OBJECTIVE:To develop Clinical practice s of Traditional Chinese Medicine(TCM) for acute upper respiratory tract infection(AURI) in children;TCM is usedalone or administered together with antibiotics.METHODS:Under the ...OBJECTIVE:To develop Clinical practice s of Traditional Chinese Medicine(TCM) for acute upper respiratory tract infection(AURI) in children;TCM is usedalone or administered together with antibiotics.METHODS:Under the guidance of evidence-based medicine concept,in strict accordance with the rules of international s development,as well as on the basis of evidence of clinical research of TCM,the s solicited opinions from clinical experts and methodologists in TCM and Western Medicine.GRADE standard was applied to form experts' consensus.RESULTS:The s standardized classification of TCM patterns and TCM treatments in children with AURI,including prescription,Chinese patent medicine,non-drug treatment and prevention.CONCLUSION:Follows the principle of "evidence based,consensus supplemented,and experience referred",these s were formulated,but the quality of evidence of included studies were relatively low.Further refinement of the s should be needed as deeper clinical studies as available in future.展开更多
This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context.In Pakistan,there is a growing focus on quality provision of early c...This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context.In Pakistan,there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity.Over the course of one academic year,data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study.Findings presented in this paper are based on the interview data of two teachers in the sample,a novice and an experienced teacher.Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning,taking into consideration the gender perspective.The results showed tensions in the teachers’perceptions which contrasted between a constructivist approach and a teacher-directed skills approach.Perceptions of their practice reflected a formal,teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching.Several factors,including deep-rooted perceptions as well as curriculum structure,time,number of staff and resources,contributed to this.展开更多
文摘OBJECTIVE:To develop Clinical practice s of Traditional Chinese Medicine(TCM) for acute upper respiratory tract infection(AURI) in children;TCM is usedalone or administered together with antibiotics.METHODS:Under the guidance of evidence-based medicine concept,in strict accordance with the rules of international s development,as well as on the basis of evidence of clinical research of TCM,the s solicited opinions from clinical experts and methodologists in TCM and Western Medicine.GRADE standard was applied to form experts' consensus.RESULTS:The s standardized classification of TCM patterns and TCM treatments in children with AURI,including prescription,Chinese patent medicine,non-drug treatment and prevention.CONCLUSION:Follows the principle of "evidence based,consensus supplemented,and experience referred",these s were formulated,but the quality of evidence of included studies were relatively low.Further refinement of the s should be needed as deeper clinical studies as available in future.
文摘This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context.In Pakistan,there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity.Over the course of one academic year,data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study.Findings presented in this paper are based on the interview data of two teachers in the sample,a novice and an experienced teacher.Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning,taking into consideration the gender perspective.The results showed tensions in the teachers’perceptions which contrasted between a constructivist approach and a teacher-directed skills approach.Perceptions of their practice reflected a formal,teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching.Several factors,including deep-rooted perceptions as well as curriculum structure,time,number of staff and resources,contributed to this.
