Fang Wang

Background As the global population continues to age, home-based care has gained increasing popularity as a way to address the growing need for long-term care among older adults. At the same time, healthcare and social care providers working in home care settings are experiencing a rise in ethical conflicts. This qualitative meta-synthesis aims to explore the ethical conflicts experienced by healthcare and social care providers in home-based care, offering insights and guidance for resolving moral dilemmas in this setting. Methods Qualitative systematic review utilizing meta-ethnography. A systematic search was conducted across four databases (Web of Science, Embase, MEDLINE, and CINAHL) from their inception through April 2025. Two reviewers independently screened articles against the eligibility criteria, appraised them using the JBI critical appraisal tools, and extracted qualitative data in duplicate. 16 studies met the inclusion criteria and were analyzed using thematic synthesis. Results The sixteen included studies were synthesized into three main themes and seven subthemes. The three main themes were Paternalism versus Respect for Autonomy, Blurred Boundaries, and Shortcomings of the Health System. Conclusion Our findings reveal that healthcare and social care providers experience diverse forms of moral conflict during home care; these experiences jeopardize their physical and mental well-being and urgently call for targeted support and intervention.

Cholesteryl ester transfer protein mediates the transfer of cholesterol esters from atheroprotective high-density lipoproteins to atherogenic low-density lipoproteins. CETP inhibition has been regarded as a promising strategy for increasing HDL levels and subsequently reducing the risk of cardiovascular diseases. Although the crystal structure of CETP is known, little is known regarding how CETP binds to HDL. Here, we investigated how various HDL-like particles interact with CETP by electron microscopy and molecular dynamics simulations. Results showed that CETP binds to HDL via hydrophobic interactions rather than protein-protein interactions. The HDL surface lipid curvature generates a hydrophobic environment, leading to CETP hydrophobic distal end interaction. This interaction is independent of other HDL components, such as apolipoproteins, cholesteryl esters and triglycerides. Thus, disrupting these hydrophobic interactions could be a new therapeutic strategy for attenuating the interaction of CETP with HDL.

The formation and development of any architectural form and system has its own historical and cultural background. The ancient Chinese architectural system has a long history and characteristics inseparable from the historical development of Chinese traditional philosophy. Chinese philosophy, as a theory of human self-consciousness, does not give knowledge, but mainly gives ideas and ways of thinking for the needs of human self-development; At the same time, ancient Chinese architecture became a physical object reflecting the idea of traditional Chinese philosophy. Therefore, in order to explore ancient Chinese architecture, it is necessary to analyze and study it from the point of view of traditional Chinese philosophy. Like Confucius' thoughts on etiquette, the idea of the "doctrine of the middle" and the concept of hierarchical division; These ideas had a profound influence on ancient Chinese architecture, including urban planning, traditional dwellings, the environment, Lao Tzu's desire for harmony and unity between man and nature, worship of the gods, etc., as well as the theory that emerged later "Feng Shui", etc. temple space and garden architecture in the south of the Yangtze River. This article is devoted to the analysis of the influence of Confucianism and Taoism on the general principle of designing spaces of ancient Chinese architecture. The article selects some typical examples of ancient Chinese architecture for analysis. The following principles are manifested in the design of spaces of Chinese architecture under the influence of Confucianism and Taoism: moderation of living space; the principle of symmetry, balance and coordination; architectural hierarchy formed on the basis of the needs of "rituals"; integration of architecture and the environment; design of spaces according to "Feng Shui".

Online discussion forums are an essential and standard setup in online courses to facilitate interactions among learners. However, learners’ inadequate participation in online discussion forums is a long-standing challenge, which necessitates instructor intervention and the design consideration of online learning platforms. This research proposes and studies the role of mandatory participation, i.e., learners’ participation in online course forums by instructors’ requirements, in fostering their voluntary participation and boosting their learning performance. This novel effect link between mandatory participation and voluntary participation has not been assessed in previous research. An empirical study is conducted using a large-scale dataset of 27,767 learners from a leading massive open online course platform in China. The findings indicate that besides its direct effect on learning performance, learners’ mandatory participation has a significant positive effect on their voluntary participation in online course forums, enhancing learning performance. Moreover, the effect of mandatory participation on voluntary participation varies across learner groups, being more prominent for early registrants than late registrants and part-time learners than full-time learners. This research contributes to the online learning literature by introducing mandatory participation as a viable approach to foster voluntary participation and boost learning performance through enhanced voluntary participation. It provides evidence on the effectiveness of the novel design feature of MOOC platforms that enables and facilitates the mandatory participation mechanism in online learning.

The book consists of 6 chapters. Chapter One explains the reason why SLA researchers should study the language learning environment in space: population movements associated with internal and external migration and social mobility such as the circuits of commodity production and distribution create much space, in which language learning environment become diverse and uneven. With the spatial perspective, we can fully understand the interactions between language learners and the world or environments.In Chapter Two, by introducing the brief history of Critical Spatial Theory, the author wants to tell us one of the key ideas in the theory: the social production of space, which views space as the product of the social relations of its era. Based on it, the author adds that the production of languages is an integral aspect of the production of space on a global scale. It can help us to understand how social mobility shapes language learning environments. From this perspective, the local environments in which languages are learned are outcomes of the production of space under the influence of mobility. It reiterates the key view that the global mobilities of physical objects (people, goods and information) produce space.In Chapter Three, the author introduces the mainstream views held by modern linguistics: languages are conceptualized as objects in the space. They hold that the spatiality of language is given by providing correct writing systems and standardized rules for various languages. Influenced by mainstream conception of language from modern linguistics, SLA tends to regard languages as self-contained objects in space. However, this view neglects the relation between language and the learning environments. The author holds that the distribution and circulation of languages and their varieties in geographical space produce the spatiality of language, which clears the ground for an environment or object-as-space view of language in Chapter Four.In Chapter Four, the author develops an alternative "objects-as-space" view and introduces three concepts to illustrate spatiality of language: flat ontology, assemblage and mobilities. The concept of flat ontology helps explain what language is and how it comes into being in the world; From assemblage perspective, the author develops the idea that everything is an object, so are human beings and languages. Language (the non-physical object) interacts with various physical objects, forming the language-bearing assemblage. This assemblage is the form of spatiality of language. The mobilities theory explains how language-bearing assemblages develop or change on a global scale because of social mobility, emphasizing the importance of learning environment in SLA. All in all, the author outlines how language makes its way into physical space in the form of assemblages, or assemblages of assemblages.Chapter Five centers on language learning environment. First, the author explains the relation between language learners and their learning environment from an ecological view: the learner is a part of the language learning environment, and second language learning is a spatial interaction between the learners and the semiotic resources provided by environment. Then, the author discusses language environment from two different perspectives. From an 'individual' perspective, environments are assembled by individuals from the spatial resources available; from an 'areal' view, environments are shaped both by local circumstances and global circulations of language-bearing assemblages. Meanwhile, the author also discusses other language environments like the multilingual city and online resources. What the author hopes to develop in this chapter is an environment perspective that grounds the contexts of language learning in space, which helps the readers think about language learning from a spatial perspective.Chapter Six contains three parts. In the first part, it outlines the work of a number of researchers from sociolinguistics and the contribution they made to the spatial theory. In the second part, the author wants to tell us how the idea of language learning environment emerges from his own research. The last part discusses the four main researching routes (areal studies, studies of individuals learning in settings, studies of the construction of individual learning environment and design-based studies) that might influence SLA research on language learning environments and some research methods. The book is in alignment with several recent "turns" occurring in the field of SLA, such as "social turn" (Block, 2003) and "multilingual turn" (May, 2014), both of which bring to the fore the social aspects involved in language learning. While the first "turn" accentuates the role of social context in shaping and influencing learner cognition, the latter highlights how the physical multilingual world remold language learning experiences, and how the mental multilingual world helps raise learners' language awareness, and facilitates their successful construction of an identity of legitimate multi-language users. The book under review joins up the two "turns" in acknowledging that language learners are persons-in-context with organic interaction with social learning environment (Ushioda, 2021). This view has research and pedagogical implications. From the point of doing research, spatial perspectives, advocated in the book, afford huge research potentials for both language teachers and (instructed) SLA researchers to conduct situated investigations, exploring the complex and dynamic nexus between language learners and their surrounding environment (not restricted to people) that play a part in their learning experience, and thus gaining insightful understanding of how individuals and learning contexts are coupled with each other, how they evolve together, and how they constitute an ecosystem that generates affordances, facilitating or constraining language learning. Pedagogically speaking, the spatial perspectives encourage language teachers to hold an ecological view of language teaching and learning, directing their attention to the individuality of each language learner and their complex, dynamic and multifaceted relationality with other learners and the physical realities, rather than solely focusing on the abstract systems (e.g., the development of cognitive aspect). This holistic view allows language teachers to take measures to address concrete questions emerging in and out of the classrooms, and stimulates them to design and experiment with pedagogical interventions that help to create a favorable environment for language learning. This view also invites language teachers to take learner agency into account (Xu & Long, 2020) and to design pedagogical activities that enable learners to take agentive actions to adapt their environments as they actively create and seek their own language learning opportunities, making the world their own (Bronfenbrenner, 1979). In turn, teachers' agency-enabling activities will ultimately help learners to autonomously access a range of resources in this new affordance-rich era to improve their language skills, and thus become more independent in their pathway to life-long learning.Beside the above benefits, the book is also theoretically and methodologically friendly. In illustrating the role of space in SLA, the author invokes a plethora of theories from such disciplines as sociology, sociolinguistics, psychology, etc. This orientation helps readers to build a transdisciplinary framework to capture the multi-layered nature of SLA, and to acquire a nuanced understanding of how language learning is influenced by multiple scales of environmental factors. Methodologically, the author proposes several specific methods that are especially apt to investigate language learning environment. These methods, together with the theoretical foundation laid by the book, will definitely help researchers and language teaching practitioners to further delve into the complex interplay between context and language learners.Admittedly, the book is not without weaknesses. It spends most of its words on illustrating the importance of physical environment in SLA. Another essential component, the virtual environment is insufficiently referenced and discussed. This lacking is undoubtedly a regret the book leaves with us, especially in these years of pandemic, where language learning in virtual spaces is becoming a norm.All in all, the book is an invaluable contribution to the field of SLA, and is worthy of recommending to language teaching practitioners, researchers, and postgraduates in applied linguistics.

With a focus in the financial market, stock market dynamics forecasting has received much attention. Predicting stock market fluctuations is usually challenging due to the nonlinear and nonstationary time series of stock prices. The Elman recurrent network is renowned for its capability of dealing with dynamic information, which has made it a successful application to predicting. We developed a hybrid approach which combined Elman recurrent network with factorization machine technique, i.e., the FM-Elman neural network, to predict stock market volatility. In this paper, the Standard & Poor’s 500 Composite Stock Price index, the Dow Jones industrial average index, the Shanghai Stock Exchange Composite index, and the Shenzhen Securities Component Index were used to demonstrate the validity of our proposed FM-Elman model in time-series prediction. The results were compared with predictions obtained from the other two models which are basic BP neural network and the Elman neural network. Some experiments showed that the FM-Elman model outperforms others through different accuracy measures. Furthermore, the effects of volatility degree on prediction performance from different stock indexes were investigated. An interesting phenomenon had been found through some numerical experiments on the effects of different user-specified dimensions on the proposed FM-Elman neural network.

The stone lion played an important role in ancient Chinese architectural decoration and was often used in traditional Chinese architecture in different Chinese dynasties. China is not the natural habitat of the lion, but this animal has long been revered by the Chinese. The stone lion is a metaphor of the Chinese culture. The stone lions are one of the most important artistic expressions in various arts. As the stone lion culture emerged, developed and matured, its artistic image has become a unique spiritual and cultural symbol in China. This article consists of three parts: the historical status and symbolic significance of stone lions; the characteristics and evolution of the stone lion image in different dynasties of China; and the decorative characteristics of stone lions in different subject-spatial environments. The article is devoted to research and interpretation of the symbolic meaning of the Chinese stone lion, its decorative characteristics in different subject-spatial environments; analysis of its characteristics and evolution of its image in different historical epochs. Using various examples the article shows how culture and ideology have influenced the evolution of the characteristics of the image of the Chinese stone lion.