Instruction of the Multi-dimensional Developing Perspective on Translation in Translation Competence Development

The overlook of the cultivation of learners’perspective on translation is one of the essential reasons that we fail to enhance learners’translation competence effectively and efficiently.The perspective on translation mirrors not only the interpretation of the essence,value,and function of translation,but the interpretation of culture and intercultural communication,which offers inspiration and implication on translation in the current context.This study analyzes the significance of the multi-dimensional developing perspective on translation and elaborates on the HBARP model to integrate the perspective on translation throughout the learning and teaching process to inspire learners to interpret translation essence and features,to highlight the intercultural communicative significance in the current context with a historical vision.

A Study on the Cultivation of Students'Intercultural Communicative Competence in College English Teaching

With the further deepening of international cooperation and exchanges, the social demand for talents with interculturalcommunicative competence will be increasing. At present, the cultural competence of college students is far from meeting theneeds of intercultural communication. It is increasingly urgent to strengthen cultural teaching to improve the awareness and abilityof intercultural communication of College students. Teaching English should not only teach students to master the basic abilities ofEnglish listening, speaking, reading and writing, but also pay attention to the cultivation of students' intercultural communicativecompetence in order to improve college students' comprehensive English ability. This paper takes the approach of interculturalcommunication ability as the starting point, and explores the ways to cultivate students' intercultural communicative competence incollege English teaching.

Impact of a simulation-based induction programme in gastroscopy on trainee outcomes and learning curves

BACKGROUND Pre-clinical simulation-based training(SBT)in endoscopy has been shown to augment trainee performance in the short-term,but longer-term data are lacking.AIM To assess the impact of a two-day gastroscopy induction course combining theory and SBT(Structured PRogramme of INduction and Training–SPRINT)on trainee outcomes over a 16-mo period.METHODS This prospective case-control study compared outcomes between novice SPRINT attendees and controls matched from a United Kingdom training database.Study outcomes comprised:(1)Unassisted D2 intubation rates;(2)Procedural discomfort scores;(3)Sedation practice;(4)Time to 200 procedures;and(5)Time to certification.RESULTS Total 15 cases and 24 controls were included,with mean procedure counts of 10 and 3(P=0.739)pre-SPRINT.Post-SPRINT,no significant differences between the groups were detected in long-term D2 intubation rates(P=0.332)or discomfort scores(P=0.090).However,the cases had a significantly higher rate of unsedated procedures than controls post-SPRINT(58%vs 44%,P=0.018),which was maintained over the subsequent 200 procedures.Cases tended to perform procedures at a greater frequency than controls in the post-SPRINT period(median:16.2 vs 13.8 per mo,P=0.051),resulting in a significantly greater proportion of cases achieving gastroscopy certification by the end of follow up(75% vs 36%,P=0.017).CONCLUSION In this pilot study,attendees of the SPRINT cohort tended to perform more procedures and achieved gastroscopy certification earlier than controls.These data support the role for wider evaluation of pre-clinical induction involving SBT.

Impact of a national basic skills in colonoscopy course on trainee performance: An interrupted time series analysis

BACKGROUND The Joint Advisory Group on Gastrointestinal Endoscopy basic skills in colonoscopy(BSC) course was introduced in 2009 to improve colonoscopy training within the United Kingdom, but its impact on trainee performance is unknown.AIM To assess whether attendance of the BSC could improve colonoscopy performance.METHODS Trainees awarded colonoscopy certification between 2011-2016 were stratified into 3 groups according to pre-course procedure count(< 70, 70-140 and > 140).Study outcomes, comprising the unassisted caecal intubation rate(CIR) and the performance indicator of colonic intubation(PICI), were studied over the 50 procedures pre and post-course. Interrupted time series analyses were performed to detect step-change changes attributable to the course.RESULTS A total of 369 trainees with pre-course procedure counts of < 70(n = 118), 70-140(n = 121) and > 140(n = 130) were included. Over the 50 pre-course procedures,significant linear improvements in CIR were found, with average increases of 4.2,3.6 and 1.7 percentage points(pp) per 10 procedures performed in the < 70, 70-140 and > 140 groups respectively(all P < 0.001). The < 70 procedures group saw a significant step-change improvement in CIR, increasing from 46% in the last pre-course procedure, to 51% in the first procedure post-course(P = 0.005). The CIR step-change was not significant in the 70-140(68% to 71%;P = 0.239) or > 140(86% to 87%;P = 0.354) groups. For PICI, significant step-change improvements were seen in all three groups, with average increases of 5.6 pp(P < 0.001), 5.4 pp(P = 0.003) and 3.9 pp(P = 0.014) respectively.CONCLUSION Attendance of the BSC was associated with a significant step-change improvement in PICI, regardless of prior procedural experience. However, CIR data suggest that the optimal timing of course attendance appears to be at earlier stages of training(< 70 procedures).

Factors Affecting Training Efficacy in Residency Program Adopted by New Graduate Nurses in Saudi Arabia

Objective: The purpose of the studies is to analyze and identify the level of competency, which includes knowledge and skills between SCDP nurses (Residence Program) and newly graduate nurses (Non-residence) in Saudi Arabia. Methods: A survey uses an open-ended question conducted among the participant. The data is collected by using tape recording during the interview session. Newly graduate nurses and SCDP nurses were included in this study. (5) Resident nurses vs. (5) non-resident were included in this study making 10 sample size of qualitative study. Results: Findings of the study show significant differences between nonresident and resident in their journey of orientation, competency development and their learning opportunities. Residents are more likely feel less distress and more satisfied about their experience entering the residence program. Conclusion: Nursing Residency program helps in supporting nurses to build a future leader. Hence, it helps in their critical thinking, skills and knowledge, which elevate their confidence level.

Ethical and Moral Competences of Upper Secondary Students:A Comparative Study

Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,under the ETiK-International-Shanghai project.Design/Approach/Methods:By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge,ethical-moral judgment competence,and competence in developing ethical-moral action plans,a survey of 2,036 students was conducted,using a reliable and valid testing instrument.Findings:In general,15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study.Furthermore,school practices,teaching,as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’proficiency levels of ethical-moral knowledge,reasoning competence,as well as students’high abilities in developing moral action plans.When relevant educational background factors are held constant,Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence.With exception of the tested Vienna students,all other European samples scored better than the Chinese students—also on the test for developing ethical-moral action plans.However,Chinese students are especially able to display outstanding empathy when dealing with suffering,misfortune,and sorrow,as well as in their willingness to help others.Originality/Value:The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching,curriculum,teacher education,and research.

ON THE DEVELOPMENT OF STRATEGIC COMPETENCE IN TEACHING ENGLISH IN CHINA

Introduction Nowadays, the communicative approach has become a common trend in ELT in China, and the term ’communicative competence’ is often heard when English teachers talk about how to improve their students’ ability to use English communicatively. Most teachers no longer use traditional methods of teaching English, particularly to teach speaking, which used to be restricted to sentence-patterning with given vocabulary for substitution drills. They now use all kinds of methods to teach speaking, such as group discussions, news/events reports, story-telling, arguing, expressing opinions, etc.. All these activities are meant to develop students’ ability to use English communicatively. To manipulate these activities well, and get students actively involved in the activities, one important factor in developing communicative competence should be emphasised: strategic competence.

Reconstruction of Teachers’Competencies:A Key Support for the Digital Transformation in Education

With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory,and the consideration of the core mission and attributes of educational organizations plus the urgency for digital transformation,this paper concludes four pillar competencies for teachers:curriculum development and teaching competency,human-computer collaboration competency,effective moral education competency,and self-growth competency.From the perspective of supporting the digital transformation in education,curriculum development and teaching competency is the premise and guarantee of“learning-centered”;and human-computer collaboration competency is the transformation direction of teachers’information and communications technology capabilities in smart environments;effective moral education competency determines the primary role of teachers in the process of digital transformation;and self-growth competency is the purpose and means of digital existence.Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.