本文基于哈默ESA模式,对照ISEC项目课程教学中的标准要求,对当前多模态教学模型进行改进和完善,构建ESA跨文化交际多模态教学模型并探究其实践的具体路径。首先,基于国家和教育部的战略部署及时代使命分析高校跨文化交际能力培养的重要...本文基于哈默ESA模式,对照ISEC项目课程教学中的标准要求,对当前多模态教学模型进行改进和完善,构建ESA跨文化交际多模态教学模型并探究其实践的具体路径。首先,基于国家和教育部的战略部署及时代使命分析高校跨文化交际能力培养的重要性;其次,立足现实,分析当前多模态教学的现状,并在此基础上探究跨文化交际能力培养中当前存在的问题及其问题成因;再次,在哈默的ESA模式以及ISEC项目课程的标准要求的指导下,改进和丰富当前多模态教学模型,构建ESA跨文化交际多模态教学模型并从课程设置、方法设计、评估方式等方面探究实践的具体路径。同时,分析ESA跨文化交际多模态教学的意义与存在的问题,以期进一步推广ESA跨文化交际多模态教学,为各高校培育具有跨文化交际能力的国际化人才提供参考。Based on the Hammer ESA model and in accordance with the standard requirements of ISEC project curriculum teaching, this article improves and perfects the current multimodal teaching model, constructs an ESA cross-cultural communication multimodal teaching model, and explores its specific path of practice. Firstly, based on the strategic deployment and mission of the country and the Ministry of Education, the importance of cultivating cross-cultural communication skills in universities is analyzed. Secondly, based on reality, analyze the current situation of multimodal teaching, and explore the problems and their causes in the cultivation of cross-cultural communication skills on this basis. Again, guided by Hammer’s ESA model and the standard requirements of the ISEC project curriculum, we will improve and enrich the current multimodal teaching model, construct an ESA cross-cultural communication multimodal teaching model, and explore the specific path of practice from the aspects of curriculum design, method design, and evaluation methods. At the same time, this paper analyzes the significance and existing problems of ESA’s multimodal teaching of intercultural communication, in order to further promote ESA’s multimodal teaching of intercultural communication and provide reference for universities to cultivate international talents with intercultural communication skills.展开更多
Objective This study aims to test the acceptance, feasibility, and usefulness of the Arabic version of the revised Edmonton Symptom AssesSment System （ESAS-r） among Egyptian patients with advanced cancer and to comp...Objective This study aims to test the acceptance, feasibility, and usefulness of the Arabic version of the revised Edmonton Symptom AssesSment System （ESAS-r） among Egyptian patients with advanced cancer and to compare the rates of symptoms documented by patients and physicians. Methods Between August 2014 and February 2015, a total of 140 patients at Ain Shams University Hospitals in Cairo, Egypt received the Arabic version of the ESAS-r. For each patient, the ESAS-r was completed twice, first by the treating physician （as part of the basic assessment） and a second time by the patient, with a maximum of 2 hours between the two assessments. An additional survey was included to assess patients＇ acceptance of the survey and their preferences. Results Out of 140 enrolled patients in the study, 11 patients refused to complete the questionnaire, and 10 patients were excluded due to incomplete records in their medical records. Complete data was retrieved for 119 patients who were included for further analyses. The 78 （65%） patients declared that the test was clear and easy to complete. They were able to answer the test without help. Collectively, tiredness and sense of well-being were the most commonly encountered symptoms in ratings obtained by both patients and physicians. Tiredness was the only symptom showing a significant difference between the two rating methods, patient-rated scores being higher （P = 0.032）. Cronbach＇s alpha showed that both tests com- pleted by the physician and the patients were internally consistent： the physician-rated test had a coefficient of 0.877, and the patient-rated test had a coefficient of 0.863. All ESAS scores had good internal consis- tency, with a Cmnbach＇s alpha coefficient of 0.88. The internal consistency remained high after removal of individual symptom scores, with Cronbach＇s alpha coefficients ranging from 0.823 to 0.902, indicating that no individual question had undue influence on the total ESAS score. Conclusion The ESAS-r was easily understood by and applicable to patients. There was no significant discrepancy in the rates of symptoms reported by the patients and physicians, apart from tiredness. Based on this, the test could be applied on a larger scale with in-home patients. This test can be cost-effective and can decrease the number of hospital visits among advanced cancer patients in need of supportive treat- ment rather than active cancer therapy.展开更多
文摘本文基于哈默ESA模式,对照ISEC项目课程教学中的标准要求,对当前多模态教学模型进行改进和完善,构建ESA跨文化交际多模态教学模型并探究其实践的具体路径。首先,基于国家和教育部的战略部署及时代使命分析高校跨文化交际能力培养的重要性;其次,立足现实,分析当前多模态教学的现状,并在此基础上探究跨文化交际能力培养中当前存在的问题及其问题成因;再次,在哈默的ESA模式以及ISEC项目课程的标准要求的指导下,改进和丰富当前多模态教学模型,构建ESA跨文化交际多模态教学模型并从课程设置、方法设计、评估方式等方面探究实践的具体路径。同时,分析ESA跨文化交际多模态教学的意义与存在的问题,以期进一步推广ESA跨文化交际多模态教学,为各高校培育具有跨文化交际能力的国际化人才提供参考。Based on the Hammer ESA model and in accordance with the standard requirements of ISEC project curriculum teaching, this article improves and perfects the current multimodal teaching model, constructs an ESA cross-cultural communication multimodal teaching model, and explores its specific path of practice. Firstly, based on the strategic deployment and mission of the country and the Ministry of Education, the importance of cultivating cross-cultural communication skills in universities is analyzed. Secondly, based on reality, analyze the current situation of multimodal teaching, and explore the problems and their causes in the cultivation of cross-cultural communication skills on this basis. Again, guided by Hammer’s ESA model and the standard requirements of the ISEC project curriculum, we will improve and enrich the current multimodal teaching model, construct an ESA cross-cultural communication multimodal teaching model, and explore the specific path of practice from the aspects of curriculum design, method design, and evaluation methods. At the same time, this paper analyzes the significance and existing problems of ESA’s multimodal teaching of intercultural communication, in order to further promote ESA’s multimodal teaching of intercultural communication and provide reference for universities to cultivate international talents with intercultural communication skills.
文摘Objective This study aims to test the acceptance, feasibility, and usefulness of the Arabic version of the revised Edmonton Symptom AssesSment System （ESAS-r） among Egyptian patients with advanced cancer and to compare the rates of symptoms documented by patients and physicians. Methods Between August 2014 and February 2015, a total of 140 patients at Ain Shams University Hospitals in Cairo, Egypt received the Arabic version of the ESAS-r. For each patient, the ESAS-r was completed twice, first by the treating physician （as part of the basic assessment） and a second time by the patient, with a maximum of 2 hours between the two assessments. An additional survey was included to assess patients＇ acceptance of the survey and their preferences. Results Out of 140 enrolled patients in the study, 11 patients refused to complete the questionnaire, and 10 patients were excluded due to incomplete records in their medical records. Complete data was retrieved for 119 patients who were included for further analyses. The 78 （65%） patients declared that the test was clear and easy to complete. They were able to answer the test without help. Collectively, tiredness and sense of well-being were the most commonly encountered symptoms in ratings obtained by both patients and physicians. Tiredness was the only symptom showing a significant difference between the two rating methods, patient-rated scores being higher （P = 0.032）. Cronbach＇s alpha showed that both tests com- pleted by the physician and the patients were internally consistent： the physician-rated test had a coefficient of 0.877, and the patient-rated test had a coefficient of 0.863. All ESAS scores had good internal consis- tency, with a Cmnbach＇s alpha coefficient of 0.88. The internal consistency remained high after removal of individual symptom scores, with Cronbach＇s alpha coefficients ranging from 0.823 to 0.902, indicating that no individual question had undue influence on the total ESAS score. Conclusion The ESAS-r was easily understood by and applicable to patients. There was no significant discrepancy in the rates of symptoms reported by the patients and physicians, apart from tiredness. Based on this, the test could be applied on a larger scale with in-home patients. This test can be cost-effective and can decrease the number of hospital visits among advanced cancer patients in need of supportive treat- ment rather than active cancer therapy.
