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Good afternoon everyone and welcome to this session. My name is Christine and I'm the volunteer for this session but I'm also going to do the acknowledgement to country.

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It gives me great Great pleasure and I do this with much respect to say that on behalf of everybody gathered here today that I would like to pay my deepest respects to the spirit of country here in Nam.

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Melbourne where we're meeting. I acknowledge the past and present cooler nation were under au Waharang.

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As the sovereign people here. They are the cultural knowledge holders who maintain and promote the Narm Aboriginal law, customs and custodianship responsibilities for country.

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And the people that country continues to sustain generation after generation into the future. For all of us.

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I recognise the important contribution that First Nations thinkers have made to sociology, including challenges to our dominant ways of thinking.

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We thank all First Nations delegates in the room today for their contributions to knowledge. In the discipline. Welcome.

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I will indeed.

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Hi-tech support, are you there?

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Nice one.

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Oh, Wednesday at 8 30. See what happens like you know I think I believe this is ours isn't it?

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Fabulous.

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So if you can stand here then everybody on Zoom can see you as well.

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No, it's a pleasure. Thank you.

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Okay, ladies and gentlemen, welcome to our section. Last section for today is about how reading performance is related to cultural capital.

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And the chair just call me Kent. I'm from National John Jang City from Taiwan.

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Also thanks for the section organizer. Jin-hwan Lin from John Rutti.

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And Jason John from Chinese Culture University. Today we have about 5 presentations the representation have about 15 min for for you to share your ideas.

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The first one is that counter-capital steel mentors. Meeta nurses of effects of cultural capital on ready performance.

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By engaging from national Taiwan no minority Taiwan and Jim Wolin from National Generity Taiwan and also in Guangzhou from Chinese culture in Russia, also Taiwan.

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The second presentations is on involving family in integration embodied an objective community language capital in reading resources for preschool age.

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Children entering more learningful education system. From Elizabeth McCain's yeah and also her colleagues from a university of South Australia and also Cincinnati, from university Wyoming from U.S.A. and up.

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Of Mere from University of South Pacific feature so it's kind of very global wise cooperation very good one For a so one is about effects of the new immigrants catch capital on child real Wearing a process perspective from multi-esical relationship by Shumi Chan, Data Unresi, Taiwan and

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Inji John from the nation of Taiwan The first one is on the study of junior high school students reading literacy the case of Taiwan in Pisa 2,018 by ja jingle department location at the chennis culture in university taiwan The last one banalis one is a

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Dolorescent reading happiest during the Covid-nineteen are still mechanism from cultural reproduction from Maria and Marius from European immunity cyclists.

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So we have 5 presentations. Every presentation will have about Ppm's. As a chair, I'm the person to control the time.

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So let's welcome our first presentation from in GM I believe

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Okay? Thank you.

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Thank you.

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I don't disappoint him. Yes you can. Thank you.

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Yeah.

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Sorry, All right here. Yes. Oh, OK.

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Right? Good afternoon, ladies and gentlemen. And my name is Jay and it's my honor to be here to share some of our observations and from our research group.

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And the topic for our Research is that cultural capital still matter and meta-alysis of the effects of cultural capital I'm reading performance.

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I believe each of us here We are gated together because we want to understand the possible relationship between 2 variables.

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The first one is cultural capital. And the other one is students academic performers. And we want to focus more on reading performance, right?

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We also have the same interest. I our topic. So we tried to figure out some possible ways to have more details about the relationship between the 2.

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So. Here comes our main argument. We want to, or we all agree with one statement that family and culture capital would affect students academic achievement.

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But as we know, here's on the literature we built. A lot of study is shown. They might be some influential factors.

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That would like influence the mechanics between these 2 variables. Including that individual levels. Including that self confidence motivation and the like and family level factors and also school level and also comes through level factors.

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A lot of things are going on to influence the relationship between the 2.

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We want to take one step further aspiration. Since that family and cultural capital of fast students reading performance so much and things that it is decisive.

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Is that true? Maybe not. Maybe not. So.

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Only by finding out how cultural capital produced influence can we figure out ways to lessen the equality because we talked about educational opportunities for our students.

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This is another one of our research purpose.

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Our main purposes right here, we tries to carry it out a study through the meta anesthes, examine how different cultural capitals would influence students reading performance.

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I will elaborate more on cultural capital. Here comes our theoretical friend W. We tries to go and tries to go back trespass to the original the different matches that pure but dude had proposed better sound 2 very important posts 1,984 in 1,986 and there are 3 very

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like typical and we already familiar with different kinds of cultural capital including the first one embodied state and objectified is the cultural capital and the last one is the tuition no one.

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Okay, I think we all very like, familiar with the definitions. So I may not have times to elaborate and express more but we use these 3 kinds of cultural capital as our theoretical framework.

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We also tried to consult or get some insight from the past literature review. So based on our like literacy reboot the results.

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Came doubt. There are at least 3 related meta analysis studies doing the same issues concerning the same topic including these 3 10 and 10 pennil in 19 8 in 2,019 and also charming in home in 2,019 and After reviewing this 3 Studies also using Metal analysis on this issue.

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We figured out at least 2 very important implications for our studies. The first one is the definitions of cultural capital could be very various.

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Which means that we also try our best to come up with our own definition. The second one is the effects of cultural capital could be Moderate or mediated?

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Because of different settings including that cultural and social and locally and globally.

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Based on these 2 implications.

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Sorry, start working.

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It didn't shut up. Sorry? Is that wrecking?

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What did you want to do just advance the slide?

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Sorry, we've had some problems with this set. It's a great excuse, right? Apologies.

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It's been a little while. OK, there you go. Thank you.

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Tricky to die. Yeah, but it's working.

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So based on the literacy we've built in our theoretical framework. We tries to design and set up our methodology.

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We came up with 4 independent variables including overall cultural capital and it is a type of here and institutional Culture Capital and Objectified Cultural Capital and embodied cultural capital.

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It's the beginning of the overall cultural capital, these are the combinations of the following 3. An institutional one means that far education, minor education and parents education and for objectified cultural capital it is learning resources, cultural goods and cultural service embodied one, including students reading attitudes and their behaviors.

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We set up one dependent variable that is reading performance. Speaking of reading performers, we also use a like various ways to capture how students performed a school including their school quiz pizza report but this one is based on the the studies with the latest 4 analysis.

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Maybe for some studies they use students grades but for the other they use that pizza report. So that could be different.

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But we all let it off to for further analysis.

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As I say it. Independent variables depend on variables. There could be something influencing the relationship between the 2 so we tries to come up with some moderators to see More details, winning.

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Listen mechanism so we come up with at least 1 6 moderators, including types of cultural carriers.

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And school level including what kind of educational levels would that influence more. Or function more and also look into the data source including creation nails and database.

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And also pop it caching type. As a CI or non SSDI and also publication year including 3 periods of time by or that is When did the research conduct?

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Okay, and this one region and where the research has been done. Okay. Here comes our research point work.

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As you can see, let's just what I said, independent variable and moderators could be functions in this process.

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So here's the procedures for our analysis. We used to following turns to to look up the potential studies for photo analysis.

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So we use 2 terms like capital capital and academic performance and also reading performance and we locate our studies in 2 electronic electronic database including Eric and Jester.

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In periods of time we searched our studies for analysis between September the twentieth 21 to July in 2,022.

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And here are the results. We talk it's 1,462 studies for possible analysis.

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Of course we have our screening process. Here is our screening process. As I said, we talk at this 100 more than 100 studies we use 3 steps to script named out.

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The first one is with We look at the format at least We need online and 4 articles. So that should be approachable for us to download.

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And the second one is we read a little bit, read it up straight about whether or not it's top is related to our interest.

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And the third one is the statistics. We need some statistical numbers. They need to provide that regression coefficient or correlation coefficients.

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These kinds of numbers we need that. Okay, so right after the screening process we finally came up with 37.

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Status for further our meta-.

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And also we use the techniques to culture to calculate the effect size including the features Z and the are and follow up by an overall effect size, DR plots.

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And here are the techniques we use to to transform and calculate the numbers we need. Okay.

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And when we calculate, we also applied. The main statistical software we are using is Comprehensive Metal Analysis.

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And to calculate the final overall effect size.

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5 min, okay. And we also use this. Protocols to measures that our results are I, and reliable so we use coder reliability and homogeneity test to test and publication buyers.

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Here. Here comes our research findings.

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We have 37 studies. And publish it between 1,900, and 81.

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And here are the score levels. As you can see, the majority is front primary and secondary. School.

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And here's the overall effect of cultural capital on reading performance. That is overall effect. As you can see, please look at

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The numbers right here because the I square is higher than 75 so we need to use random models to to see the results.

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As you can see. It's positive correlation. And it's also significant. Okay, which means that students reading performance will be influenced by cultural capital.

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And after that we go a little bit further to see different 3 types of cultural capital. As you can see.

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Right here is also positive. Call it action. For institutional one.

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About objectified cultural capital, it also shows The positive correlation.

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For embodies, culture capital. As you as it. Also, the positive correlation right here.

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Right after the list like overall effects from these 3 different cultural capitals we would like to understand more about is there any possible moderating process because of different factors.

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As you I just mentioned in the beginnings of our presentation. Based on the statistics, yes, we need to go a little bit further.

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Because the cute test here is Second outcome, which means that more needs to be exempt. So we come up with Some possible moderators in fact here.

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So please pay attention to The circle in rate for types of cultural capital that institutional one as you can see

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In part one is the highest one. And the secondary also primary will be the highest one. And about publication year.

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As you can see. Studies published in the past or around before, 2,010. They would had like a Less influence.

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Than the modern one, the recent one. And also region, as you can see, Asia. Hey sure is the lowest one.

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And this is about institutional cultural capital. OK, thank you. As you can see. Moder!

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Mothers education infers more. And this one, Asia is also lowest one.

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For Al Jennifer.

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Learn resources. Bring first and secondary and primary also influence more. And for this one, Asia also Have the least inferences.

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For you embodies cultural capital. As you also you can see secondary rank first.

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Okay, so list is an evaluations of publication biases Okay, so make sure that our results are correct but for the statistics here we are safe.

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We are safe. Okay. So here comes our Conclusion and discussion as you can see the mom cultural capital embodies cultural capital will be the most important one but the tricky thing is that it is the most difficult one to cultivate because it take time.

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And the second one is mothers education matters the most. And it's also, mmm, reasonable because model would spend more time with children.

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I taking care of their children. And region differences. Here's another very interesting one. Asia in their ancient Kazuo capital would have the least inference.

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And there are 3 possible reasons here. I would like to mention one, Confucianism. Confucian, heritage cultures.

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Parents would devote most of their resources their efforts to their children study right just because of computerism and lower down the influence of culture capital.

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Okay, and that is school level secondary school level will be the highest one because it's more difficult Their name materials are difficult so they more parent support.

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All right, to recruit. Steel 2 things we need to elaborate more which we may not have the chance to to develop in our study.

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The first one is why the effect of embodied cultural capital keeps going up. Why are the other tools are going down?

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Looking, look at the time period. They have different results. And the last one is Latino America always has the most highest one.

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Compared to other regions. We may not have enough data to to explain that and need more research. Okay, that would be the temporary resource for our study.

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Thank you for your listening.

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Time for you. Okay, thank you.

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Thank you.

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Yeah.

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That's beautiful. Thank you. Thank you for the presentation and we're moving to the Pacific region in this one.

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Reporting on a study in Fiji. And involving preschool aged children. And. And looking at how embodied.

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And objective community language capital is moved into reading resources for preschool age children.

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What am I doing wrong? Just having a moment sometimes. Chance it wants to use. So Fiji is a ethnically and linguistically diverse population.

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There are 3 more than 330 islands. Of which around a third are inhabited but 87% of Fiji's population live on the 2 main islands.

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And when you think of this context, governments service provision is more complex and expensive because of this remote geography and quite often you can only get 2 particular villages by boat.

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So there's high levels of isolation. And the minimum wage in Fiji. Went up to $4 an hour This year.

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$4 an hour and that's Fiji dollars which are a little bit less. That's 70 cents of Australian dollars.

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So it's quite a low minimum wage. And when you think about books and education materials These are expensive.

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Relatively when your demands are for food, clothing, shelter and consumables. Books are expensive and Fiji, indigenous Fijians is an, is a oral culture.

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So books are not. A way of transmitting knowledge. Dance, singing. Performative communication is the home culture.

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And books are really scarce in children's homes. Also, preschool access is not universal. And the English English is the language of the schooling system So we have.

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A complex language context in Fiji. Moving from before British rule, there were multiple language groups and the each village or Ireland or a collection of villages on an island would have their own language.

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And for example, on VT level, they were and remain both Eastern and Western dialects and then there are communal acts differentiated again into each kinship group.

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British colonization, 1874 to 1970, brought the adoption of English as the adoption of English as the formal language of government and one dialect of English as the formal language of government and one dialect, as the formal language of government and one dialect, Barwon, was promoted as it were to the official Fijian

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language. We also had as part of the British occupation and colonization the mass migration of around 61,000 indentured Indian sugar cane workers.

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Which who also of course brought their own language. So in post independence, Fiji, there are 3 official languages, Fijian, which is Baron.

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Modern standard Hindi. And English. The indigenous Fijians are called ETK because this distinguishes them from the Indo-fijian peoples.

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They make up a little over the majority, 57% and their first language is a Baron of course but they will also speak their village languages sometimes from both their mother and their father.

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So English could well be a third or fourth language. For a young Fijian child in the Indo-fijian population.

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The first language is Fiji Hindi which has modified from the original Indian Hindi formal Shud Hindi And of course there are also variations across India as a very large continent with you know different heritage languages and religious languages for different populations from different locations.

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Pad English is the language of published newspapers. Of schooling, of commerce. So in Fijian people recognise that if their children are going to compete globally and participate in a global economy they will need to be able to read and write in English to a good standard.

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And we did this research in Fiji as a team from largely from Australia. But we also partnered with Fijian partners, we wanted to identify strategies for communities in Fiji that didn't have access to early childhood services.

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To build sustainable So not to disappear the minute we did sustainable local capacity to foster their preschool children's literacy both in their home languages and English.

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It's quite contested. The people don't want their children not to know how to speak to their grandparents.

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How when they do go home to their home villages they want them to be able to participate as full members of that village rather than lose their home language and only be able to speak English.

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And so we had 51 children participating in a preschool age. And 44 Itoki and Indo-fijian families.

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And we selected 3 different communities on the main island of Vitilevu. The research question, the overall research question was how can communities that don't have access to early childhood services be supported to build this sustainable local capacity to foster their preschool children's literacies.

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That contributing questions were what are the literacy development context for preschool children in the communities with no preschools?

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What were the enablers and constraints for community capacity to support their children's literacy learning.

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But where the local resources and strategies that could be used to foster preschool children's literacies and what strategies would be effective in developing that local capacity to foster their literacies in both home languages and English.

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So we needed to avoid constructing families as having problems as being unable to help their children be literate and to draw instead on what families did know, to recognize their multiple languages.

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And their skills with those languages. We needed to avoid bringing in a cargo cult of, you know, produced and manufactured items that have a expensive purchase price and a brand that would last for a little while and then become defunct.

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We needed to be able to use locally relevant and accessible resources. Local cultural capital. We needed to avoid bringing our own adult Ideas because we needed to engage with preschool children and to be able to capture their imaginations and their ideas.

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Of what was interesting. We needed to avoid even though we were all Australians and thus almost inevitably as white Australians monolingual with our colonial cultural approaches that we live with and instead we needed to acknowledge and value children's multilingualism and their trans-language.

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So for example, you know, an ETK family living next door to a Indo-free Jian family, the children would shift.

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Language across the neighborhood fence. As part of their standard communication. We needed to be valuing the heritage and subsequent family languages and we needed to avoid having a singular view.

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Or just making a generalisation about families and local practices. And instead embrace the multicultural multilingual multiplicitous views of local cultural values and practices.

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We engage with critical participatory action research. Where the participants are involved in identifying, understanding and developing practices from their own traditions that is their own embodied capital.

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For them to engage in action, interaction and reflection about their practices. And individually and collectively transform the conduct and consequence of their practices.

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To meet the changing times and circumstances. So to meet, of course, our research agendas. So for a start, communities had to want us there.

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And had to want to engage with finding ways to develop their children's preschool literacy. So some of the things that we did, we certainly wanted to embrace and include the Fiji and early childhood curriculum and guidelines so that whatever we were doing was not antithetical to the Ethos and practice of the Fiji and

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early childhood curriculum. We wanted to talk with children's families and communities about how they saw their children's schooling and experiences.

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We interviewed early childhood stakeholders in Fiji, so government ministers, educators, educators, professional associations so that we got a good understanding of early childhood policy priorities and perspectives.

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We would go into children's homes and communities to look at what was there, what they did, how they engaged with ideas of literacy and to think of ways that we could co-design, that is with our participants and pilots and multilingual literacy support strategies.

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That were there for the children that involved their families, that also involved their communities. We, as I said, did some semi-structured interviews with early childhood stakeholders.

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That's to repeat, sorry. The 3 communities were given pseudonyms. We engaged a non-government organization the National Council for Women in Fiji who suggested the 3 communities and looking at you know where were the communities without preschools and we selected Dober Bharavi was a small indigenous Fijian village in a

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semi rural setting near the capital of Suva. We selected Dervata which was an Indo-fijian community in a rural sugarcane growing setting.

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And Waavoo, which was a suburb of Suva, the capital with a mixed population of both in Indo-fijian and in Turkey.

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We had multiple visits over several years and for each research visit we And with each we had a researcher in each of the 3 communities doing a community level.

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Here we are coming into your community session and we had exit sessions. Now we're about, we've done our work, we're about to go home from this visit and this would involve local community leaders including chiefs.

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In Fijian communities, the families with preschool children and other stakeholders as invited by the community mentors or leaders.

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We had family visits involving conversations with the children, family and friends about what they were interested in, what their routines were, what they did, how they organized their daily lives.

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And we also, where suitable, participated in social and spiritual events. So that we understood. The rhythms of the community and their interests and traditions and circumstances.

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And I don't know if I've got it on a slide, but we did have mentors, a mentor in each community.

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So we created new objective cultural capital of bilingual books. That included books and we had made libraries of those books.

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We used local images to illustrate alphabet charts. They were sung in rhyme sheets and also made digital recordings of community enactment of religious observations and cultural art forms.

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So our multilingual books drew on families embodied capital household practices such as shopping, gardening, cooking, farming, fishing.

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The things that children did in their play. We used to book illustrations where photographs of objects in the family home of the people.

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The members of the family and so we were in our illustrations of these books drawing on and affirming family's cultural goods.

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And their traditions and practices. And documenting community events affirmed these embodied traditions.

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Communities, families and children's investment in embodied in embodied and objectified forms of culture and social capital indicated to trust in these dispositions, affording them a future institutionalized capital.

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Their children would cope better at school and this could of course later be converted into economic economic capital with better opportunities for earnings.

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Communities, cultural and social capital was premised on relational habitus. So theorizations of cultural, social and economic capital in the work that we were doing also included this place.

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Based capital which took account of the affordances of the environment. And more recently theorisation of social capital as geographic or spatial has focused on this intersection of spatial and economic capital and for example in relation to schooling choice in middle classes of the global north.

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So we were located and informed by peoples of the global south. The research surfaced social spatial capitals in which social connections with Fern Noah, which is the local kind of kinship networks, geography and cosmos in embodied and material forms afforded more complex understandings of how conversions of cultural and

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social capital might occur and I'll stop there. I'm just there's our key references.

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So thank you.

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Are you trying to? Thank you.

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Thank you.

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Oh.

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Highness. I'm just joking. Yeah, yeah, yeah. So the microphone is good.

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Yeah, the microphone is good. Yeah, the microphone. And the camera is right. Page okay yeah so just enter yeah thank you so much okay good afternoon it's my honor and the pleasure to be here to share you about my research on the topic from cultural capital to to you about my research on the topic from cultural capital to cultural citizenship.

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Actually, this will be a change from the topic from cultural capital to cultural citizenship. Actually, this will be a change from the topic on the agenda, but I think this will be a change from the topic on the agenda. This will be a change from the topic on the agenda.

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But I think it's quite coherence because Professor John's talk about the agenda. But I think it's quite coherence because Professor John's talk about the minus impact on student academic performance and professor Alice, right, and emphasize the importance of cultural diverse in the community for students and for educational diverse in the community for students and for students and for education.

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So here I would like to talk about my research in the community for students and for students and for education. So here I would like to talk about my research at the topic.

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It's for students and for for students and for education. So here, I would like to talk about my research at the topic.

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It's specifically a little bit more from the cultural capital to cultural citizenship. And we, I would like to develop a criteria of cultural citizenship specifically for the new immigrant females in Taiwan.

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And Anish Manchin from Taipei, Taiwan and the Michael Pi, Professor John is the first one presenter.

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So let's go next. I would like to give a short background of our research because the trends of migration has prevailed.

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The trends of migration has prevailed in the late 19 nineties over the world in the late 19 nineties all over the world in the context of a 19 nineties all over the world in the context of a 19 nineties all over the world in the context of globalisation.

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According to the UN state, it shows that there are about 180 million people who live in the place away from their births of country.

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So the reasons for migration are diverse. You know, it could be for a long time settlement in a specific country or place or city and it's also can be like a short short term stay just for working or starting or education.

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So anyway, it's obviously that till now migration is still a global trend. And yeah, so the next one I would like to mention about Kaiwan's local contents in Taiwan's local contents.

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In Taiwan, in the past 2 decades. In Taiwan, the in the past 2 decades.

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In Taiwan, in the past 2 decades, there are a huge population change. A huge population change.

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That is because a large population of new immigrant, a huge population change. That's because a large population of the new immigrant females and I have a huge population change.

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That's because the, large population of the new immigrant females, NIF moving from Southeast Asia and the main China for marriage to Now it's a it's a big population totally 580,000 is about 2.4 4% of the total Taiwan

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population so it's a very obvious increase of the total Taiwan population. So it's a very, very obvious increase of the population in Taiwan.

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So this group entails importance though for carrying the population in Taiwan. So this group entails importance though for the population in Taiwan.

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So this group entails importance though for the population in Taiwan. So this group entails importance though for carrying the family, give birth to the next generation and contributing in community surface.

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In fact, the new immigrant females groups enhance the multicultural society for Taiwan.

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So, international aspect that UNISCO also initiates that the government or or policy should ensure that everyone can continue to access, participate in and enjoy the culture they belong to in their daily life.

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So it's quite local and international attention on this topic. So in Taiwan our government, the Taliban in the Chinese government launched lots of different policies and plans for the and IF group and the as well as they are children.

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So in the very beginning it's quite important to make people have the idea of understanding the multiculturalism has coming and it's quite important to to imply this this policy in Taiwan, Taiwan education and the society.

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So, yes, it's also go to straighten the surface for the NGN and IF groups and later on it's has the attention on the kids needs because the plan for education and the development of children of the New immigrant females is quite important.

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Also aims to provide parent parenting to support the educational development. Of these groups children. So. In 26, it's kind of a little bit change because it's not only to provide a life support or support for life daily life.

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It's it's tended to culture identity and it's quite important at this moment the government and the society have the idea that the advantage of the new immigrant females is quite important for Taiwan.

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So it can tell that recently we have the idea that to create supportive environment from the family to community to society.

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So our research argument is that the first one, cultural citizenship stands as a core impact on the practice of minorities, cultural capital.

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The second is that new immigrants, females, cultural life and the rights. We have further influence on insurance academic achievement in the long term aspect.

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So, The intention of our research is that we would like to figure out the possible ways to empower new immigrant females to promote and build their cultural performance and engagement in the society.

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So In this moment, in this study, we start from develop a criteria of cultural citizenship for the NIF in Taiwan.

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We, because if you want to establish a criteria system, it is quite important to have a framework and content or component or indicators to go through to this criteria system.

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So we have a theoretical review on different scholars ideas and here I show you but I think it's quite important our perspective and the viewpoint.

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The Turner's idea is that cultural citizenship not only aims to address social citizenship not only aims to address social encouraging but also aims to address social encouraging but also promote towards the goals of citizens freedom and the liberation.

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Canada is quite important. much coach was in scholars and he, he in Canada and he has the, he think, 0 cultural identities, the minority groups can engage in process of cultural belonging acceptance respect and encouraging in the whole country.

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This is Professor Wang who is a Taiwanese scholar and he has an idea that it's tender, the right of cultural citizenship should include the right to cultural identity.

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The right to access cultural life, the right to cultural development and the right to cultural representation. This one is very important, right?

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Because you think about cultural representation in the mainstream society. And recently in NISCO have a quite important report about this topic.

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It is entitled Right to Participate in Cultural Life. So the cultural citizenship should cover the respect for cultural identity to be recognized as a cultural community to participate in cultural life and and the last one is also a new ideal.

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Cultural citizenship more profound like the right to access information the right to access culture in education and training and the 2 participants in culture.

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Policy. So our research design is a usually used the Delphi research message to collect and to go through the criteria criteria development.

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So, therapy research method is very good to capture and integrate experts knowledge. And that it could it may, eliminate the the bios by face-to-face interaction and also to create the inference of the dominant idea in your group.

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So the the the end of the DELVY research is to achieve a consensus of ideals. So by multiple wrongs of feedback.

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So this is our empirical process of this research. It takes a long time. It's about a half year to go through all the therapy research and we have about almost 20 scholars and experts including Taiwanese and the new immigrant females to respond our criteria and give us be back so we have 3 and this is

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the process in the very guinea we think about the framework and the indicators. So, a more Kalanis person but this one of the participants in this session they are all of the participants in this session they are all new immigrants females in this session they are all new immigrants females and they could say they are all new immigrants females and they could say say the

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story or new immigrants females and they could say say the story and talk about their needs on cultural identity and the cultural promotion.

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In Taiwan. So We have a story round to go through the process. Here I'm like because of the time I'm have choose to give our the process of our data but I would like to share you what we finally figure out of the cultural citizenship of the NIF.

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We go we come out 6 dimensions and indicators 30 37 indicators. So it's quite difficult to figure out what kind of dimension or what kind of idea should be go into the criteria system.

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So we start by asking questions. The first one is that we go back to the basic problem that what other an IF's cultural identities to their native countries is necessary, right?

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And the second question is that how do and I participate and identify a layer culture in Taiwanese and identified in Taiwanese cultures and what the third, what are the cultural rights for an IF in Taiwan society?

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How children and I've needs on cultural inspiration because from the theoretical review you can tell that a culture citizenship is not only give you a right, it's also you have to do something as your duty, responsibility for the culture you belong to.

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And The 5 is that how to the and I's promote their own cultures. So, finally we as a critical how to define a society with equal cultural opportunity for the own life in Taiwan so let's go.

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Lots are lots of indicators so I will not I won't I don't want one by one but I could experience the most important or vital indicator for for you and you are welcome to ask me question or details later.

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The first one identification of an IF native culture. The first one is about language and language and the teach the assurance of their native language.

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The certain are it's about making the lifestyle of from my native country in Taiwan.

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And next one is engaged in cultural events from my native countries in Taiwan. The 5 is participate in cultural activities and engage in local organization which associates with the native country's culture in Taiwan.

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The final we want by 1 min. Okay. So finally I asked about the they are recognized of their their culture of native native country.

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So the next is participation in Taiwan. It's like the first dimension, this dynamic dimension also as about lows element but more related to Taiwan culture of the NFs idea and the perspective and and we also think about cultural rights.

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So those those quieter is very important for Need because you can tell the the less one like Taiwan's German society should establish public television channel or media platform for this group.

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This is to establish public television channel or media platform for this group. And this is about their public television channel or media platform for this group.

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And this is about their cultural inspiration so they could reach the native culture and share and its change with Japanese person and have opportunity to campaign their culture and the final one like to experience later and inment relative to native culture in Taiwan countries.

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And this is about a culture reservation and the promotion. So I think the the next one is also important because The experts, say that and I have to have the opportunity to attend financial and the resources support from public to to organize a cultural activity in in Taiwan and the last one I just want

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to go to the 6.7 the less indicator this indicator is is the core core idea that we go through the criteria system that Taiwanese recognize the culture of the NIF females as important component of Taiwanese culture of the NIF females as important component of Taiwanese culture.

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Lately, a live group, they feel if the Taiwan contests ministry society could provide this kind of feeling and have this kind of ideal theory and then they could have more profound opportunity and the right.

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To their culture in Taiwan. So, it's very good to have the opportunity to go through this research so we could develop the dimensions and the indicators.

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Of the cultural citizenship for minority groups of an IF in Taiwan and specifically from the local context and next we are going to suspect.

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Thank you so much for your listening. Thank you.

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Okay.

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Oh.

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See?

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Okay. Our professors, ladies and gentlemen. Oh my name is Joey Wu. IA sister professors at law Chinese culture university.

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Is my pressure to be here to give my presentation for you. At least, did cover us.

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The title of my presentation is Lost Data of Junior High School students. The study of junior high school students.

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Are reading later on. A lot cast of Taiwan in Pisa are 28. Lisa, a program for international students assessments.

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It's a global or starting conduct for a by the OECD. To evaluate on the education system and the students performance.

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Across various countries. So my style days I've dved into the data. And and the analysis the factor are let introduce Oh, Among the junior high school students in Taiwan

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Thank you.

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And now let's take close. To the structure of my presentation. Let will be divided into the session.

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Our introduction, Literature, Reveal, Master, Result, Discussion and the Conclusion.

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In the beginning I will, expand.

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Research on reading laterrs is vital. It highlights the importance of reading skills. And personal academic and and and professional growth

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And it it identifies effective structures. And the informal policy and the packages address the education.

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By starting our reading literacy we can promote or reading habit. In power individuals as life-long learners.

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Oh and

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And the previous starting show lets improvement and diverse a range of research on children's attitude toward rating as both cognitive and effective factor related to children's reading skills and a layer of development.

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For a moment, our self like editor Laurel Lane, involves a across the reading reading process And as the end model is constructed to its friend relations between students learning motivation, self-regulatory learning, self-efficiency, and reading literacy.

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In the later Roger, section I will reveal the existing body of literature. Related to the topic at hand for example, some men have phone lets or self-regulated learners are characterized by effectiveness to utilize self-regulator brings us straight to truth by level response influence to feedback about layer effectiveness of learning

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and the bilayer motivation and the postation of our treatment.

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On the other hand, I've noticed that leaders with low self-efficients are not confined.

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And I feel full of difficulties in leading like I think lights it is not worth the after. Because they believe like they are not capital enough to handle difficult tests.

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In other words, our students would like to lead more when they are allowed to choose layer living materials. Because the way to discover that reading is an enjoyable

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Best only correlations are since a realistic high policies. Well, poster in my studies. The actual one.

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Learning motivation are significantly affecting the self-efficiency at 2. Self-efficients, significant factor, leading literacy.

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Tree a learning motivation is significant a factor like radian literacy. At 4, self-regulatory learning, our significant term, a factor of self-efficiency.

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I, I find, software like you learn in a leopard country a factor reading literacy.

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The hyper, hypothesis. Learning motivation and self self-regulated ARCA network learning called in mess in method.

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Yeah, I will outline the research myselfology. A point to. Oh, this data.

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In data styles and the parties and pet. I'll table one, details, demo graphic of 7,240 street responses of around 192 school in Taiwan found this table is can be of surf to light.

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ATion of male and the female is spread it is even in absolute with, equal distribution.

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And a large majority of the sample. It's a council traitor in law, nice and a chance.

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All the other software variable grows in late daytime. I 5 main questions are followed. Thinking about your school to what is sent to you agree with the following statement.

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How much do you agree with Lavalier's tments? I'll start question related to students attitude for their reading.

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How do you like, use spoilers of the following strategies for understanding and memorized the test?

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How do you like the usefulness of Lefroy's structures for writing a summary of release to Patty Chester.

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All the final, how much do you agree with the various trade statements about yourself? The data analysis are in As PSS or for Windows release 26 to generate the best descriptive statistic.

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A conductor of factor analysis. And in Amos, 20 days, is following an analysis of structure equation model.

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To evaluate La Maud of feet. Several put the names of fit such as ICA SR and R and the CFR.

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Were adopted. It measures a lot of these controversy, the hypothesis model and the opposite of the data.

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And the south.

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The, research, research analyst several important like, good enough of feed measures.

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T to analysis of S in SEN. For example, 0 point 9 9 2 is greater than 0 point 9.

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And the Lavarial, SR and R are point 0 1 5 is less than 0 at all these values in the cache always is a good fit model for chain the model and the obsolete data.

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And the law upper server, it's, it's exploratory specification search.

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Are. Let's find things we can see. There's a good fit model. And all the bay tackle equations are listed here.

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Table 5, this place are the result of low research hyper, high policies. Boundless Table, list table shows overall hypotheses were accepted.

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And the lapvee variable is less than a point 0 0 one. I to show slides, I'll learning motivation significant effect self-efficients.

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Savi Effects. Affects rating literacy. Are learning motivation significantatory affective reading literacy Our self-regulator, LinkedIn, secondary affects self-efficiency.

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Self-regulated learning significantly affect reading literacy. Several regulator learning and the learning motivation are significantly curated.

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And discussion and conclusion. let's, our families are finding a self-regulated learning perspective.

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I emphasized children's learning opportunities and acting. At the initial active learning process. Research research has demonstrated light.

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For mounting self-regulator learning is an effective way to counteract children's rating and the more remote layer way of being hence self like you glad to turn learners have higher motivation and self efficiency to maintain our living habit.

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Keep on the culture, cultural contest in Taiwan. This is important to consider the law of self right like you led to the learning in affected our children's learning habits and treatment.

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Maya President, my presentation concludes at least point. Thanks for your listening. Thank you.

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About Jacob and his staff. Yeah, so we have some if you have made it half sure. I don't know.

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Just looking at your height. I might just come back and adjust in a minute. Thank you. And I, yeah, that looks pretty good to me and just use end of 2 months progress this long.

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Thank you.

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Good afternoon everyone and thank you very much for being here this evening. My name is Maria Hallari.

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And I am from European University Cyprus and today together with my colleague Marius Brioni this and we will present our paper which is about adolescence reading habits during COVID.

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19. This paper is part of a wider project which was about students well-being during a Covid-nineteen pandemic and this project was funded by Marercury Actions.

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In today's presentation, we aim to contribute to the examination of the often invisible makes that originate from the family.

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And produce socially stratified school under treatment that sustain social inequalities in contemporary Greek and Cypriot societies.

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And to open up new possibilities regarding reading habits and cultural reproduction. Covid-nineteen and brought huge changes in adolescence daily lives and habits in their social identities in their relationships with their families and their friends.

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The in their habit and rootings adolescence and their family members suddenly lost the place and time landmarks usually marking their daily routeings.

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And the availability of economic, social and cultural resources as associated with school continue to be unequally distributed among adolescents.

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In this paper we focused on the following research questions. How have adolescent reading habits been saved during the Covid-nineteen lockdown and to what extent do adolescent reading practices constitute a form of distinctive a dynamic cultural capital Vancouver that contributes to cultural production in the digital era.

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In our project we pay our project is based on Boudier's political framework and specifically in the theory of cultural reproduction, cultural capital and habitus.

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According to Boudier, people's practices and habits are the result of the interaction of their cultural capital and habitus in the context of a given faith and they are conditioned by their parents socioeconomic status and perceptions.

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And regarding now reading as a form of distinctive and dynamic cultural capital. Is strongly associated with a wide range of positive cognitive and academic outcomes such as academic achievement and educational advantage leading to social mobility.

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An individual ignition to read or not to read is cultivated through everyday practices of reading, engaged in through early childhood.

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I'm sorry. These practices save students orientation and reading in ways that may or may not be valued within the educational system.

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Parent investment of time and energy cultivates positive dispositions that orientate their children towards books and reading and children pick up reading habits through seeing their parents read and through having reading materials available in their home.

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Of course we have to keep in mind that it is very important the structural factors satisfying in contributing to different parenting practices and contributing to different parenting practices and different acquisition of taste for laser activities.

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Thank you. In our project And we conducted a we started with an online survey and then we continued with face-to-face focus groups and online semi-structure interviews.

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Our primary design was to contact only face-to-face focus groups. But because of very strict health protocols in some schools, we couldn't enter the premises of some school show we decided to contact online stream semi-structure interviews in the school that we could then contact face-to-face focus groups.

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We went to 4 public schools in Cyprus. A negotiator and 4 4 public schools in Greece.

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The student board in this schools primarily consisted of students from lower middle class and working-class families and students from families with a migration background.

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But the full spread spectrum of class differences was well represented.

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A few dance. Adolescence suddenly he lost their daily activities and routeings. And because at the beginning they didn't have lengthy, lengthy online lessons and they told us that they had a honeymoon phase I will explain later what I mean by this but after a while time froze they couldn't sleep and

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they indulged in an addictive entertainment. I will read some of the quotes that Adolescence told us.

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In the first lockdown because we did not have online lessons I had a great time because I went to my village with my cousins and it was as if nothing had happened it was like vacations but in the second lockdown things were totally different while in the beginning I was trying to do my best for school after a while I stopped because I lost my

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energy I lost my way we lost the sense of time I had lost my sleep my sense of time life had no meaning anymore for me I didn't do anything I like I was spending most of my time on my mobile phone in front of the TV and in bed.

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And during the lockdowns adolescence We're chatting with friends, were watching TV, they were playing computer games, they were spending time with their parents.

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They had some lessons. But they were in reading books, they were in studying and they didn't discover any new hobbies.

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I will read just a few of them. No books only the necessary. Generally I did not like reading books.

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Chatting TV video games but after some time it was boring. I was waking up in the morning I was in front of the computer for hours online lessons TV.

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Now in our attempt to explore reading books in the digital area we investigated how gender nationality and socioeconomic background and cultural capital affected reading habits.

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And the boys rank reading books lower than the girls. However, despite the fact that girls seemed to read extracurricular books more often than boys, they over a level of book reading was still very long.

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The result so that ethnic background weather of the mother father or the adolescents themselves had no effect on reading books.

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And parental educational level had a weak relations to adolescent tendencies to read books and we think that this is a very interesting finding given the existing literature that stays an important important link between level of parental education and children's interest in books.

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And we think the further research will need to identify whether this is a holistic shift in the underlying factors that can direct reading hubbits or or whether the effect is still there but has saved it from stutter book reading to digital means of extracurricular reading in general.

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Now, er, we try to investigate the simultaneous effect of gender nationality parental education level material well-being and reading habits to predict school performance.

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And we run a regression model. There is also that there were significant effects of 4 selected predictors except from father's education.

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The most important effect on school performance comes from material well-being. And the multiple regression analysis so that gender also had an effect on educational achievement.

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Ethnic background whether of the mother the father or all of the dolphin themselves also had an effect on educational achievement.

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And an advantages for male and socioeconomic background does affect the dollars in school performance but is no longer associated with active reading habits of the classical type.

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Reading books had a positive effect on educational achievement but weak and although it seems that advantages familiar and socioeconomic background does affect adolescent school performance.

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Eating books is not a dominant mechanism that can secure educational advantage. Now, a few things we would like to share with you.

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A parent from different social cultural backgrounds behave different differently and consequently transferred different tastes to their children.

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Studies show that adolescence from different social cultural backgrounds are exposed to media devices at different frequencies and durations.

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And may use the same object but with different intention. And with different maybe functional significance. Adolescents who took part in the study spent most of their time watching television, playing computer games and surfing the internet.

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The data did not allow us to investigate whether adolescence displayed different patterns of media device consumption.

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A vast amount of text is being consumed in digital forms. And the mode of adolescence interest in reading has shifted from paper based to internet based.

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So reading interest we think that can no longer be assessed by how many books have been read but also by how many online reading materials have been clicked on, a red, third or downloaded.

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However, we need to keep in mind that online reading sometimes involves different processes to paper based reading with most of the time inokes immersed or deep reading.

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And in conclusion, a field saved. And over time over time and the value and shape of particular forms of cultural capital inhabitants saved a along with a change in faith.

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Reading has always been perceived as important and central to educational achievement but it appears to be no longer relevant to the lives of adolescents.

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At least to the adolescence who took part in our studying. It seems that other mechanisms translate advantages familiar background to educational success.

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And we think that we need to rethink what we mean by reading and we also need to rethink what constitutes cultural capital in the digital area.

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And to adapt its concept to the modern reality. And we need to explore with activities and practices in the digital era produce the kind of class related cultural capital that can secure educational advantage.

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Thank you very much.

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Go back to the agenda. Yeah.

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I sing this open.

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Yeah.

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Okay, right now we have about 20 min. We can open some discussion and I think today we have very good section related to maybe cultural capital from Bode.

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Another thing about reading and also on the Kobe, nineteenth or something about how to redefine the meaning of reading at the same time.

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So we open for some discussion, we have 5 presentations, anyone.

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4 or 10, Yeah.

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Yes.

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Okay.

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Any other questions?

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I am. Would you like?

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Thank you everyone. Great session. I wanted to ask you to the last presenter. I am in agreement of the need to the last presenter I am in agreement of the need to rethink about what reading means, I am in agreement of the need to rethink about what reading means and how we measure it.

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But I'm also thinking COVID was particular time in terms of how much children and adolescents were stuck inside and how boring it got but also stressful and full of anxiety and we know that these are things that might impact.

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On the activities that children do in terms of you know, focus and attention and everything that was going on.

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So I was wondering to what degree You can kind of read your results as in this is not our COVID time.

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Particularity but it's either a shift that maybe was accelerated by kovat times and it's here to stay or maybe we will slowly go back to, let's not call it normal but kind of back to past.

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Thank you.

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Very much.

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I agree with you for sure. COVID was something very different, not normal. And so I think that maybe we need to continue our research.

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And maybe we should. Let's say do the same after a few years, but I think that they safe has happened.

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I mean, we leave it every day and I think that maybe it's not only because of Covid-nineteen but maybe it's because in general the digital area area and I see from my son and from his friends that It's most of them, most of the young children, but their

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adolescents. Don't read books so much, but they do it in online. In the internet or they would say YouTube or many things so I think that There is a safe.

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Yeah. Yeah, of course it has more permanent characteristics. Material people, young people read. We have to remember that many education systems nowadays shift many of the material that they provide to kids.

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Instead of paper books that they used to have in the past to tablets and they have online digital texts, their textbooks.

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Everything turns now into that direction. So, as Maria said, and I think it was a common agreement, we need to Investigate more qualitatively what do adolescents read in these digital means.

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Because some of it Not all of it. Tik Toks for example, these kinds of are not forms of capital because they don't add anything to the kids but there are quality material and the internet that can enrich and expand young people's perspectives, ideas and and they can be can constitute these modern forms of cultural capital

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in the way books were in the past.

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Or mean while I something please Very good. I had a conversation with a friend who talked about podcasts and audiobooks and I said I don't like them.

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I want I want to go into the text. I want my I and it's part of my Pleasure to be immersed in the text.

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I'm an academic. But it raised the question of does LIST is it the content? Is it simply listening?

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Say to a lecture or at Tik Tok or is it the act of engaging with words on a screen or a computer or on a Hiper or screen, but is it looking at a written word?

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Or is it listening to content?

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We call it a new normal in the after Covid-nineteen and also we also think about the new normal in the after Covid-nineteen and also we also think about the new generation is or they tend to just use, you know, the online, the digital, you know, they are called the

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digital networks. So like we used to read, so book will be the kind of maybe the major resources for Len will be online reading also the podcast and others so I think a very good one so we need to redefine the meanings of readings.

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Now only do it books, but only use others with your ears too. Okay, good. Any other feedback on questions?

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Okay, oh for phase 8 John

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Oh, I got to question the first question is, is we know always a, Kids, then, And, It's a, Gritian Inquiseman.

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Able to free at this cape

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We are the gap between smoking language and reading equity. And the second question is about,

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My in my Alastair, is it correct? Or the presenter, try to confirm, but, Cotter, Kepler.

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Which, text to the, by 3 forms. And in other words, just 3 forms of our crypto.

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Dein Palmers. Yeah, students are Parmesa in Lydian is a heavily constituted or affected by .

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Yes or social class or gender. So when we look at the, a theory, he

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It's a tap. The perspective of, So, What's it? Look the infrastructure agency.

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In this regard. I want to think about, how do we think? Is it possible to improve?

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This is structure in equity. Associated with a social class. SES or gender through our education actions particularly provided by schools.

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To

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When comment that I bring up at the end of my presentation was about spatial Place based capital.

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And its significance.

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And I think that is in the mix also. But certainly in Australia. We reproduce disadvantage in our school system.

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The advantage, stay advantage. Disadvantaged Stay disadvantaged it is not about mobility here.

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In Finland the data says There is a much broader So people are with disadvantage can.

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Move app.

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Okay, thank you for the questions. I have one comment and a little bit feedback on to the questions especially for the first one that is is there any possible differences between the spoken language or spoken knowledge and reading knowledge.

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I could response through our our because when we are when we were doing our our researches tries to collect the all kinds of studies They use TORTORY different definitions of cultural capitals.

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And we also tried to come up with the general ones to conclude them. But that is still very risky doing that.

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So I'm totally agree with that probably for the future studies we need to divide at these 2 kinds of domains of these ideas.

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For example, the school one and the family one. The first one is kind of academic one. We use we create some items to capture what are going on as school but we also need to come up with other questionnaires and items to to to capture those to get what's going on in the family.

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According to just like spoken language in your daily life. I think that we are going a little bit deeper, typically, to understand the real stories between those 2 domains.

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Yeah, now that's my response to the question. And I think I can also respond a little bit to our first question that is what's going on in digital the white a digital era Because according to one of our results is that studies Sean.

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The studies has been done up to 2,010. In the case that, the functions or the effects of cultural capital compares to the research.

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Don't before 2,010 shown that the lower increases on students academic performances. That could be probably due to the detail.

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Devices. That could be the possible way it could be the possible reasons. But so far, we do not have evidence.

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But so far we do not have evidence to prove that. But I tried to see the connections between the 2.

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Probably that could be the possible explanations to what we are go discussing right now. I also have a question.

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Unlike Christian, it's regular what we have from the ruined audience. From Laure Zaha want to ask all the kind of tables presenters does this means that the books are becoming less important as a vehicle for reading.

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Was in the role of the books become less important. Anyone want to respond? Are you doing? I'm sad.

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I don't think they are. Because they still carry the imagination. And the creative.

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That. When it's contrasted to saying a cut I've got young grandchildren and I'm watching The difference between reading a story to them and then watching that.

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In a Disney film, the jungle book. And what is clear is the screen gives much deeper content.

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It happened like this. And the word makes the brain work.

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In that mind, they're imagining what they imagine and I think we picked this up. When we read a book and then we see a film and part of our relationship is whether the whether the screen captured AR imaginary.

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Representation. I stand when I read Game of Thrones. Before the TV. And I thought when I saw the TV.

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They have a lot more sex in violence but the characters as I imagined. So I to me that is And I think the imaginary is Gold and worth promoting.

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Thanks for the question. I think I could get my feedback to like crush it I think Heming pokes it doesn't make you have cultural capital of course institutional capital but the way you make it work is that you need to use it For example, that is kind of connected to Professor John's second question.

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That's agency. For example, we need teachers to help our children. So teachers would play some role during the process parents Also, play some rope during the process transmitting their cultural capital.

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Operating the institutional ones into the embodied one. So interaction is very important. All in books doesn't mean you could have the influence of cultural capital.

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So I pull it books still matter but the what made him most would be how people react or interact with books.

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Okay, thank you.

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A show to respond from the max design that the society constituted by the lower structure and the upper structure right so if you have this kind of category my question is that how do you think about the laptop or IT belong to lower material structure.

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Usually in the past time we can, easy to have this kind of categorized of the IT materials.

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But right now if you think about the AI or churchivity? Lots of lots of things deep learning by the machine by computer.

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So it's kind of there to technology have the life have the brain have the power to think to provide and to generate knowledge and lots of different things.

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So I think my idea is that we don't have to struggle in a book. Anything wrong with educational institutions exist.

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The the long thing or the problem or the issue is that what we do inside the black box of educational institutions because we we if you we enhance or we emphasize or we only increase the middle class or upper class ideal or values in the educational institute and then how it's almost for ever impossible to reach social equity or social justice in school.

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So I think it's not educational educational institute cannot reach social equity or social justice. It's just because we do something wrong in inside the black bus school campus.

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So it's also very important to promote the teaching of sociology in ROC, therefore I think we spent 2 to feel attention and pedagogy because we think pedagogy belonged to a teacher in a classroom but no I don't think so if you go back to profiles book you can feel that's pedagogy

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quite powerful to change and to liberate students and teachers. Thank you so much.

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A past I would like to add a few more things about books. I think that they stay mother. And I am the romantic reader of books.

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I love reading books and I think that they have this magic that sometimes is missing from movies and all these things and I think that movies or the internet is like the like fast food.

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And it's easier instead reading books you need to find a place you need to find time. Some quiet place, take your book, relax, read.

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It's not so easy for a dolly sense to do it but with their mobile they can And what a movie, a video or It's easier for them and they can connect with other adolescents and discuss about it more easily.

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And so I think that reading books still matter but On the other hand, I think that we need to.

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Keep in mind that a adoring sense a use internet or digital means more easily and we have to keep listening mind if we want to and explore about cultural capital and what is reading and all these things.

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Now I as far as the if we can change the education system and all this. Things that you said in Greece also the disembodied stays disadvantage and they're fun that space and violence is like this.

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In side groups also the same. And I think that we as sociologists of education, I think that we need to think about this.

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And try to think what it means to be educated. What it means to education and what goes wrong so many years.

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And

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To try change this because for so many years we hear the same things inequalities, cultural production, advantage, disadvantage.

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So what can we do to change this?

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And I think that we have to do something and the good thing is that I think that we have the power to do some changes.

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So that's why.

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Yeah, we ought to be able to distinguish between physical books and online material. And I have a brief anecdote.

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Because I am part of a cohort that is now retiring. And I in my office I had 4,000 books.

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And I could get nobody to accept any of them. Likewise, sales of journals. Are increasingly, online with junior faculty not wanting to buy or to store journals.

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Consequence is one of my colleagues who had about 2,000 books put him in the trash. Because the library wouldn't take them and I've talked to colleagues in other universities and they said yeah yeah we have to throw away the books.

484
01:49:35.000 --> 01:49:45.000
Now II couldn't quite do that and so I couldn't quite do that and so I am renting a storeroom where I'm renting a store room where I have 70 boxes of books.

485
01:49:45.000 --> 01:49:58.000
But anyway, that's a warning to you as younger faculty. Very good lot. Because time is limit.

486
01:49:58.000 --> 01:50:05.000
Yeah, I just have a I have a doctor a student right now doing the research on digital cultural capital I think it is a regular one.

487
01:50:05.000 --> 01:50:15.000
And one thing, he found, recently is, just like an open AI and RSCs become some access to this kind of internet will become another cultural capital.

488
01:50:15.000 --> 01:50:40.000
You use to X open AI just like I used to or X the Google before but Open I will be a new kind of new idea about that maybe still just like a dokens just mention about yeah just about the stance of the book.

489
01:50:40.000 --> 01:51:03.000
Who thought that I would not sign off on her pieces. Yeah, and thanks for all the presenters and also all the burgal Christians and all online kind of attendance.

490
01:51:03.000 --> 01:51:11.000
So we have about 10 break we have another section in 10 min. Thanks again. Thank you. Thank you.

491
01:51:11.000 --> 01:51:31.000
Those are pretty good. Thank you very much. Paper title. On the other hand, I'm, I'm, I'm, Oh, I knew.