The research adopted the self-report of perspective-taking, which is the sub-scale of the Interpersonal Reactivity Index and the self-report of the encouragement on a child’s social communication, which is the sub-scale of the Chinese version of The Children Rearing Practice Report. In this study, 291 parents reported regarding male children, and 170 parents reported regarding female children. Results: Contrary to the traditional western theory, which usually suggests parent puts more attention on social development and competence to girl the instead of the boy, in the Chinese context, parent emphasizes social competence more on the male child. Analogically, in China, compared to mother, father underscores the child’s social competence more heavily. By constructing the hierarchical regression model, the result indicated that after controlling the variables of the gender of child and the gender of parent, parent’s perspective-taking still explains for the variance of parent’s encouragement on child’s social competence, which means, parent’s perspective-taking predicts parent’s encouragement on child’s social competence after excluding the impact of the gender of parent and child. Conclusion: For Chinese parents, the ability of perspective-taking is beneficial to enhance their awareness of encouraging children’s social competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parent%3B%20child" title="parent; child">parent; child</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective-taking" title=" perspective-taking"> perspective-taking</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20development" title=" social development"> social development</a> </p> <a href="https://publications.waset.org/abstracts/119674/the-impact-of-perspective-taking-and-gender-differences-on-the-encouragement-of-social-competence-for-the-next-generation-the-evidence-from-chinese-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2206</span> Parents’ Perspectives on After-School Educational Service from a Cross-Cultural Background: A Comparative Semi-Structured Interview Approach Based in China and Ireland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xining%20Wang">Xining Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After-school educational service has been proven that it could benefit children’s academic performance, socio-emotional skills, and physical health level. However, there is little research demonstrating parents’ perspectives on the choice of after-school educational service from a level of cross-cultural backgrounds. China and Ireland are typical representatives of collectivist countries (e.g., estimated individualism score is 20) and individualist countries (e.g., estimated individualism score is 70) according to Hofstede's cultural dimensions theory. Living in countries with distinguished cultural backgrounds, there is an evident discrepancy in parents’ attitudes towards domestic after-school education and parents’ motivations for choosing after-school educational services. Through conducting a semi-structured interview with 15 parents from China and 15 parents from Ireland, using thematic analysis software (ATLAS) to extract the key information, and applying a comparative approach to process data analysis; results present polarization of Chinese and Irish parents' perspectives and motivations on after-school educational service. For example, Chinese parents tend to view after-school education as a complement to school education. It is a service they purchased for their children to acquire extra knowledge and skills so that they could adapt to the highly competitive educational setting. Given the fact that children’s education is a priority for Chinese families, most parents believe that their children would succeed in the future through massive learning. This attitude reflects that Chinese parents are more likely to apply authoritarian parenting methods and having a strong expectations for their children. Conversely, Irish parents' choice of after-school educational service is a consideration that primarily based on their own situation, secondly, for their family. For instance, with the expansion of the labor market, there is a change in household structure. Irish mothers are more likely to seek working opportunities instead of looking after the family. Irish parents view that after-school educational service is an essential need for themselves and a beneficial component for their family due to the external pressure (e.g., the growing work intensity and extended working hours, increasing numbers of separated families, as well as parents’ pursuit of higher education and promotion). These factors are fundamental agents that encourage Irish parents to choose after-school educational services. To conclude, the findings could provide readers with a better understanding of parents’ disparate and contrasting perspectives on after-school educational services from a multi-culture level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=after-school" title="after-school">after-school</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20studies" title=" family studies"> family studies</a>, <a href="https://publications.waset.org/abstracts/search?q=Ireland" title=" Ireland"> Ireland</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/132003/parents-perspectives-on-after-school-educational-service-from-a-cross-cultural-background-a-comparative-semi-structured-interview-approach-based-in-china-and-ireland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2205</span> The Comparison of of Stress Level between Students with Parents and Those without Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hendeh%20Majdi">Hendeh Majdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Arzjani"> Zahra Arzjani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed at the comparison of level of stress between students had parents and those without parents by descriptive-analytical study. To do research number of 128 questionnaires (64 students with parents and 64 students without parents) were distributed among high school in Ray city, Tehran province through classified sampling. The results showed that level of stress in stud tent without parents has been effective and the most important proposal is that necessity study should be considered in decreasing level of stress in students without parent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress" title="stress">stress</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20parents" title=" students with parents"> students with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=without%20parents" title=" without parents"> without parents</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20city" title=" Ray city"> Ray city</a> </p> <a href="https://publications.waset.org/abstracts/3833/the-comparison-of-of-stress-level-between-students-with-parents-and-those-without-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">499</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2204</span> Mealtime Talk as a Context of Learning: A Multiple Case Study of Australian Chinese Parents' Interaction with Their Preschool Aged Children at Dinner Table</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiangbo%20Hu">Jiangbo Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Frances%20Hoyte"> Frances Hoyte</a>, <a href="https://publications.waset.org/abstracts/search?q=Haiquan%20Huang"> Haiquan Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research identifies that mealtime talk can be a significant learning context that provides children with rich experiences to foster their language and cognitive development. Middle-classed parents create an extended learning discourse for their children through sophisticated vocabulary, narrative and explanation genres at dinner table. However, mealtime opportunities vary with some parents having little interaction with their children and some parents focusing on directive of children’s behaviors. This study investigated five Chinese families’ parent-child interaction during mealtime that was rarely reported in the literature. The five families differ in terms of their living styles. Three families are from professional background where both mothers the fathers work in Australian companies and both of them present at dinner time. The other two families own business. The mothers are housemakers and the fathers are always absent at dinner time due to their busy business life. Employing case study method, the five Chinese families’ parent-child interactions at dinner table were recorded using a video camera. More than 3000 clauses were analyzed with the framework of 'systems of clause complexing' from systemic functional linguistic theory. The finding shows that mothers played a critical role in the interaction with their children by initiating most conversations. The three mothers from professional background tended to use more language in extending and expanding pattern that is beneficial for children’s language development and high level of thinking (e.g., logical thinking). The two house making mothers’ language focused more on the directive of their children’s social manners and dietary behaviors. The fathers though seemed to be less active, contributing to the richness of the conversation through their occasional props such as asking open questions or initiating a new topic. In general, the families from professional background were more advantaged in providing learning opportunities for their children at dinner table than the families running business were. The home experiences of Chinese children is an important topic in research due to the rapidly increasing number of Chinese children in Australia and other English speaking countries. Such research assist educators in the education of Chinese children with more awareness of Chinese children experiences at home that could be very unlike the settings in English schools. This study contributes to the research in this area through the analysis of language in parent-child interaction during mealtime, which is very different from previous research that mainly investigated Chinese families through survey and interview. The finding of different manners in language use between the professional families and business families has implication for the understanding of the variation of Chinese children’s home experiences that is influenced not only by parents’ socioeconomic status but their lifestyles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20children" title="Chinese children">Chinese children</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20parents" title=" Chinese parents"> Chinese parents</a>, <a href="https://publications.waset.org/abstracts/search?q=mealtime%20talk" title=" mealtime talk"> mealtime talk</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20interaction" title=" parent-child interaction"> parent-child interaction</a> </p> <a href="https://publications.waset.org/abstracts/81319/mealtime-talk-as-a-context-of-learning-a-multiple-case-study-of-australian-chinese-parents-interaction-with-their-preschool-aged-children-at-dinner-table" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81319.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2203</span> Innovative Pictogram Chinese Characters Representation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20H.%20Low">J. H. Low</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20H.%20Hew"> S. H. Hew</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20O.%20Wong"> C. O. Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes an innovative approach to represent the pictogram Chinese characters. The advantage of this representation is using an extraordinary to represent the pictogram Chinese character. This extraordinary representation is created accordingly to the original pictogram Chinese characters revolution. The purpose of this innovative creation is to assistant the learner learning Chinese as second language (SCL) in Chinese language learning specifically on memorize Chinese characters. Commonly, the SCL will give up and frustrate easily while memorize the Chinese characters by rote. So, our innovative representation is able to help on memorize the Chinese character by the help of visually storytelling. This innovative representation enhances the Chinese language learning experience of SCL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20e-learning" title="Chinese e-learning">Chinese e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20Chinese%20character%20representation" title=" innovative Chinese character representation"> innovative Chinese character representation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/4346/innovative-pictogram-chinese-characters-representation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2202</span> Cultural Understanding in Chinese Language Education for Foreigners: A Quest for Better Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linhan%20Sun">Linhan Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the gradual strengthening of China's economic development, more and more people around the world are learning Chinese due to economic and trade needs, which has also promoted the research related to Chinese language education for foreigners. Because the Chinese language system is different from the Western language system, learning Chinese is not easy for many learners. In addition, language learning cannot be separated from the learning and understanding of culture. How to integrate cultural learning into the curriculum of Chinese language education for foreigners is the focus of this study. Through a semi-structured in-depth interview method, 15 foreigners who have studied or are studying Chinese participated in this study. This study found that cultural learning and Chinese as a foreign language are relatively disconnected. In other words, learners were able to acquire a certain degree of knowledge of the Chinese language through textbooks or courses but did not gain a deeper understanding of Chinese culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20education" title="Chinese language education">Chinese language education</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20culture" title=" Chinese culture"> Chinese culture</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20methods" title=" qualitative methods"> qualitative methods</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a> </p> <a href="https://publications.waset.org/abstracts/149458/cultural-understanding-in-chinese-language-education-for-foreigners-a-quest-for-better-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2201</span> Children Learning Chinese as a Home Language in an English-Dominant Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sinming%20Law">Sinming Law</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many Chinese families face many difficulties in maintaining their heritage language for their children in English-dominant societies. This article first looks at the losses from monolingualism and benefits of bilingualism. Then, it explores the common methods used today in teaching Chinese. We conclude that families and community play an indispensable role in their children’s acquisition. For children to acquire adequate proficiency in the language, educators should inform families about this topic and partner with them. Families can indeed be active in the process. Hence, the article further describes a guide designed and written by the author to accommodate the needs of parents. It can be used as a model for future guides. Further, the article recommends effective media routes by which families can have access to similar guides. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20learning%20Chinese" title="children learning Chinese">children learning Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=biliteracy%20and%20bilingual%20acquisition" title=" biliteracy and bilingual acquisition"> biliteracy and bilingual acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20and%20community%20support" title=" family and community support"> family and community support</a>, <a href="https://publications.waset.org/abstracts/search?q=heritage%20language%20maintenance" title=" heritage language maintenance"> heritage language maintenance</a> </p> <a href="https://publications.waset.org/abstracts/41153/children-learning-chinese-as-a-home-language-in-an-english-dominant-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2200</span> Beneath the Leisurely Surface: An Analysis of the Piano Lesson Frenzy among Chinese Middle-Class Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yijie%20Wang">Yijie Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tianyue%20Wang"> Tianyue Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past two decades, there has been a great ‘piano lesson frenzy’ among Chinese middle-class families, with a large number of parents adding piano training to children’s extra-curriculum lists. Superficially, the frenzy reflects a rather ‘leisurely’ attitude: parents typically claim that pianos lessons are ‘just for fun’ and will hopefully render children’s life more exciting. However, a closer scrutiny reveals that there is great social-status anxiety hidden beneath this ‘leisurely’ surface. Based on pre-interviews of six Chinese middle-class parents who have enthusiastically signed their children up for piano lessons, several tentative analysis are made: 1. Owing to a series of historical and social factors, the Chinese middle-class have yet to establish their cultural norms in the past few decades, resulting in great confusion concerning how to cultivate cultural tastes in their offspring. And partly due to the fact that the middle-class status of the past Chinese generation is mostly self-acquired rather than inherited, parents are much less confident about their cultural resources—which require long-time accumulation—than material ones. Both factors combine to lead to a sort of blind, overcompensating enthusiasm in culture-related education, and the piano frenzy is but a demonstration. 2. The piano has been chosen to be the object of the frenzy partly because of its inherent characteristics as well as socially-constructed ones. Costly, large in size, imported from another culture and so forth, the piano has acquired the meaning of being exclusive, high-end and exotic, which renders it a token of top-tier status among Chinese people, and piano lessons for offspring have therefore become parents’ paths towards a kind of ‘symbolic elevation’. A child playing piano is an exhibition as well as psychological assurance of the families’ middle-class status. 3. A closer look at children’s piano training process reveals that there is much more anxiety than leisurely elements involved. Despite parents’ claim that ‘piano is mainly for kids to have fun,’ the whole process is evidently of a rather ‘ascetic’ nature, with the demands of diligence and senses of time urgency throughout, and techniques rather than flair or styles are emphasized. This either means that the apparent ‘piano-for-fun’ stance is unauthentic and is only other motives in disguise, or that the Chinese middle-class parents are not yet capable of shaking off the sense of anxiety even if they sincerely intend to. 4. When viewed in relation to Chinese formal school system as well as the job market at large, it can be said that by signing children up for piano lessons, parents are consciously or unconsciously seeking to prepare for, or reduce the risks of, their children’s future social mobility. In face of possible failures in the highly-crucial, highly-competitive formal school system, piano-playing as an extra-curriculum activity may be conveniently transferred into an alternative career path. Besides, in contemporary China, as the occupational structure goes through change, and the school-related certificates decline in value, aspects such as a person’s overall deportment, which can be gained or proved by piano-learning, have been gaining in significance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extra-curriculum%20activities" title="extra-curriculum activities">extra-curriculum activities</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20class" title=" middle class"> middle class</a>, <a href="https://publications.waset.org/abstracts/search?q=piano%20lesson%20frenzy" title=" piano lesson frenzy"> piano lesson frenzy</a>, <a href="https://publications.waset.org/abstracts/search?q=status%20anxiety" title=" status anxiety"> status anxiety</a> </p> <a href="https://publications.waset.org/abstracts/90592/beneath-the-leisurely-surface-an-analysis-of-the-piano-lesson-frenzy-among-chinese-middle-class-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90592.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2199</span> Voices of the Grown-Ups: Transnational Rearing among Chinese Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Lamas%20Abraira">Laura Lamas Abraira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Large-scale Chinese immigration in Spain emerged in the 80's. Engaged in their own businesses or working for other Chinese migrants with long schedules, young couples had to choose between contracting or transnationalising the care labour as they were unable to combine productive and reproductive tasks. In most cases, they decided to transnationalize the care labour embodied on grandparents or children migratory paths. Either the grandparents go to Spain to take care of their grandchildren or the kids were left behind or sent to China after being born in Spain in order to be raised with their extended family members. Very little is known about how the people who have been raised in a transnational context relates their own experience and agency as care managers within the family care cycle. In order to fill this gap, this paper aims to inquire into these transnationally-reared Chinese young adults’ narratives about their own experience and expectations (past, present and future) by adopting care circulation and care cycle approach within life course framework. Drawing upon a qualitative study resulting from a multi-sited ethnography (Spain-China), we argue that young adults raised in transnational context build their narratives as a result of an otherness process related to their parents and an essentialization of their Chinese roots to use selectively among different contexts. In doing so, these family narratives constitute a part of their social identity that interact with other dimensions such as the ethnic one. We suggest when building their parent's otherness they also build their sameness among pairs, as members of the same club, marked by transnational care on a double time basis: the practices of their parents as wrong past, and their own as an amendable future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20families" title="Chinese families">Chinese families</a>, <a href="https://publications.waset.org/abstracts/search?q=narratives" title=" narratives"> narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=transnational%20care" title=" transnational care"> transnational care</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adults" title=" young adults"> young adults</a> </p> <a href="https://publications.waset.org/abstracts/63065/voices-of-the-grown-ups-transnational-rearing-among-chinese-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2198</span> The Associations of Family Support with Sexual Behaviour and Repeat Induced Abortion among Chinese Adolescents </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiashu%20Shen">Jiashu Shen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The abortion rate has increased significantly, which is harmful especially to adolescents, making repeat induced abortion (RIA) among adolescents a social problem. This study aims to investigate the associations of family support with sexual behavior and repeat induced abortion among Chinese adolescents Methods: This study based on a national hospital-based sample with 945 girls aged 15-19 who underwent induced abortion in 43 hospitals. Multivariate logistic regressions were performed to estimated odds ratio for the risk factors. Results: Adolescences living with parents were less inclined to undergo RIA, especially if they were rural (adjusted odds ratio=0.48 95%CI 0.31-0.72) and local (adjusted odds ratio =0.39 95%=0.23-0.66). Those with parental financial support were likely to have less sexual partnersand take contraceptives more regularly. Those with higher self-perceived importance in family were more likely to take contraceptives during the first sexual intercourse in higher age, and with higher first abortion age and less sexual partners. Conclusion: In mainland China, living with parents, parental financial support, high self-perceived importance in family and adequate family sexuality communications may contribute to lower incidence of RIA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20adolescent" title="Chinese adolescent">Chinese adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20support" title=" family support"> family support</a>, <a href="https://publications.waset.org/abstracts/search?q=repeat%20induced%20abortion" title=" repeat induced abortion"> repeat induced abortion</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20behavior" title=" sexual behavior"> sexual behavior</a> </p> <a href="https://publications.waset.org/abstracts/129086/the-associations-of-family-support-with-sexual-behaviour-and-repeat-induced-abortion-among-chinese-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129086.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2197</span> Fatherhood and Migration among Chinese Returnees in Hong Kong: A Literature Review </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucille%20Lok-Sun%20Ngan">Lucille Lok-Sun Ngan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are significant gaps in both the migration and family literatures regarding the gendered parenting of Chinese migrants. Evidence from the literature informs us that the child-focused parenting style of the West has altered, with positive consequences, parent–child relationships in migrant families. In particular, second-generation migrants have developed hybrid identities distinct from those of their overseas-born parents and the locals. On returning to their place of origin, they may undergo yet another process of change in values, and in behaviour, in order to adapt to the local culture. As migration changes values, personality and practice at personal, interpersonal and familial levels, the cross-cultural experiences of returnees inevitably affect their own fatherhood journeys in their country of origin. This paper reviews current literature on fatherhood and migration and identifies the gaps and limitations that pertain to understanding the paternal experiences of Chinese return migrants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20returnees" title="Chinese returnees">Chinese returnees</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20experiences" title=" cross-cultural experiences"> cross-cultural experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=fatherhood" title=" fatherhood"> fatherhood</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridity" title=" hybridity"> hybridity</a>, <a href="https://publications.waset.org/abstracts/search?q=migration" title=" migration"> migration</a> </p> <a href="https://publications.waset.org/abstracts/13365/fatherhood-and-migration-among-chinese-returnees-in-hong-kong-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2196</span> The Interventions to Parents Caring Children with Attention Deficit/Hyperactivity Disorder in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wing%20Chi%20Wong">Wing Chi Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, studying parents caring for children with attention deficit/ hyperactivity disorder (ADHD) is valuable in order to design measures in supporting those parents by health care providers and government. Such parents in Hong Kong seem to encounter detrimental stress and enormous difficulties which are exacerbated by the traditional Chinese culture, exclusion from social members and fiercely competitive educational system. However, seldom studies scrutinize this issue in Hong Kong. This article aims to review the literature regarding parents caring offsprings with ADHD in Hong Kong. Criteria were set for searching among published studies listed in various databases, including MEDLINE, CINCAHL, PsycINFO, ProQuest, Embase, Cochrane Library and Springer Link. Articles with words 'Attention Deficit Hyperactivity Disorder', 'parenting', 'parent', 'family', 'father', 'mother', 'care' in titles and abstracts were identified. Articles with all types of research designs and methods, regardless in English or Chinese, were included. They were limited to years between January 2008 and September 2018. Four relevant studies have resulted. Of them, two were exploratory studies, one was a qualitative study, and one was a survey. Samples were recruited from child psychiatric clinic, Child and Adolescent Mental Health Unit, or multiple family group therapy centres. Authors proclaimed that quality of life of those parents was usually low; particularly mothers perceived a higher stress than fathers; parenting barriers existed; conflicts were commonly raised in parent-child relationship resulting in probable maltreatment to children. Previous studies generally suggested the potential negative outcomes of parents caring children with ADHD. The types and effectiveness of interventions to those parents on relieving their tortures under Hong Kong context had not been explored and systematically evaluated. The scanty studies and existing understanding could not give a promising conclusion pertaining to the appropriate family intervention to parents living with children with ADHD. A stringent research design is necessary to establish evidence on the effectiveness of interventions for those families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%2F%20hyperactivity%20disorder" title="attention deficit/ hyperactivity disorder">attention deficit/ hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kong" title=" Hong Kong"> Hong Kong</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=interventions" title=" interventions"> interventions</a> </p> <a href="https://publications.waset.org/abstracts/100709/the-interventions-to-parents-caring-children-with-attention-deficithyperactivity-disorder-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2195</span> An Exploratory Study of Chinese Paper-Cut Art in Household Product Design </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruining%20%20Wu">Ruining Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Na%20Song"> Na Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Paper-cut, as one of the Chinese traditional folk decoration art, has become a unique visual aesthetic characteristics of the Chinese nation in the long-term evolution of cultural symbols. Chinese paper-cut art is the treasure-house for product design in natural resources. This paper first analyzed Chinese folk art of historical origin, cultural background, cultural values, aesthetic value, style features of Chinese paper cut art, then analyzed the design thought and design cases of paper-cut art application in different areas, such as clothing design, logo design and product design areas. Through the research of Chinese paper-cut art culture and design elements, this paper aims to build a household product design concept of Chinese traditional culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=paper-cut%20art" title="paper-cut art">paper-cut art</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=household%20products" title=" household products"> household products</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/64971/an-exploratory-study-of-chinese-paper-cut-art-in-household-product-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64971.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">613</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2194</span> Chinese Early Childhood Parenting Style as a Moderator of the Development of Social Competence Based on Mindreading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arkadiusz%20Gut">Arkadiusz Gut</a>, <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Afek"> Joanna Afek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first issue that we discuss in this paper is a battery of research demonstrating that culture influences children’s performance in tasks testing their theory of mind, also known as mindreading. We devote special attention to research done within Chinese culture; namely, studies with children speaking Cantonese and Mandarin natively and growing up in an environment dominated by the Chinese model of informal home education. Our attention focuses on the differences in development and functioning of social abilities and competences between children from China and the West. Another matter we turn to is the description of the nature of Chinese early childhood education. We suggest that the differences between the Chinese model and that of the West reveal a set of modifiers responsible for the variation observed in empirical research on children’s theory of mind (mindreading). The modifiers we identify are the following: (1) early socialization – that is, the transformation of the child into a member of the family and society that set special value by the social and physical environment; (2) the Confucian model of education – that is, the Chinese alphabet and tradition that determine a certain way of education in China; (3) the authoritarian style of upbringing – that is, reinforcing conformism, discouraging voicing of private opinions, and respect for elders; (4) the modesty of children and protectiveness of parents – that is, obedience as a desired characteristic in the child, overprotectiveness of parents, especially mothers; and (5) gender differences – that is, different educational styles for girls and boys. In our study, we conduct a thorough meta-analysis of empirical data on the development of mindreading and ToM (children’s theory of mind), as well as a cultural analysis of early childhood education in China. We support our analyses with questionnaire and narrative studies conducted in China that use the ‘Children’s Social Understanding Scale’ questionnaire, conversations based on the so-called ‘Scenarios Presented to Parents’, and questions designed to measure the ‘my child and I’ relation. With our research we aim to identify the factors in early childhood education that serve as moderators explaining the nature of the development and functioning of social cognition based on mind reading in China. Additionally, our study provides a valuable insight for comparative research of social cognition between China and the West. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=mindreading" title=" mindreading"> mindreading</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a> </p> <a href="https://publications.waset.org/abstracts/71677/chinese-early-childhood-parenting-style-as-a-moderator-of-the-development-of-social-competence-based-on-mindreading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71677.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2193</span> Digital Development of Cultural Heritage: Construction of Traditional Chinese Pattern Database</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaojian%20Li">Shaojian Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The traditional Chinese patterns, as an integral part of Chinese culture, possess unique values in history, culture, and art. However, with the passage of time and societal changes, many of these traditional patterns are at risk of being lost, damaged, or forgotten. To undertake the digital preservation and protection of these traditional patterns, this paper will collect and organize images of traditional Chinese patterns. It will provide exhaustive and comprehensive semantic annotations, creating a resource library of traditional Chinese pattern images. This will support the digital preservation and application of traditional Chinese patterns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitization%20of%20cultural%20heritage" title="digitization of cultural heritage">digitization of cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20Chinese%20patterns" title=" traditional Chinese patterns"> traditional Chinese patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20humanities" title=" digital humanities"> digital humanities</a>, <a href="https://publications.waset.org/abstracts/search?q=database%20construction" title=" database construction"> database construction</a> </p> <a href="https://publications.waset.org/abstracts/182148/digital-development-of-cultural-heritage-construction-of-traditional-chinese-pattern-database" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2192</span> Understanding the ‘Third Gender’: A Qualitative Study of the Perception of Being a Leftover Woman among Chinese Female Ph.D. Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qian%20Wang">Qian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, a growing number of Chinese women choose to pursue Ph.D. education. Except for the male and female, women with PhD degrees are stigmatized as the ‘third gender’ in Chinese society. People, especially most men, believe that female PhD students challenge the traditional image and gender role of Chinese women. This gender stereotype causes a range of difficulties in finding partners in marriage market for Chinese female PhD students. In this study, the author conducted in-depth interviews with 15 participants who are currently doing their PhD studies in Chinese universities to explore their perceptions of being leftover women on the basis of their experience. All the participants are single. Based on the analysis of qualitative data, this study found that the ‘leftover women’ phenomenon among Chinese female PhD students is the result of the contradictions generated between Chinese patriarchal society and them. Although Chinese female PhD students is an attention-attracting group, the studies about them are very limited in China. This study could not only contribute to the understanding of the ‘third gender’ phenomenon and the ‘leftover women’ studies in China, but also, in practical level, could give some guidance for governments to resolve the social problems of female PhD students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20female%20Ph.D.%20students" title="Chinese female Ph.D. students">Chinese female Ph.D. students</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20%E2%80%98leftover%20women%E2%80%99" title=" the ‘leftover women’"> the ‘leftover women’</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Chinese%20patriarchal%20society" title=" the Chinese patriarchal society"> the Chinese patriarchal society</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20role" title=" gender role"> gender role</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20culture" title=" Chinese culture"> Chinese culture</a> </p> <a href="https://publications.waset.org/abstracts/98311/understanding-the-third-gender-a-qualitative-study-of-the-perception-of-being-a-leftover-woman-among-chinese-female-phd-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2191</span> The Influence of Liberal Arts and Sciences Pedagogy and Covid Pandemic on Global Health Workforce Training in China: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meifang%20Chen">Meifang Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: As China increased its engagement in global health affairs and research, global Health (GH) emerged as a new discipline in China after 2010. Duke Kunshan University (DKU), as a member of the Chinese Consortium of Universities for Global Health, is the first university that experiments “Western-style” liberal arts and sciences (LAS) education pedagogy in GH undergraduate and postgraduate programs in China since 2014. The COVID-19 pandemic has brought significant disruption to education across the world. At the peak of the pandemic, 45 countries in the Europe and Central Asia regions closed their schools, affecting 185 million students. DKU, as many other universities and schools, was unprepared for this sudden abruptness and were forced to build emergency remote learning systems almost immediately. This qualitative study aims to gain a deeper understanding of 1) how Chinese students and parents embrace GH training in the liberal arts and sciences education context, and 2) how the COVID pandemic influences the students’ learning experience as well as affects students and parents’ perceptions of GH-related study and career development in China. Methods: students and parents at DKU were invited and recruited for open-ended, semi-structured interviews during Sept 2021-Mar 2022. Open coding procedures and thematic content analysis were conducted using Nvivo 12 software. Results: A total of 18 students and 36 parents were interviewed. Both students and parents were fond of delivering GH education using the liberal arts and sciences pedagogy. Strengths of LAS included focusing on whole person development, allowing personal enrichment, tailoring curriculum to individual’s interest, providing well-rounded knowledge through interdisciplinary learning, and increasing self-study capacity and adaptability. Limitations of LAS included less time to dive deep into disciplines. There was a significant improvement in independence, creativity, problem solving, and team coordinating capabilities among the students. The impact of the COVID pandemic on GH learning experience included less domestic and abroad fieldwork opportunities, less in-person interactions (especially with foreign students and faculty), less timely support, less lab experience, and coordination challenges due to time-zone difference. The COVID pandemic increased the public’s awareness of the importance of GH and acceptance of GH as a career path. More job and postgraduate program opportunities were expected in near future. However, some parents expressed concerns about GH-related employment opportunities in China. Conclusion: The application of the liberal arts and science education pedagogy in GH training were well-received by the Chinese students and parents. Although global pandemic like COVID disrupted GH learning in many ways, most Chinese students and parents held optimistic attitudes toward GH study and career development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID" title="COVID">COVID</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20health" title=" global health"> global health</a>, <a href="https://publications.waset.org/abstracts/search?q=liberal%20arts%20and%20sciences%20pedagogy" title=" liberal arts and sciences pedagogy"> liberal arts and sciences pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a> </p> <a href="https://publications.waset.org/abstracts/155601/the-influence-of-liberal-arts-and-sciences-pedagogy-and-covid-pandemic-on-global-health-workforce-training-in-china-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155601.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2190</span> Language Learning Strategies of Chinese Students at Suan Sunandha Rajabhat University in Thailand </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gunniga%20Anugkakul">Gunniga Anugkakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim"> Suwaree Yordchim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives were to study language learning strategies (LLSs) employed by Chinese students, and the frequency of LLSs they used, and examine the relationship between the use of LLSs and gender. The Strategy Inventory for Language Learning (SILL) by Oxford was administered to thirty-six Chinese students at Suan Sunandha Rajabhat University in Thailand. The data obtained was analyzed using descriptive statistics and chi-square tests. Three useful findings were found on the use of LLSs reported by Chinese students. First, Chinese students used overall LLSs at a high level. Second, among the six strategy groups, Chinese students employed compensation strategy most frequently and memory strategy least frequently. Third, the research results also revealed that gender had significant effect on Chinese Student’s use of overall LLSs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title=" Chinese students"> Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=compensation%20strategy" title=" compensation strategy"> compensation strategy</a> </p> <a href="https://publications.waset.org/abstracts/12405/language-learning-strategies-of-chinese-students-at-suan-sunandha-rajabhat-university-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">679</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2189</span> Wh-Movement in Second Language Acquisition: Evidence from Magnitude Estimation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dong-Bo%20Hsu">Dong-Bo Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Universal Grammar (UG) claims that the constraints that are derived from this should operate in language users’ L2 grammars. This study investigated this hypothesis on knowledge of Subjacency and resumptive pronoun usage among Chinese learners of English. Chinese fulfills two requirements to examine the existence of UG, i.e., Subjacency does not operate in Chinese and resumptive pronouns in English are very different from those in Chinese and second L2 input undermines the knowledge of Subjacency. The results indicated that Chinese learners of English demonstrated a nearly identical pattern as English native speakers do but the resumptive pronoun in the embedding clauses. This may be explained in terms of the case that Chinese speakers’ usage of pronouns is not influenced by the number of embedding clauses. Chinese learners of English have full access to knowledge endowed by UG but their processing of English sentences may be different from native speakers as a general slow rate for processing in their L2 English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=universal%20grammar" title="universal grammar">universal grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese" title=" Chinese"> Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=wh-questions" title=" wh-questions"> wh-questions</a>, <a href="https://publications.waset.org/abstracts/search?q=resumption" title=" resumption"> resumption</a> </p> <a href="https://publications.waset.org/abstracts/36394/wh-movement-in-second-language-acquisition-evidence-from-magnitude-estimation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">469</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2188</span> The Subjective Experiences of First-Time Chinese Parents' Transition to Parenthood and the Impact on Their Marital Satisfaction </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amy%20Yee%20Kai%20Wan">Amy Yee Kai Wan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The arrival of a new baby to first-time parents is an exciting and joyous occasion, yet, the daunting task of raising the baby and the uncertainty of how it will affect the lives of the couple present a great challenge to them. This study examines the causes of conflicts and needs of the new parents through a qualitative research of five pairs of new parents in Hong Kong. Semi-structured in-depth qualitative interviews were conducted to explore the changes babies brought to their marriages, sources of support they received and found important and assistance they felt would help with their transition to parenthood. Thematic analysis was used to analyze the commonalities and differences between the five couples’ subjective experiences. Narrative analysis was used to compare the experiences of two parents who are the under-functioning parent of the couple, to study the different strategies they employed in response to the over-functioning parent and to analyze how the marital relationships were affected. Four main themes emerged from the study: 1) Change and adjustment in marital relationship, 2) parents’ level of involvement, 3) support in childcaring, and 4) challenges faced by the parents. Results from the study indicated that father involvement in childcaring is an important element in mother’s marital satisfaction Father’s marital satisfaction is dependent upon the mother – her satisfaction with father involvement, which affects the mother’s marital satisfaction. Marital convergence and co-parenting alliance acted as moderators for marital satisfaction. Implications from the study include: i) offering programmes that improve couple relationship and enhance parenting efficacy in tandem to improve overall marital satisfaction, and ii) offering prenatal counselling services or provide education to new parents from prenatal to postnatal period that can help couples reduce discrepancies between expectations and realities of their marital relationship and parenting responsibilities after their baby is born. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-parenting%20alliance" title="co-parenting alliance">co-parenting alliance</a>, <a href="https://publications.waset.org/abstracts/search?q=father%20involvement" title=" father involvement"> father involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20convergence" title=" marital convergence"> marital convergence</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal%20gatekeeping" title=" maternal gatekeeping"> maternal gatekeeping</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20parents" title=" new parents"> new parents</a>, <a href="https://publications.waset.org/abstracts/search?q=transition%20to%20parenthood" title=" transition to parenthood"> transition to parenthood</a> </p> <a href="https://publications.waset.org/abstracts/96075/the-subjective-experiences-of-first-time-chinese-parents-transition-to-parenthood-and-the-impact-on-their-marital-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2187</span> Barriers and Strategies for Effective Communication between Parents and Children in the Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadhana%20Ghnayiem">Sadhana Ghnayiem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with the issue of effective communication between parents and children and its impact on the family in general and on the child in particular. The aim of this article is to provide information to parents, students, anyone interested in family communication between parents and children, and to provide them with tools to deal with barriers to communication in the family unit. The article presented a literature review of the importance of effective communication in the family, the definition of the concept of communication, and was a reference to factors and barriers in communication between parents and children leading to conflict destructive to the extent that barriers to effective communication in the family unit. At the end of the article, strategies were introduced to motivate children to behave appropriately, and to equip parents best to foster the healthy development of their children when they can create an atmosphere of effective communication. From the literature review, it's found that effective communication between parents and children prevents problematic behavior and helps children understand how to communicate effectively with others. Communication between parents and children is the cornerstone of a happy family life and is the basis for positive interactions between parents and children and increases self-esteem in children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a> </p> <a href="https://publications.waset.org/abstracts/92072/barriers-and-strategies-for-effective-communication-between-parents-and-children-in-the-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92072.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2186</span> From Tionghoa to Tjina: Historical Tracing on the Identity Politics in Demonization of Ethnic Chinese in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20J.%20Kristiono">Michael J. Kristiono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempts to investigate the reasons behind the negative sentiments directed towards Chinese Indonesians from International Relations (IR) perspective. By tracing back the treatment of the New Order government towards ethnic Chinese, it was found that such demonization initially happened due to two politically motivated reasons. Firstly, as part of de-Soekarnoization done by the New Order, the Chinese were outcast because Chinese identity does not conform to the 'Indonesian identity', which was in essence, the Javanese identity. Secondly, the condition reflected the change in Indonesian foreign policy which drifted apart from People’s Republic of China (PRC) as the latter was suspected to be involved in September 30 Movement. Then, this paper argues that due to those reasons, coupled by blatant maltreatment from the New Order Government, Chinese Indonesians were constructed as the Others, that is, as non-Indonesians. Such construct has been deeply embedded such that reconciliation attempts done by the Reformation Era government were not sufficient enough to stop ethnic discrimination towards Chinese Indonesians from happening even until the present. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20Indonesians" title="Chinese Indonesians">Chinese Indonesians</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20discrimination" title=" ethnic discrimination"> ethnic discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20Order" title=" New Order"> New Order</a> </p> <a href="https://publications.waset.org/abstracts/85938/from-tionghoa-to-tjina-historical-tracing-on-the-identity-politics-in-demonization-of-ethnic-chinese-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85938.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2185</span> Emotional, Behavioural and Social Development: Modality of Hierarchy of Needs in Supporting Parents with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadzilah%20Abdul%20Rahman">Fadzilah Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional development is developed between the parents and their child. Behavioural development is also developed between the parents and their child. Social Development is how parents can help their special needs child to adapt to society and to face challenges. In promoting a lifelong learning mindset, enhancing skill sets and readiness to face challenges, parents would be able to counter balance these challenges during their care giving process and better manage their expectations through understanding the hierarchy of needs modality towards a positive attitude, and in turn, improve their quality of life and participation in society. This paper aims to demonstrate how the hierarchy of needs can be applied in various situations of caregiving for parents with a special needs child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hierarchy%20of%20needs" title="hierarchy of needs">hierarchy of needs</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=care-giving" title=" care-giving"> care-giving</a> </p> <a href="https://publications.waset.org/abstracts/63401/emotional-behavioural-and-social-development-modality-of-hierarchy-of-needs-in-supporting-parents-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2184</span> A Study of Primary School Parents’ Interaction with Teachers’ in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shireen%20Simon">Shireen Simon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the interactions between primary school parents-teachers in Malaysia. Schools in the country are organized to promote participation between parents and teachers. Exchanges of dialogue are most valued between parents and teachers because teachers are in daily contact with pupils’ and the first line of communication with parents. Teachers are considered by parents as the most important connection to improve children learning and well-being. Without a good communication, interaction or involvement between parent-teacher might tarnish a pupils’ performance in school. This study tries to find out multiple emotions among primary school parents-teachers, either estranged or cordial, when they communicate in a multi-cultured society in Malaysia. Important issues related to parent-teacher interactions are discussed further. Parents’ involvement in an effort to boost better education in school is significantly more effective with parents’ involvement. Lastly, this article proposes some suggestions for parents and teachers to build a positive relationship with effective communication and establish more democratic open door policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-cultured%20society" title="multi-cultured society">multi-cultured society</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-teacher%20relationships" title=" parent-teacher relationships"> parent-teacher relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20interaction" title=" parents’ interaction"> parents’ interaction</a> </p> <a href="https://publications.waset.org/abstracts/62056/a-study-of-primary-school-parents-interaction-with-teachers-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2183</span> What are Parents of Teacher Candidates’ Belief Towards Teaching as a Profession?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chua%20Lee%20Chuan">Chua Lee Chuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to explore parents’ beliefs towards the teaching profession. This survey was conducted on 51 parents of teacher candidates in a teacher training institute. A research instrument, using questionnaires, adapted from FIT-Choice scale developed by Richardson and Watt (2006) was used to collect data from the population. The findings showed that parents, in general, have positive attitudes towards the teaching profession. They perceived teaching as a career highly valued by the society. Though the teaching job was viewed as difficult and requiring high expertise, the salary received commensurate their hard work and heavy workload. In terms of gender, male and female parents did not differ in their beliefs about the teaching profession. However, results indicated that educational attainment and income level had significant effect on parents’ beliefs on teaching as a profession. Implications and recommendations in relation to the findings are also included. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beliefs" title="beliefs">beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20profession" title=" teaching profession"> teaching profession</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidates" title=" teacher candidates"> teacher candidates</a> </p> <a href="https://publications.waset.org/abstracts/33076/what-are-parents-of-teacher-candidates-belief-towards-teaching-as-a-profession" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33076.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2182</span> Stop Consonants in Chinese and Slovak: Contrastive Analysis by Using Praat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Istvanova">Maria Istvanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The acquisition of the correct pronunciation in Chinese is closely linked to the initial phase of the study. Based on the contrastive analysis, we determine the differences in the pronunciation of stop consonants in Chinese and Slovak taking into consideration the place and manner of articulation to gain a better understanding of the students' main difficulties in the process of acquiring correct pronunciation of Chinese stop consonants. We employ the software Praat for the analysis of the recorded samples with an emphasis on the pronunciation of the students with a varying command of Chinese. The comparison of the VOT length for the individual consonants in the students' pronunciation and the pronunciation of the native speaker exposes the differences between the correct pronunciation and the deviant pronunciation of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=contrastive%20analysis" title=" contrastive analysis"> contrastive analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Praat" title=" Praat"> Praat</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=Slovak." title=" Slovak. "> Slovak. </a> </p> <a href="https://publications.waset.org/abstracts/137114/stop-consonants-in-chinese-and-slovak-contrastive-analysis-by-using-praat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2181</span> A Pilot Study on the Predictors of Child-Parent Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selen%20Demirtas-Zorbaz">Selen Demirtas-Zorbaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine if there is any relation between child–parent relationships and parental self-efficacy. The participants of this study are 208 parents, and 82,5% of them are mothers. The children’s age range are differed from 4 to 13 (x̄=7,8). The results showed that there is a significant positive correlation between positive relationship with parents and parental self-efficacy (r=0.52, p < .01); and significant negative correlation between conflict with parents and parental self-efficacy (r=-0.28, p < .01). Also, findings reveal that there was no significant correlation between the time spent with the child and conflict with parents (r=-0.08, p>.05). It was also found that there was no significant correlation between the time spends with the child and positive relationship with parents (r=0.08, p > 0.5). In addition to this; regression analysis’ results indicated that parental self-efficacy is significant predictors of conflict (β=-.268, t=-4.002, p < .001) and positive relationship with parents (β =.519, t= 8.733, p < .001) whereas time spent with children is not (β =-.070, t=-1,045, p > .05 for conflict; β =.061, t=1.023, p > .05 for positive relationship with parents). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child-parent%20relationship" title="child-parent relationship">child-parent relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict%20with%20parents" title=" conflict with parents"> conflict with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20relationship%20with%20parents" title=" positive relationship with parents"> positive relationship with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20efficacy" title=" parental efficacy"> parental efficacy</a> </p> <a href="https://publications.waset.org/abstracts/70718/a-pilot-study-on-the-predictors-of-child-parent-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2180</span> A Study of Chinese-specific Terms in Government Work Report(2017-2019) from the Perspective of Relevance Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shi%20Jiaxin">Shi Jiaxin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Government Work Report is an essential form of document in the government of the People’s Republic of China. It covers all aspects of Chinese society and reflects China’s development strategy and trend. There are countless special terms in Government Work Report. Only by understanding Chinese-specific terms can we understand the content of the Government Work Report. Only by accurately translating the Chinese-specific terms can people come from all across the world know the Chinese government work report and understand China. Relevance theory is a popular theory of cognitive pragmatics. Relevance Translation Theory, which is closely related to Relevance Theory, has crucial and major guiding significance for the translation of Chinese-specific. Through studying Relevance Theory and researching the translation techniques, strategies and applications in the process of translating Chinese-specific terms from the perspective of Relevance Theory, we can understand the meaning and connotation of Chinese-specific terms, then solve various problems in the process of C-E translation, and strengthen our translation ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=government%20work%20report" title="government work report">government work report</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese-specific%20terms" title=" Chinese-specific terms"> Chinese-specific terms</a>, <a href="https://publications.waset.org/abstracts/search?q=relevance%20theory" title=" relevance theory"> relevance theory</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/147040/a-study-of-chinese-specific-terms-in-government-work-report2017-2019-from-the-perspective-of-relevance-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Chinese%20parents&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Chinese%20parents&page=3">3</a></li> <li class="page-item"><a class="page-link" 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