Efficacies of Different Methods of Teaching Transcultural Nursing Practice in China

Purpose： This study assessed the effectiveness of three teaching methods for developing cultural competency based upon Leininger＇s theoretical framework with nursing students in China： case studies, traditional didactic learning, and self-directed learning. These methods were used in tran- scultural nursing teaching practices to identify the method that resulted in the greatest improve- ments in the nursing student＇s understanding and clinical application of transcultural nursing. Methods： The Transcultural Nursing Questionnaire（TNQ） was used for pre-and post-test comparisons of all participants in four areas of cultural knowledge and the Evaluation of Transcultural Nursing Competency（ETNC） was applied via role-play to evaluate the cultural competency of 120 of the 305 participants from three general hospitals in the PuDong New District, Shanghai, China. Individual transcultural nursing courses that focused on case study, traditional didactic or self-di- rected methods persisted for four months in three hospitals. Results： Statistical analyses of the cognitive scores of the participants in the transcultural nursing courses revealed a significant difference（P〈0.01） between scores collected before and after the teaching with the three methods. Comparisons of the three hospitals revealed that the scores for transcultural nursing cognition and simulating service assessment were significantly different（P〈0.01） for the case study nursing students. The scores of the students who were taught with the traditional didactic and self-directed methods were not significantly different across the three hospitals（P〉0.05）. Conclusion： The results revealed that the case study, traditional didactic and self-directed method effectively improved the transcultural nursing cognitive levels of the nursing students. The case study method appeared to be the most effective approach based upon the TNQ pre-and post-tests and the ETNC cultural competency scores.

Resident Learning Styles: Are We Maximizing Learning Opportunities for Today’s Resident Learner?

Medical education is in constant evolution. It is important to continuously evaluate how residents are being taught in order to improve, and to maximize didactic time while improving standardized test scores. The aim of this study is to assess how residents prefer to learn, which factors preclude residents from studying, the prevalence of certain teaching methods at our institutions, and how this affects standardized exam scores. In order to gather this data, residents across the three Mayo Clinic campuses were anonymously surveyed regarding their preferred study habits, factors that affect their ability to study, how they are most frequently taught within their program, and their most recent in training exam (ITE) scores. Residents are frequently encountering didactic lessons that are consistent with their preferred study methods. However, there seems to be a number of preferred study methods that may not be represented by standard didactic sessions. There are many other factors that affect a resident’s ability to study and those should be taken into consideration by the department when deciding how to teach their residents.

Architectural Teaching and Design Computing： A Didactic Experience in a Brazilian Architecture Course

In the last years, architectural practice has been confronted with a paradigm shift towards the application of digital methods in design activities. In this regard, it is a pedagogic challenge to provide a suitable computational background for architectural students, to improve their ability to apply algorithmic-parametric logic, as well as fabrication and prototyping resources to design problem solving. This challenge is even stronger when considering less favored social and technological contexts, such as in Brazil, for example. In this scenario, this article presents and discusses the procedures and the results from a didactic experience carried out in a design computing-oriented discipline, inserted in the curriculum of a Brazilian architecture course. Hence, this paper shares some design computing teaching experiences and presents some results on computational methods and creative approaches, with a view to contribute to a better understanding about the relations between logical thinking, mathematics and architectural design processes.

Development and Validation of an Instrument for Assessing Perceived Competences in Didactic Activity

In the context of teacher competences’association with student performance,assessment of didactic competences is an important concern for educational professionals.The current study aims to develop and validate a tool for assessing perceived competences in didactic activity for a group of Romanian teachers.The study examined 160 teachers from 15 schools in Bucharest,Romania,aged 20-60 years old.In the process of development and validation of the instrument(Assessment of perceived competences in didactic activity),the recommended steps were followed.Exploratory factorial analysis indicated the existence of three factors:effective communication of the teacher,development of students’critical thinking,and use of auxiliary resources.Reliability analysis showed high reliability coefficients,indicating good psychometric qualities of the scale.The correlations between the three factors were high,so the scale has acceptable convergent validity.Confirmatory factor analysis showed that the three factor model has indicators of good fit,also indicating good psychometric properties.The main practical implication is that the proposed instrument can be successfully used in identifying development needs of teachers resulting from the evaluation process.Based on the results derived from self-assessment of teaching competencies,customized professional development programs can be created for each teacher,aiming at developing skills and,implicitly,improving performance at the workplace.

The didactic principles and their applications in the didactic activity

The evaluation and reevaluation of the fundamental didactic principles suppose the acceptance at the level of an instructive-educative activity of a new educational paradigm. Thus, its understanding implies an assumption at a conceptual-theoretical level of some approaches where the didactic aspects find their usefulness by relating to value principles. This situation expresses in fact focus on the formative side specific to the process of didactic communication. Therefore, the understanding of the didactic principles emphasizes concrete modalities of completing the educational activities.

The Arckitbuilding Bricks as a Didactic Tool for Experimentation in Architectural Design： Possibilities and Limitations

This article deals with the usage of building bricks as a didactic material for the development of architectural design. The building brick game chosen for analysis was the Arckit, since it is suitable for the architectural practice. It is estimated that this game can contribute to the design, representation and presentation of projects. In order to investigate in which aspects Arckit presents possibilities of applications, as well as limitations of use, the article approaches the importance of building bricks as a didactic tool and its use in the field of the architectural design process. From a literature review and an empirical experience, this article reports a qualitative research, where the applicability of the Arckit game was checked. Through a critical reflection based on that experience, it was possible to conclude that whereas its limitations to urban form and linked to the formal vocabulary that composes the grammar of these bricks, the Arckit building bricks represent in architecture a playful and experimental way to think and design, fomenting the creativity and the spatial perception, resulting in a particular experience that can make architecture better connected with dreams and joy.

Interculturality and Socio-Linguistic Identity in the Learning of English and Spanish in Mexico

In the current field of action of the pedagogy of languages, efficient, inclusive and dynamic teaching methods are needed; just this work will present the intercultural method through didactic evidences （pedagogical sequences） that have proved their functionality in the teaching rooms of the English in a Spanish-speaking context, as is Mexico. Without forgetting that interculturality is defined according to Cassany （2016） as an ideological current that is that each language of the world is a representative tool at the service of a culture and that said culture in a society is a mental and attitudinal representation to the world where a certain society is based. Then interculturality seeks to develop intercultural skills in the users of languages （Anglo-Hispanic）.

The Dimension of the Physical Education Teacher＇s Role as Support for the Inclusive Perspective

The article investigates on the educational value and upon the teacher of support, trying to clarify some aspects of inclusive education and school integration. Starting from the central role of the teacher of support is analysed by the task of its educational dimension, the different competences that are required to him, the aspects linked to the action of didactic that teachers can intervene to increase the level of integration and inclusion in the classroom, the best possible practices to be used in the classroom in order to better value the individual differences and to increase the highest possible educational success for students with special educational needs. Finally, it is hoped the use of cooperative learning, rather than learn by competitiveness and individualistic, since encourage more interaction between disabled and non-disabled students, a greater empathy between them, without forgetting that inclusive education is facilitated in school environments in which the teaching is active and where difficulties and problems that arise are analyzed to produce improvements.

Craftsmanship and the Guilds in the Late Middle Ages： The Testimony of Des Teufels Netz and of the Mendel Housebooks

Placing the anonymous didactic poem Des Teufels Netz next to the Mendelschen ZwOlfbrfiderstiftung zu Narnberg, we gain most valuable access to the world of craftsmen in the late Middle Ages. Even though the author of the first text pursues mostly ethical and moral concerns, formulating many specific comments about people＇s wrongdoing, his narrative proves to be almost as informative about craftsmen as the Mendel Housebook （short title）. The latter mostly consists of a very large number of illustrations of old craftsmen working in their shops, which sheds important light on the tools available, the work methods, and the impressive differentiation and sophistication amongst the craftsmen. The Housebook was continued until the early nineteenth century, whereas Des Teufels Netz was mostly forgotten and did not experience a significant reception. Both works complement each other well and allow us to gain an excellent insight into the world of craftsmen.

Using Didactic Games in Teaching Mathematic

This article aims to examine the effect of the use of didactic games in mathematics teaching on students’achievements and knowledge accumulation in the classroom.The study also assessed the students’perceptions of these learning games.The study was carried out with the experimental pre-test-post-test control group design.The research team of this study is five.The class consists of 64 students.Two groups of fifth grade students were randomly assigned as experimental and control groups.According to the results,it is shown that didactic games increase students’academic achievements and are an effective tool for lecturing.

Means of Choice for Interactive Management of Dynamic Geometry Problems Based on Instrumented Behaviour

Our paper presents a project that involves two research questions: does the choice of a related problem by the tutorial system allow the problem solving process which is blocked for the student to be restarted? What information about learning do related problems returned by the system provide us? We answer the first question according to the didactic engineering, whose mode of validation is internal and based on the confrontation between an a priori analysis and an a posteriori analysis that relies on data from experiments in schools. We consider the student as a subject whose adaptation processes are conditioned by the problem and the possible interactions with the computer environment, and also by his knowledge, usually implicit, of the institutional norms that condition his relationship with geometry. Choosing a set of good problems within the system is therefore an essential element of the learning model. Since the source of a problem depends on the student’s actions with the computer tool, it is necessary to wait and see what are the related to problems that are returned to him before being able to identify patterns and assess the learning. With the simultaneity of collecting and analysing interactions in each class, we answer the second question according to a grounded theory analysis. By approaching the problems posed by the system and the designs in play at learning blockages, our analysis links the characteristics of problems to the design components in order to theorize on the decisional, epistemological, representational, didactic and instrumental aspects of the subject-milieu system in interaction.

Integration of a Didactic Manufacturing Cell with Different Robot Configurations

The present work makes the exhibition of a manfacturing cell for didactic pulposes, implemented as part of evaluation in the last cycle of mechatronics engineering formation within Technological University of North Aguascalientes. It includes the motivation that led to plnning and subsequent implementation of manufacturing system described, the characteristics of particular processing operations that it was decided to include, methodology to achieve joint work and synchronization of each operation performed, the results of operation obtained and their comparison with initial expectations, as well as the conclusions derived from process, which lead to considering such a project as an ideal model to verify the formation of the future mechatroonics engineers, when faced with applications of their area of exercise, reviewing operating principle of mechanical, electronic, control and computing systems to achieve their synergy in a mechatronic system.

The Use of the Cuisenaire Rule in the Classroom

This pedagogical proposal was implemented in the curricular space of mathematics,in the first year of the basic cycle of the pluricurso in IPEM 116“Manuel Belgrano”Rural Annex Punta del Agua,with Orientation Agro Ambiente,Department Third Arriba,province of Córdoba,República Argentina.It was developed according to the difficulties shown by students in not being able to establish the relationship that exists between natural,fractional,decimal and percentage numbers.Faced with this situation,it is proposed to develop the Cuisenaire Rule as a teaching resource in order to stimulate and develop the logical capacities in students within the framework of thoughtful and operational mathematical thinking by applying it in the resolution of specific learning situations.The construction and application of this resource allowed them to develop the understanding and assimilation of concepts in which they presented difficulties promoted learning and taking of.

Singing Punishment and Redemption in the Taiping Civil War： Yu Zhrs Plays

Among the dramatists who depicted the Taiping Civil War, attempting to find meaning in the carnage and chaos, Yu Zhi （1809-74） is unique. He wrote plays during and after the war, so he considers the chaos from two historical vantage points. As one of the earliest literati to write plays in the newly popular pihuang form, he addressed different actual and imagined audiences compared to his peers. Although virtually all extant plays take an absolute anti-Taiping stance, his plays differ from his contemporaries＇ in their focus on morality rather than sentiment, and on edification rather than commemoration. At the root of these differences is an understanding of the nature of evil, redemption, and belief.

Relationship between Science Teaching Practices and Students’Achievement in Singapore,Chinese Taipei,and the US:An Analysis Using TIMSS 2011 Data

The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries.However,the empirical relationship between these two kinds of science teaching and student science performance is not soundly established,which is worth a careful examination.Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy,using a two-level hierarchical linear modeling(HLM)approach and simultaneous multiple regression,this study examines the above relationship using the Trends in International Mathematics and Science Study(TIMSS)20118th grade dataset from Singapore,Chinese Taipei,and the US.The study found that for the low-performing students,none of the inquiry-based teaching practice items measured had a significant relationship with the science achievements at any performance levels of students in any country/region except for the case of two inquiry-based teaching practice items that were positively related to Chinese Taipei students’achievements.No didactic teaching practice items were associated with the Singapore students’science achievement,three of these practice items were found negatively related to Chinese Taipei students’science achievement,and one traditional didactic teaching practice was negatively related to the science achievement of U.S.students.However,for medium-and high-performing students,none of these inquiry-based or traditional didactic science-teaching practices were found to be positive predictors of science performance in all three countries/regions.However,in the case of Chinese Taipei,one didactic teaching practice item was negatively related with the medium level performing students’achievement and two didactic teaching practices were found to hinder high-performing students’science achievements.

Li Ang＇s Gendered Dissent in ＂The Devil in a Chastity Belt＂

Through a close reading, this article explores a few aspects of gendered dissent in Li Ang＇s story, ＂The Devil in a Chastity Belt,＂ which reveals the ambivalence and irony of a woman＇s participation in the Taiwan Residents opposition movement. Instead of writing a stereotypical work of political fiction for the opposition movement that she supports, Li Ang interrogates the problematic intersection of gender and politics, while reclaiming some of the neglected aspects of oppositional history. While recognizing the inevitability of historical contingency, she nevertheless questions the politically-motivated choice of asceticism, heroism, and sacrifice over individual and familial well-being. Li juxtaposes seemingly trivial and disorderly details of ordinary life against the apparently important and grandiose arena of national politics, creating tension through their interaction and contention. She employs images--including the Devil, the female body, and sensory feelings--to perform gendered dissent. While the lyrical and trivial discourse gradually disrupts the political and didactic, the story＇s open-ended conclusion inspires complex interpretations of the enigmatic symbol： the Devil wearing a chastity belt.