Effects of Health Education with Problem-Based Learning Approaches on the Knowledge, Attitude, Practice and Coping Skills of Women with High-Risk Pregnancies in Plateau Areas

Objective: Given the unique cultural background, way of life, and physical environment of the Tibetan Plateau, this study aims to investigate the effects of health education using problem-based learning (PBL) approaches on the knowledge, attitude, practice, and coping skills of women with high-risk pregnancies in this region. Methods: 76 high-risk pregnancy cases were enrolled at Tibet’s Linzhi People’s Hospital between September 2023 and April 2024. 30 patients admitted between September 2023 and December 2023 were selected as the control group and were performed with regular patient education. 46 patients admitted between January 2024 and April 2024 were selected as the observation group and were performed regular patient education with problem-based learning approaches. Two groups’ performance on their health knowledge, attitude, practice and coping skills before and after interventions were evaluated, and patient satisfaction were measured at the end of the study. Results: There was no statistical significance (P P P Conclusions: Health education with problem-based learning approaches is worth promoting as it can help high-risk pregnant women in plateau areas develop better health knowledge, attitude and practice and healthier coping skills. Also, it can improve patient sanctification.

Autonomous Learning and Improving Communicative Competence

Nowadays, English as a world language becomes more and more important. Consequently, English learning becomes more and more popular. As we know, an important object for English learners is to improve their communicative competence. So autonomous learning is a good way to improve communicative competence. In this paper, two terms, autonomous learning and communicative competence, and their relationship will be introduced from the perspective of English learning. Autonomous learning is self-managed learning, which is contrary to passive learning and mechanical learning, according to intrinsic property of language learning. Communicative competence is a concept introduced by Dell Hymes and is discussed and refined by many other linguists. According to Hymes, communicative competence is the ability not only to apply the grammatical rules of language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom. Communicative competence includes 4 aspects: Possibility, feasibility, appropriateness and performance. Improving communicative competence is the result of autonomous learning, autonomous learning is the motivation of improving communicative competence. English, of course, is a bridge connecting China to the world, and fostering students'communicative competence through autonomous learning is the vital element of improving English learning in China.

Cultivation of Autonomous Learning Ability and Intercultural Communication Competence in Foreign Language Teaching

Learner Autonomy has been a hot topic in foreign language learning and teaching since 1960s,especially in relation to life-long skills.As the globalization develops,intercultural communication becomes more and more significant for college students.This essay attempts to explore main approaches to cultivate and improve students' autonomous learning ability and intercultural communication competence in foreign language teaching.

Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China

Aims:We examined the relationship between self-directed learning readiness(SDLR)and nursing competency among undergraduate nursing students.Background:There is little evidence-based data related to the relationship between selfdirected learning(SDL)and nursing competency.Methods:A descriptive correlational design was used.We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice.We investigated SDL according to the SDLR scale for nursing education(Chinese translation version),and used the Competency Inventory for Registered Nurses to evaluate nursing competency.Results:The mean SDLR score of the students was 148.55(standard deviation[SD]18.46),indicating intermediate and higher SDLR.The mean score for nursing competency was 142.31(SD30.39),indicating intermediate nursing competence.SDLR had a significant positive and strong relationship with nursing competency.Conclusion:SDLR is a predictor of nursing competency.

A Study on Oral English Learning Strategies of Non-English Majors and Their Oral English Competence

In China,a lot of studies have been carried out to investigate the college students' learning strategies and their relationship to learning achievement mainly in the aspect of reading,writing,listening and vocabulary learning.But in the area of speaking,not many researches have been conducted due to this or that reason.Moreover,the subjects under these studies were mostly English majors and non-English majors of the common universities or colleges.There are few studies that focus on the use of the strategies of the non-English major students from independent colleges.This study was conducted by means of questionnaire and oral test among 90 first-year non-English major students from an independent college.

Influence of diet quantity on learning and memory ability and immunological function in mice

BACKGROUND： Diet can regulate gene expression via manifesting genetic style so as to make a correlation with senility and tumor onset of tissue organs. OBJECTIVE： To observe the effect of diet quantity on learning and memory ability and immunological function changes in mice and verify the correlation between functional changes and diet quantity. DESIGN： Completely randomized grouping design. SETTINGS： Three Gorges University Medical College; School of Medicine, Hubei Institute for Nationalities. MATERIALS： Eighty Kunming mice of 3 weeks old, grade Ⅱ, weighing 17 - 18 g and either gender, were selected from Animal Experimental Center, Tongji Medical College, Huazhong University of Science and Technology. The experimental animals were disposed according to ethical criteria. At one week after feeding, they were randomly divided into 4 groups, including over-diet group, quantitative-diet group, quantitative-limit diet group and over-limit diet group with 20 mice in each group. METHODS： The experiment was carried out in the Medical Experimental Center of Hubei Institute for Nationalities and the Department of Laboratory, Central Hospital of Hubei Enshi Autonomous Prefecture from April to June 2006. （1） Diet quantity of animals was 〉 6 g/d in the over-diet group, 4 g/d in the quantitative-diet group, 3.34 g/d in the quantitative-limit diet group and 1.8 g/d in the over-limit diet group, respectively. Mice in the four groups drank freely. （2） At 35 days after feeding, every 10 mice were randomly selected from each group and enclosed in the wide mouthed bottle （250 mL, containing sodalime） to observe and record survival time under normal pressure and hypoxic condition. Other mice were given step down test, shuttle box test and autonomic activity test. Step down test： The first step-down latency and error times within 5 minutes were used to evaluate learning ability and the memory ability was retested at 24 hours later. Shuttle box test： The shuttle-box latency and error times within 5 minutes were used to evaluate learning ability and the memory ability was retested at 24 hours later. Times of autonomic activity within 5 minutes were used to evaluate ability of autonomic activity. In addition, blood was collected from eyeball to measure plasma immune globulin and complement by using immunoturbidimetry. MAIN OUTCOME MEASURES： （1） Effect of different diet quantity on learning and memory ability; （2） effect of different diet quantity on times of autonomic activity and survival time under hypoxia and normal pressure; （3） effect of different diet quantity on content of immune globulin and complement. RESULTS： All 80 mice were involved in the final analysis. （1） Effect of different diet quantity on learning and memory ability： There was no significant difference in learning ability during step down test （P 〉 0.05）. While, memory ability in the over-diet group and the quantitative-diet group was better than that in the over-limit diet group （t =2.235 - 2.423, P 〈 0.05）. During shuttle box test, learning and memory ability in the over-diet group was superior to that in the over-limit diet group （t =2.237 - 2.431, P 〈 0.05）. While, memory ability in the quantitative-diet group and quantitative-limit diet group was superior to that in the over-limit group （t =2.704 - 2.813, P 〈 0.05）. （2） Effect of different diet quantity on times of autonomic activity and survival time under hypoxia and normal pressure： There were significant differences in the times of autonomic activity among quantitative-diet group, quantitative-limit diet group and over-limit diet group （t = 2.725 - 2.98, P 〈 0.05）. Survival time in the quantitative-diet group and the quantitative-limit diet group was longer than that in the over-diet group （t =2.365, 2.719, P 〈 0.05）, but shorter than that in the over-limit diet group （t =2.427, 2.538, P 〈 0.05）. While, survival time in the over-limit diet group was longer than that in the over-diet group （t =2.765, P 〈 0.01）. （3） Effect of different diet quantity on content of immune globulin and complement： There was no significant difference in content of IgG and IgA （P 〉 0.05）. Content of IgM in the over-limit diet group was higher than that in the over-diet group, quantitative-diet group and quantitative-limit diet group （t =2.304- 2.421, P 〈 0.05）. Contents of complement C3 and C4 in the quantitative-diet group and quantitative-limit diet group were higher than those in the over-diet group （t = 2.319 - 2.738, P 〈 0.05）, but lower than those in the over-limit diet group （t =2.317 - 2.716, P 〈 0.05）. While, contents of C3 and C4 in the over-limit diet group were higher than those in the over-diet group （t =3.247, 4.53, P 〈 0.01）. CONCLUSION： Both quantitative diet and quantitative-limit diet can improve learning and memory ability, autonomic activity and immnological stress; however, over-limit diet may decrease these abilities.

Civil Engineering Students'English Metacognitive Strategies,Autono-mous Learning Competence and ListeningPerformance

In order to improve Englishlistening more effectively, the application status of metacognitive strategies and autonomouslearning competence is exploredbased on a questionnaire investigation among 120 civil engineering major in BJUT. The methods of correlation analysis and an independent sample t-test are employed.The results indicated that 1) their metacognitivestrategies, and the planning, monitoring strategy have positive significant correlations with the students'listening performance and listening auton-omous learning competence;2) There are significant differences in the use of metacognitivestrategies,the level of autonomous learn-ing competence between different levels of listening performance;3) The more accuracy of self-judgment is, the higher level Eng-lish listening performance is.

Personal Tacit Knowledge and Global Learning Professional Competencies—Multi-Dimensional Relationships

Global learning professional competencies (GLPCs) are essential for college students to be able to address the impact of globalization in the 21st century. Organizations and society-at-large look to higher education to prepare college students with GLPCs. In addition, there is a body of literature that suggest personal tacit knowledge enhance GLPCs. However, researchers have done little from an empirical perspective to determine the relationship between the use of P-T K and enhancement of GLPCs, hence the purpose of this study. The statistical results revealed significant correlations, p st century knowledge society through use of P-T K.

Reform and Practice on Course Construction of Deep Learning

In recent years,as one of the main technical ways to realize artificial intelligence,deep learning has attracted more and more attention of researchers from universities,research institutions and Internet enterprises.As a result,more and more universities are incorporating deep learning into their curriculum planning.However,there is a big difference between deep learning and previous courses.This paper attempts to think about the course construction of deep learning,and discusses the implementation and existing problems of the course,so as to better carry out the teaching of deep learning.

Intercultural Education in a Technology-Enhanced Foreign Language Learning Environment Implementing the TPACK Approach:Challenges and Possibilities

In the plurilingual and multicultural contemporary international setting,the educational systems opt for successfully meeting as well as adapting to the rapid social,economic,and technological changes.Based on the premise that intercultural communicative competence holds a significant potential for foreign language instruction,focus should throw into combining teachers’intercultural knowledge with pedagogy and technology.The prospect of introducing intercultural material within the context of teaching scenarios in the curricula of a technology-enhanced foreign language learning environment where the Technological Pedagogical Content Knowledge(TPACK)approach is implemented,can positively contribute to the teaching process.Under this perspective,cultural and digitally competent teachers can create a framework which will enable learners to fully develop their interactive and linguistic skills and to effectively communicate in a foreign language promoting its social and multicultural dimension whatever the intercultural context.

Multi-perspective Approaches of Vocabulary Teaching and Learning

It is universally acknowledged that vocabulary is an essential component in language system. Nevertheless, in English teaching practice, imparting grammatical knowledge is highly emphasized but the vocabulary teaching is given little attention.In second language acquisition, proper application of vocabulary in communication is one of the important and difficult points for students. The paper aims to discuss the current problems in vocabulary teaching and learning, advocate a multi-perspective approach in teaching vocabulary so as to enhance the accuracy and fluency of language output, promote students' pragmatic and cross-cultural communicative competence and lay a solid foundation for their life-long learning.

A Qualitative Study of Individual and Organizational Learning through Physiotherapists’ Participation in a Research Project

The need for evidence-based practice has been recognized by physiotherapy organizations over the past decades. Earlier studies have documented facilitators and barriers that affect the use and implementation of evidence-based practice. Less is known about what kind of interventions might be useful to implement evidence-based practice. This study explores what physiotherapists learn through participation in a research project relevant to their professional development towards achieving a more evidence-based physiotherapy practice. To what extent this learning was transferred to colleagues for organizational learning is also examined. This study was set in Sweden, where health care is publicly funded. Patients do not need a referral from a physician to consult a physiotherapist. Eleven interviews were conducted with physiotherapists who had participated in a randomized, controlled, multicenter, physiotherapy intervention investigating neck-specific exercise for patients with whiplash disorder. Gadamer’s hermeneutics was used to analyze the data. The physiotherapists described a range of learning experiences from their project participation, including instrumental learning (the concrete application of knowledge to achieve changes in practice) and conceptual learning (changes in knowledge, understanding or attitudes). The research project enabled the physiotherapists to develop new treatment techniques for broader application and extend their competence in techniques already known (instrumental learning). The physiotherapists believed that project participation enhanced their overall competence as physiotherapists, increased their job motivation and strengthened their self-confidence and self-efficacy (conceptual learning). Physiotherapists’ participation in the research project yielded many individual learning experiences, fostered positive attitudes to research and was conducive to achieving a more research-informed physiotherapy practice. Participation was associated with a deeper understanding of the challenges involved in conducting research. The transfer from individual learning to the wider organization in terms of organizational learning was limited.

On the Context Vein of“Competence”and Its Generating Mecha­nism-based on the Perspective of Situational Learning Theory

“Key competence”has become a hot vocabulary in educational reform in recent years.However,the essential connotation and specific generation mechanism of“competence”as its basic concept are still far from clear,and often controversial due to vague expressions.The rise of the concept of“key competence”undoubtedly originated in the West,but in the context of Chinese,its meaning has changed significantly.By analyzing the origin and evolution of the concept of“competence”in the Western social context and the concept from“quality”to“competence”in the Chinese social context,we can deeply understand the essence of the concept of“competence”and further clarify the specific generation mechanism of“competence”and its relationship with education.Analyzing the formation of competence based on situational learning theory emphasizes the occurrence of competence through participation in situational activities,the development of learning courses and identity consultation,which can provide some inspiration for the formation of competence.

Teaching for Learning Styles and Multiple Intelligences: a Personal Reflection

The paper reviewed what the literature has said about learning styles and multiple intelligences. By practicing a personal reflection on learning styles and multiple intelligences, the paper indicated that teachers need make paradigm shift respecting the fact that every student is gifted and can be taught with the same contents, approaches and assessment. Teaching for diversity should be implemented.

Study of Problem-Based Learning in English Grammar Teaching

This thesis took students from Grade one of Xuancheng No.3 Middle High School as the research objects,mainly employing the classroom observation,the questionnaire,and test to investigate the effect of problem-based learning method in English grammar teaching.The findings are as follows:(a)the scores of students in the experimental class obviously improved;and(b)compared with the traditional teaching method,the application of problem-based learning method in grammar teaching can stimulate students’interest in learning.To sum up,this method can improve students’English competence and learning interest significantly,which suggests it can be applied in grammar teaching.

Discourse Analysis for SLA Teaching and Learning

This digest focuses on the application of discourse analysis to second language teaching and learning. It reveals how teachers can improve their teaching practices by investigating actual language use both in and out of the classroom, and how students can learn language through exposure to different types of discourse.

The Practical Path to Cultivating Innovative Talents:Implementing Cross-Disciplinary Learning Communities in Environmental Design Education

In response to the national strategy of“vigorously cultivating interdisciplinary talents and actively promoting interdisciplinary integration,”this article focuses on the nationally recognized Environmental Design program at Hezhou University’s College of Design,leveraging local industry advantages to engage in interdisciplinary integration through educational practices.Using the“Construction of the Panoramic Virtual Nature Museum of the Guizhou Crocodile Lizard at Mount Dagui”as a case study,we aim to establish a professional and interdisciplinary learning community,incorporate student-centered interactive teaching methods,boost student motivation,enhance teaching quality,nurture forward-thinking versatile innovative talents,and provide a guideline for interdisciplinary educational reform.

Exploring the Chinese and Western Language Learning Cultures

This paper examines the difference between the Chinese language learning culture and the western language learning culture. Compared with the western learning culture,the Chinese learning culture is input-centered with two main characteristics:one is knowledge-centered and the other is teacher-centered. Under such learning cultural backgrounds,language teachers lay particular stress on the input of different kinds of knowledge and information while ignoring students 'necessary output. This kind of learning leads to "dumb English" for Chinese second-language learners. On the contrary,the western learning culture attaches great importance to develop students 'communicative competence,which is the ultimate aim of learning a language. The western language teachers utilize communicative approaches to improve students'communicative competence,which is absolutely practical in real-life situations. With closer contact with westerners,it is urgent for Chinese language teachers to blend the Chinese learning culture with the advantages of the western learning culture so as to develop students'communicative competence in English.