The book divides patients up into social classes as measured by occupation, education and home address. The class and cultural stratification of New Haven would in some ways seem more rigid than an English county. Likewise, the division between the analytically orientated psychotherapist, and the general psychiatrist whose outlook is called " directive-organic", seems rather sharper than the comparable division that exists in this country. The book is concerned not only with the description and types of mental illness in the different classes, but also with the sorts of treatment that are obtained and how much they cost in the different classes. Some of the correlations are of course what one would
Guohui Liu,1 Tian Lan,2 Mingyan E,1 Yunlong He,1 Hanqing Hu3 1Department of Radiation Oncology, Harbin Medical University Cancer Hospital, Harbin, 150040, People’s Republic of China; 2Department of Educational Administration, Harbin Medical University Cancer Hospital, Harbin, 150040, People’s Republic of China; 3Department of Colorectal Cancer Surgery, The Second Affiliated Hospital of Harbin Medical University, Harbin, 150086, People’s Republic of ChinaCorrespondence: Hanqing Hu, Department of Colorectal Cancer Surgery, The Second Affiliated Hospital of Harbin Medical University, Harbin, 150086, People’s Republic of China, Email huhanqing@hrbmu.edu.cnObjective: This study aimed to evaluate whether integrating the TeamSTEPPS model with PEARLS structured debriefing improves teamwork competencies and clinical decision-making among radiotherapy residents, compared to traditional simulation teaching, and to assess its broader applicability in medical education.Methods: From June to December 2023, 36 standardized training residents from the Radiotherapy Department of Harbin Medical University Cancer Hospital were selected and randomly assigned to an experimental group and a control group, each with 18 participants, using a random number table The experimental group underwent scenario-based simulation teaching incorporating the TeamSTEPPS model and PEARLS structured debriefing, while the control group received traditional simulation teaching. Post-intervention, a unified quantitative assessment evaluated theoretical knowledge, skill performance, and simulation performance in both groups. Additionally, satisfaction levels were assessed via questionnaire.Results: The experimental group exhibited significantly higher scores in theoretical knowledge (88.55± 6.52) and skill performance (87.68± 18.42) compared to the control group (71.63± 5.69 and 58.96± 11.47, respectively; P< 0.05). The experimental group exhibited statistically significant improvements in teamwork competencies, including communication (23.22± 2.21 vs 21.43± 3.77, P< 0.05), leadership (23.40± 2.22 vs 22.19± 3.51, P< 0.05), situational awareness (18.95± 1.61 vs 17.62± 2.64, P< 0.05), and mutual support (27.93± 2.92 vs 25.69± 5.76, P< 0.05). The experimental group’s higher satisfaction (94.44% vs 77.78%, P< 0.05) underscores the potential of this integrated approach to address systemic challenges in clinical education, such as fragmented teamwork training and insufficient reflective practice. These findings suggest that combining TeamSTEPPS with PEARLS could serve as a replicable framework for multidisciplinary medical training programs aiming to enhance both technical proficiency and collaborative care.Conclusion: The innovative combined teaching method applied in this study to scenario-based simulation teaching in radiation oncology can significantly enhance residents’ theoretical knowledge, skill performance, and team collaboration abilities.This methodology exhibits notable advantages in clinical teaching within the radiotherapy department and with potential applicability to multidisciplinary medical education and standardized residency programs.Keywords: radiation oncology, teaching methods, resident standardized training, simulation teaching, team collaboration
Mother-tongue education is an absolute precondition of equitable access to quality education, especially in multilingual settings. Its benefits are well established, yet many education systems continue to systematically marginalize effective mother-tongue instruction, thus denying the rights of linguistically diverse learners. This article investigates the importance of mother-tongue-based education for providing optimum learning environments and children’s rights to inclusive and equitable schooling. It draws theoretical frameworks from Linguistic Human Rights, Interdependence Hypothesis, Critical Pedagogy and Language Planning Orientations to argue eloquently for mother tongue-related considerations within education policy. It argues that learning through a child’s first language enhances performance, promotes cultural identity, and helps in cognitive and socio-emotional development. The article also firmly positions mother-tongue education as essential for upholding children’s linguistic rights, promoting social cohesion, and sustaining cultural diversity. The findings show there is an urgent need to solidify mother-tongue education systems further, as this deliberate policy implementation will be a momentous step towards fostering genuine equity in learning environments where children may thrive and reach their full potential.
The COVID-19 pandemic shocked the world in 2020, altering almost every aspect of daily life. One of the areas that suffered the most during the pandemic was the education system. As urban areas transitioned to online platforms and software, rural towns lacked the technological resources to handle internet connectivity challenges that deepened the crisis. One such example is the city of Leticia, the capital of the Amazonas Department in Colombia. Located in the southern part of the country, Leticia can only be accessed by flight or boat. In 2020, Leticia was already facing significant educational inequalities, and teachers and students alike struggled with remote learning due to the limited access to technology and internet connectivity. Established offline teaching practices were barely modified for remote learning and the crisis was aggravated when the rapid spread of COVID-19 impacted entire families and communities. Unable to work and already facing financial issues that hindered access to food and services, residents witnessed the death of loved ones and community leaders before the arrival of vaccinations. Now that in-person classes have resumed, it is worthwhile to analyze the implications of the last year´s gap in students’ learning process, the role of administrators through government initiatives, and the current challenges that teachers and students face in their new classroom reality. This article provides valuable information to understand the urgent needs of the educational community in Leticia in the Post-COVID scenario.
Background. Yoga, an ancient practice rooted in Indian culture, has gained global recognition for its physical and mental health benefits. Among its practices, Surya Namaskar (SN) stands out as a holistic yogic Sun Salutation exercise combining postures, breathing, and mindfulness, offering physical vitality, mental calmness, and a practical solution to the challenges posed by modern sedentary lifestyles.
Objectives. The objective of the present systematic review was to analyze the effect of SN on overall health and wellness of healthy adults.
Materials and methods. A comprehensive search was conducted in five major databases, namely Scopus, PubMed, PubMed Central, Web of Science, and ScienceDirect, using the terms such as “Surya Namaskar”, “Sun Salutation”,“Surya Namaskar and physical fitness”, “Surya Namaskar for adults”, “Sun Salutation for overall health and wellness”,and “Surya Namaskar and sedentary lifestyle”. The articles published in English between 2011 and 2024 were considered in the current review. The systematic search and reporting adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The Quality Assessment Tool for Quantitative Studies was used to analyze the methodological quality of the included articles.
Results. Based on the inclusion and exclusion criteria, 117 articles were initially retrieved, out of which 11 were finally included, encompassing data from 445 healthy adults from three countries, aged between 18 and 65 years. The duration of the SN intervention varied from four to 24 weeks, with session frequency ranging from three days per week to daily, and a diverse number of cycles. The methodological quality analysis revealed that two articles were of strong, six of moderate, and the remaining three of weak quality.
Conclusions. This systematic review concludes that the practice of the yogic Sun Salutation exercise (SN) is beneficial for improving and maintaining physical fitness, physiological health, and psychological well-being, which determine the overall health and wellness of healthy adults.
This study tried to reveal the limitations of university character education and to discuss the necessity and specific direction of happiness education in order for students to attain good life. Recently, character has been emphasized as a future social competency. This is because our future societies are going to require healthy personalities among our current crop of youth as they take up their roles within them. Nevertheless, character education in university is still surrounded by a lot confusion when it comes to its practical implementation. Character education in university was insufficient in meeting the needs and motivations of university students, and in particular, it was not helpful for the mental health of young people in our society. This study paid attention to these points and argued that happiness education encompassing self-other-world is necessary through surveys and literature studies for students. I tried to explain precisely why such happiness education is needed among university students. In particular, I stressed the need for self-understanding time in order to foster the inner health of university students. In addition, this study tried to reveal the importance of exploring the meaning of existential life in happiness education and emphasized values, literay imagination and counseling dialogues as a mediums for happiness education. Since this study is a proposal to examine the necessity and direction of happiness education in universities, concrete and follow-up practical studies are needed to verify its practical effectiveness.
The technological revolution experienced in today’s society has led educational organisations to assume the responsibility of training skills and abilities for this new context. Despite the high degree of complexity within technology-mediated ecosystems, the scientific literature seems to agree that the development of teachers' digital competence is identified to be a key variable of success. The definition of digital competence is however not clearly delineated. Moreover, direct and indirect interactions within this technology-mediated teaching and learning process are not clearly identified. The objective of this study is to define the concept of Digital Teaching Competence through a Systematic Literature Review published between 2017 and 2022, using the Scopus and Dialnet databases. A total of 316 references in English and Spanish were identified, of which 32 were selected for the final analysis, following the PRISMA protocol guidelines. The results confirm the existence of a high degree of conceptual fragmentation, as well as the lack of agreement on the terminology to be used. There is a need to reach a consensus on a taxonomy that facilitates, on one hand, the analysis of the elements that make up Digital Teaching Competence, and on the other hand, the improvement of the capacity to analyse specific contextual variables that contribute to enhancing technology-mediated teaching and learning processes.
Abstract There has been a steady increase in the number of studies investigating educational robotics and its impact on academic and social skills of young learners. Educational robots are used both in and out of school environments to enhance K–12 students’ interest, engagement, and academic achievement in various fields of STEM education. Some prior studies show evidence for the general benefits of educational robotics as being effective in providing impactful learning experiences. However, there appears to be a need to determine the specific benefits which have been achieved through robotics implementation in K–12 formal and informal learning settings. In this study, we present a systematic review of the literature on K–12 educational robotics. Based on our review process with specific inclusion and exclusion criteria, and a repeatable method of systematic review, we found 147 studies published from the years 2000 to 2018. We classified these studies under five themes: (1) general effectiveness of educational robotics; (2) students’ learning and transfer skills; (3) creativity and motivation; (4) diversity and broadening participation; and (5) teachers’ professional development. The study outlines the research questions, presents the synthesis of literature, and discusses findings across themes. It also provides guidelines for educators, practitioners, and researchers in areas of educational robotics and STEM education, and presents dimensions of future research. Abstract There has been a steady increase in the number of studies investigating educational robotics and its impact on academic and social skills of young learners. Educational robots are used both in and out of school environments to enhance K–12 students’ interest, engagement, and academic achievement in various fields of STEM education. Some prior studies show evidence for the general benefits of educational robotics as being effective in providing impactful learning experiences. However, there appears to be a need to determine the specific benefits which have been achieved through robotics implementation in K–12 formal and informal learning settings. In this study, we present a systematic review of the literature on K–12 educational robotics. Based on our review process with specific inclusion and exclusion criteria, and a repeatable method of systematic review, we found 147 studies published from the years 2000 to 2018. We classified these studies under five themes: (1) general effectiveness of educational robotics; (2) students’ learning and transfer skills; (3) creativity and motivation; (4) diversity and broadening participation; and (5) teachers’ professional development. The study outlines the research questions, presents the synthesis of literature, and discusses findings across themes. It also provides guidelines for educators, practitioners, and researchers in areas of educational robotics and STEM education, and presents dimensions of future research.
A rather large gap exists between the conventional wisdom on management functions, tools, and systems on the one hand and actual managerial behavior on the other. The former is usually discussed in terms of planning, controlling, staffing, organizing, and directing; the latter is characterized by long hours, fragmented episodes, and oral communication. Actual behavior, as a study of successful general managers shows, looks less systematic, more informal, less reflective, more reactive, less well organized, and more frivolous than a student of strategic planning systems, MIS, or organizational design would ever expect. The gap is important and disturbing for many reasons. First of all, it raises serious questions about the kind of formal planning, performance appraisal, and other systems that are commonly in use today. In a similar way, it raises questions about management education, which usually relies heavily on management "theory" and which is currently producing more than 60,000 new MBAs each year. Furthermore, the gap makes it difficult for executives to coach younger managers and makes it hard for them to know how they might improve their own effectiveness.
Fujiang HOU, Qianmin JIA, Shanning LOU, Chuntao YANG, Jiao NING, Lan LI, Qingshan FAN
<List> <ListItem><ItemContent><p>• Grassland-based livestock production systems cover large areas in China.</p></ItemContent></ListItem> <ListItem><ItemContent><p>• China is facing degradation of rangeland and has great shortage of forage.</p></ItemContent></ListItem> <ListItem><ItemContent><p>• Five types of mixed crop-livestock systems in China described.</p></ItemContent></ListItem> <ListItem><ItemContent><p>• Improving crop–livestock integration requires ST and policy supports.</p></ItemContent></ListItem></List></p> <fig><graphic xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="2095-7505-8-1-35/fase-20378-hfj-tu1.jpg"/><graphic xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="2095-7505-8-1-35/FASE-20378-HFJ-tu1.tif"/></fig> <p>Interactions between crops and livestock have been at the core of the evolution of many agricultural systems. In this paper, we review the development and characteristics of mixed crop-livestock systems, with a focus on grassland-based systems, as these cover large areas in China, and face several challenges. Following the transition from the original hunting and foraging systems to a sedentary lifestyle with integrated crop-livestock production systems some 8000 years ago, a range of different mixed systems have developed, depending on rainfall, solar radiation and temperature, culture and markets. We describe 5 main types of integrated systems, (1) livestock and rangeland, (2) livestock and grain production, (3) livestock and crop – grassland rotations, (4) livestock, crops and forest (silvo-pasture), and (5) livestock, crops and fish ponds. Next, two of these mixed systems are described in greater detail, i.e., the mountain-oasis-desert system and its modifications in arid and semi-arid regions, and the integrated crop-livestock production systems on the Loess Plateau. In general, crop-livestock interactions in integrated systems have significant positive effects on crop production, livestock production, energy use efficiency and economic profitability. We conclude that improved integration of crop-livestock production systems is one of the most important ways for achieving a more sustainable development of animal agriculture in China.