Reading man皮瓣修复术治疗皮肤缺损的疗效观察

目的:探讨Reading man皮瓣修复术在全身不同部位皮肤缺损及其预防瘢痕增生的临床疗效。方法:回顾性分析2021年1月—2023年10月该科应用Reading man皮瓣修复术治疗全身不同部位皮肤软组织缺损的20例患者临床资料。结果:所有患者皮瓣均成活。术后随访时间为3~24个月,所有皮瓣血运良好,色泽红润,质地柔软,外观适宜,局部皮肤张力较低,手术切口瘢痕增生不明显,切口周围软组织无明显形变,周围关节活动度正常。所有患者均恢复良好,疗效满意。结论:Reading man皮瓣特有的设计可以很好地解决全身多部位较大的皮肤软组织缺损,尤其在术中可以最大限度地减少正常皮肤的切除,术后外观、功能及皮肤瘢痕增生均有较满意的表现,且不存在自体皮移植带来的供皮区损伤。

Reflections on the EFL Reading Comprehension Teaching for English Majors in China

Reading can serve as a vehicle for learning a second language and as a result enhancing reading ability in that language. How to teach reading has been a contentious issue in TESOL/TEFL research. After reviewing the theories on reading and the research on how to teach reading as its theoretical basis, this paper reflects on the teaching of EFL reading comprehension for English majors in China about its situation and problems and discusses some pedagogical solutions to the problems.

暑期阅读(Summer Reading)阅读推广项目探析——以美国合作式暑期图书馆项目(CSLP)为例

暑期阅读是一种主要针对未成年人的阅读推广活动,它能有效地帮助不同年龄段的孩子们充分利用假期时间,养成良好的阅读习惯,提升学习能力。美国合作式暑期图书馆项目(CSLP)开展暑期阅读活动已多年,并取得明显成效。基于此,通过详细调查和分析CSLP案例,对其活动的实施模式和特点进行归纳,并结合我国公共图书馆的实际情况,探讨适合我国暑期阅读活动开展的方式。

Reflections on Observing ESL Reading and Writing Course at University of Ottawa

This article is about some reflections after observing an ESL Reading and Writing Course at the University of Ottawa.Compared to the English teaching situation at my university which is facing colossal challenges of reformation, four aspects are highlighted as the enlightenments: Use the online platform as a scaffold to help students climb up English rather than an arbitrary monitor of the students' after-class English study; Reading and writing interweave, with writing taking priority to reading in Reading and Writing Course; The teacher respect students very much in class rather than behave in a ruling attitude; Grammar matters than expected.

YOU CAN' T SEE THE FOREST FOR THE TREES!"──REFLECTIONS ON THE TEACHING OF INTENSIVE READING AT TEACHERS' COLLEGES IN CHINA

In this article, we first identify one of the most common issues in the teaching of Intetive Reading at teachers’ colleges. That is, in the teaching of Intensive Reading, EFL teachers tend to teach linguistic knowledge to such extent that the importance of other language components-sociolinguistic, discourse, and strategic competence diminishes. We then try to analyze the main causative factors which inhibit EFL teachers from imlementing effectively new teaching methods such as Communicative Language Teachillg. Through theoretical discussion, we attempt to present some pedagogical implications for the solution to the problem identified. In conclusion,we comment briefly on the proposed solutions to the problem, hoping to improve the teaching of Intensive Reading at Teachers’ college in China.

Intertextuality Revisited:Reflections on Subject in Process,Textual Analysis and Reading/Writing Behavior in Cyberspace

Often regarded as one crucial concept in the current of poststructrualistic thought,intertextuality is influential with regard to its application in discursive perspective and literary criticism.This paper argues that the notion should also be understood in the theoretical backdrop of how the concept of subject is constructed in the 1960s.Two critics are specifically mentioned in the discussion:Julia Kristeva’s psychoanalytic understanding of the subject in process that stresses the transpositions of signs in both textual and contextual meanings complicates the once delimited register of textuality,while Roland Barthes,with his claim of the demise of the author,appeals for a reevaluation of the conventional grasp of the idea of the writer and the reader,and their relations with the text.This paper will conclude with one of the most significant derivations of intertextuality—hypertextuality.Relevant to how modern subjects in the era of digitalization read and write,this latter concept materializes,in cyberspace,the documents of printed media,and substantially demonstrates the liquification of information on the Internet.

Text Difficulty,Working Memory Capacity and Mind Wandering During Chinese EFL Learners’Reading

This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,mind wandering(MW),in the course of reading.Sixty first-year university non-English majors participated in the study.A two-factor mixed experimental design of 2(text difficulty:difficult and simple)×2(WMC:high/large and low/small)was employed.Results revealed that 1)the main and interaction effects of WMC and text difficulty on voluntary MW were significant,whereas those on involuntary MW were not;2)while reading the easy texts,the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones,whereas while reading the difficult ones,the direct relationship between WMC and involuntary MW was not found;and that 3)high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did,but with increasing text difficulty,their rates of overall MW and voluntary MW were getting higher and higher,and the reading performance was getting lower and lower.These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading.

Teaching Design of the Junior High School English Reading for Deep Learning

English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.

Extended reading板块教学设计

根据《普通高中英语课程标准(2017年版2020修订)》(以下简称“新课标”),教师应引导学生广泛阅读,提升阅读能力,丰富语言、人文和科学知识,并拓展思维,增强审美、鉴赏和评价能力。广义的拓展阅读可在课堂内外开展;狭义的拓展阅读指基于单元主题,在课堂内进行的主题式拓展阅读,是对教材主阅读板块内容的延伸和内涵的拓展。[1]作为拓展阅读的素材,非故事类文本有助于学生拓宽知识面、增进对世界的认识。

A Study on the Values and Strategies of English Picture Book Reading for Improving Pupils’ English Reading Literacy

Reading is one of the core skills in English learning.It is indispensable for EFL learners to develop good English reading literacy in primary schools.English picture books are consistent with pupils’cognitive and thinking modes,which is valuable to improve their English reading literacy.However,at present,most Chinese pupils have some problems in English reading.The paper aims at analyzing the current problems in Chinese pupils’English reading and digging out the values and strategies of English picture book reading,so as to stimulate their reading interests,cultivate their intercultural awareness,and improve their English reading literacy.

Study on the Influencing Factors of L2 Reading Ability and Its Regulation Strategies

This paper takes college students as research subjects to investigate the factors affecting L2 Reading ability and their regulation strategies through scale surveys.The findings are as follows:(1)Linguistic factors have significant impacts on L2 Reading ability,and the influence of non-linguistic factors,such as non-intellectual factors and cultural background knowledge,is also important;and(2)flexible use of reading regulation strategies according to the learning conditions(such as the information extraction strategy,the metacognitive reading regulation strategy,and the interactive reading strategy)can effectively improve learners’L2 Reading ability.The findings of this study have important theoretical and practical value for improving L2 learners’Reading ability.

The influence of reflections from the train body and the ground on the sound radiation from a railway rail

Purpose – The vibration of the rails is a significant source of railway rolling noise, often forming the dominantcomponent of noise in the important frequency region between 400 and 2000 Hz. The purpose of the paper is toinvestigate the influence of the ground profile and the presence of the train body on the sound radiation fromthe rail.Design/methodology/approach – Two-dimensional boundary element calculations are used, in which therail vibration is the source. The ground profile and various different shapes of train body are introduced in themodel, and results are observed in terms of sound power and sound pressure. Comparisons are also made withvibro-acoustic measurements performed with and without a train present.Findings – The sound radiated by the rail in the absence of the train body is strongly attenuated by shieldingdue to the ballast shoulder. When the train body is present, the sound from the vertical rail motion is reflectedback down toward the track where it is partly absorbed by the ballast. Nevertheless, the sound pressure at thetrackside is increased by typically 0–5 dB. For the lateral vibration of the rail, the effects are much smaller. Oncethe sound power is known, the sound pressure with the train present can be approximated reasonably well withsimple line source directivities.Originality/value – Numerical models used to predict the sound radiation from railway rails have generallyneglected the influence of the ground profile and reflections from the underside of the train body on the soundpower and directivity of the rail. These effects are studied in a systematic way including comparisons with measurements.

The Reading Movement in Shanghai,China in the Late 1950s

At the end of the 1950s,Shanghai region of China carried out the Lu Xun Medal Reading Campaign and the Red Flag Reading Campaign one after another,aiming to guide young people to read good books and cultivate a positive interest in life through reading,which is a gentle and constant form of ideological education.Based on the historical materials collected by Shanghai Archives,the author investigated the background,development,main links,and effects of the reading movement.The research shows that the reading movement has promoted young peoples political awareness,broadened their knowledge horizons,and promoted the formation of a good social atmosphere.

Exploring the Reasons for Changes in National Reading Behaviour from the Perspective of Media Environmentalism

In this paper, through the perspective of Merowitz’s media environmentalism, following the research path of media-scene-behaviour, and based on the results of the national reading survey released by the China Press and Publication Research Institute in the past ten years (2013-2022), we analyse the characteristics of national reading behaviours, explore the reasons for the changes in national reading behaviour in terms of technology, media, and scenarios. It also discusses the future trend of national reading behaviour and the promotion of national reading activities, and puts forward certain countermeasures from the government, schools and the society to make joint efforts to promote national reading.

Conversion hip arthroplasty for failed nailing of intertrochanteric fracture: Reflections on some important aspects

In this editorial,I present my comments on the article by Solarino et al.Conversion hip arthroplasty,which is an optional salvage procedure performed following unsuccessful fixation of intertrochanteric femur fractures in elderly pati-ents,entails more complex processes and higher rates of operative complications than primary arthroplasty.Hence,it is important to consider the appropriateness of the primary treatment choice,as well as the adequacy of nailing fixation for intertrochanteric fractures.This article briefly analyzes the possible factors contributing to the nailing failure of intertrochanteric fractures and attempts to find corresponding countermeasures to prevent fixation failures.It also analyzes the choice of treatment between nailing fixation and primary arthroplasty for intertrochanteric fractures.

A Study on Literacy Enhancement:Assessing the Impact of Technology-Assisted Reading Instruction on English Language Learners

The purpose of this research is to assess the impact of technology-assisted reading instruction specifically on English language learners.The interview method was employed and the questionnaire served as the major data-gathering instrument.The respondents of the study were composed of learners.It was evident from the results that technology-assisted reading instruction provided significant benefits for improving reading comprehension through individualized and interesting learning experiences.In addition to promoting more engagement,this method enhances literacy,allowing students to engage in more meaningful conversations in English.Overall,technology-assisted reading instruction has been shown to help English language learners become more motivated and engaged by providing them with individualized,interactive learning opportunities that effectively accelerate their language development.

Study on the Interactivity of Controlled and Automatic Information Processing in L2 Reading

L2 reading is not only an important channel for people to obtain information and knowledge,but also the main way for people to learn a foreign language.Reading information processing can be divided into controlled processing and automatic processing.Controlled information processing is a conscious and resource-intensive processing model,while automatic information processing is an unconscious and automatic processing model.This study investigates the characteristics and interactivity of controlled and automatic information processing in L2 reading,and explores the roles of controlled and automatic information processing strategies in improving L2 reading ability.The findings are as follows:(a)controlled and automatic information processing is interactive in L2 reading;and(b)the uses of controlled and automatic information processing strategies are beneficial to the improvement of the reading ability of L2 learners.This study has important theoretical and practical value in improving the efficiency of L2 reading teaching and learning.

Analysis of the Role of Syntactic Complexity in Students’ Reading Comprehension: A Teacher’s Perspective

This study examines the role of the syntactic complexity of the text in the reading comprehension skills of students.Utilizing the qualitative method of research,this paper used structured interview questions as the main data-gathering instruments.English language teachers from Coral na Munti National High School were selected as the respondents of the study.Finding of the study suggests that the syntactic complexity of the text affects the reading comprehension of the students.Students found it challenging to understand the message that the author conveyed if he or she used a large number of phrases and clauses in one sentence.Furthermore,the complex sentence syntactic structure was deemed the most challenging for students to understand.To overcome said challenges in comprehending text,various reading intervention programs were utilized by teachers.These interventions include focused or targeted instruction and the implementation of the Project Dear,suggested by the Department of Education.These programs were proven to help students improve their comprehension as well as their knowledge in syntactical structure of sentences.This study underscores the importance of selecting appropriate reading materials and implementing suitable reading intervention programs to enhance students’comprehension skills.

A Book Review of Becoming a Reading Teacher:Connecting Research and Practice

The book Becoming a Reading Teacher:Connecting Research and Practice aims to encourage readers to regard reading as a lifelong habit.To bridge the gap between teachers and researchers,this book is structured around four parts:reading as a linguistic process,reading as a personal experience,reading as a collective experience,and reading as a classroom practice.The definition of a reading teacher can be interpreted in two ways:the teacher who builds readings into the lesson and the teacher who provides the opportunity for learners to be readers,but who is a reader themselves.Such teachers regard reading as a lifelong learning habit and pass on the enthusiasm to learners,eventually creating a reading culture beyond the classroom.However,the necessity for reading teachers to participate in the research may be explained as follows.Firstly,new research may change one’s mind.What’s more,research allows teachers to turn their difficulties,surprises,and challenges into questions,and to seek answers to those questions.In addition,research helps teachers overcome the challenges in teaching by discovering new strategies.Research can also help to prove teachers’choices and decisions in teaching.Secondly,research allows teachers to see the role they play in the bigger picture.Research connects teachers with others and gives them a broader and shared perspective on their questions and experiences.Last but not least,research informs and promotes changes in policy,thinking,and so on.

Literary Reading Intervention Strategies for Adolescents with Depression

Teenagers are in the special stage of physical and mental development,and their psychological problems show complex and diverse characteristics.Depression is the most common mental disorder among teenagers.Literary reading has a certain intervention effect on depression and can be used as an important strategy for psychological intervention.Reading literature works can help teenagers understand and discover themselves from different angles,and then realize the self-recognition and intervention of depression.This paper mainly discusses the causes of depression in teenagers and the intervention principles and strategies of literary reading on depression,aiming to alleviate and eliminate the depressive symptoms of teenagers through literary reading and promote their physical and mental health development.