General Education Research Articles

HƯỚNG TIẾP CẬN TIỂU THUYẾT HAI VẠN DẶM DƯỚI BIỂN CỦA JULES VERNE QUA CÁC ĐOẠN TRÍCH TRONG SÁCH GIÁO KHOA NGỮ VĂN 7 CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

Twenty Thousand Leagues Under the Sea is a great book by Jules Verne and a classic of the science fiction genre. In Vietnam, this novel was first included in the 2018 General Education Program as a primary reading material in the science fiction lesson of the Literature 7 textbooks. This article aims to elucidate the content value, artistic characteristics, and educational significance of Twenty Thousand Leagues Under the Sea. It highlights the appeal and role of the work in developing qualities and competencies for secondary school students from scientific, cultural, historical, social, and psychological perspectives. Consequently, the article proposes approaches to effectively exploit and enhance the quality of teaching and learning this novel as well as the science fiction genre - a completely new genre in today's schools.

PHÁT TRIỂN NĂNG LỰC TỔ CHỨC HOẠT ĐỘNG TRẢI NGHIỆM CHO SINH VIÊN SƯ PHẠM

The 2018 General Education Curriculum identifies experience and career-oriented as compulsory educational activities carried out from grade one to grade twelve. These activities replace extracurricular activities, but with changes in name, objectives, content, methods, and regulations for testing and evaluating outcomes. This raises the question of what measures teacher training institutions need to take to develop the competency of organizing experiential activities for pre-service teachers, ensuring they meet practical requirements immediately after graduation. By examining curriculum documents and drawing on practical research results, this article proposes measures to develop the competency of organizing experiential activities for pre-service teachers during their training. The proposed measures emphasize integrating and embedding the development of this competency through the teaching of specialized subjects, pedagogical subjects, and Youth Union activities. Keywords: Experiential activities; competency in organizing experiential activities; competency development; pre-service teachers.

Bladder Lymphoma. Presentation of clinical case

Introduction: lymphomas develop in lymphoid tissue located in lymph nodes and in dissimilar organs of the human body. They are malignant tumors located in the lymphoid tissue with a low incidence in the genitourinary tract as the primary site; among them, those of the bladder are uncommon. Primary bladder lymphomas present an indistinguishable clinical-radiological pattern, of solid growth and with characteristics similar to urothelial carcinoma. Objective: to present a clinical case, with a diagnosis of primary bladder lymphoma treated in the Oncology service of the “Abel Santamaría Cuadrado” General Teaching Hospital in Pinar del Río. Case presentation: patient, 58 years old, male, white, relative health history; In February 2020, he went to the clinic due to bleeding in his urine, urinary urgency, droplet urination, as well as weight loss of more than 15 lbs. and evening fever. He was evaluated by the urology service, which suspected urothelial carcinoma of the bladder, which led to a systematic diagnosis that determined infiltration of the bladder wall by intermediate B cell non-Hodgkin lymphoma. Conclusions: the diagnosis in these cases is determined by immunohistochemistry studies and tumor monoclonality demonstrated by molecular biology techniques. Primary bladder lymphomas have a solid growth pattern similar to that of urothelial carcinoma. The choice for treatment consists of a regimen consisting of CHOP chemotherapy (cyclophosphamide, vincristine, prednisone, doxorubicin) combined with the anti-CD20 monoclonal antibody rituximab. We present a case of infradiaphragmatic intermediate B cell non-Hodgkin lymphoma with extralymphatic involvement of the bladder

A survey-based study: assessing inpatient attending perspectives on teaching learners, feeling valued, and symptoms of burnout

BackgroundPhysician burnout is rising, especially among academic physicians facing pressures to increase their clinical workload, lead administrative tasks and committees, and be active in research. There is a concern this could have downstream effects on learners’ experiences and academic physician’s ability to teach learners on the team.MethodsA 29-question RedCap survey was electronically distributed to 54 attending physicians within an academic learning health system who oversaw the General Medicine inpatient teaching services during the 2022–2023 academic year. The aims were to assess this cohort of attending physicians’ experiences, attitudes, and perceptions on their ability to effectively teach learners on the team, feeling valued, contributors to work-life balance and symptoms of burnout, Fisher’s Exact Tests were used for data analysis.ResultsResponse rate was 56%. Attendings splitting time 50% inpatient / 50% outpatient felt that team size and type of admissions model affected their ability to effectively teach learners (p = 0.022 and p = 0.049). Attendings with protected administrative time felt that non-patient care obligations affected their ability to effectively teach the learners (p = 0.019). Male attendings and attendings with ≤ 5 years of General Medicine inpatient teaching experience felt less valued by residency leadership (p = 0.019 and p = 0.026). 80% of attendings experienced emotional exhaustion, and those with > 10 weeks on a General Medicine inpatient teaching service were more likely to experience emotional exhaustion (p = 0.041). Attendings with > 10 weeks on a General Medicine inpatient teaching service and those who were a primary caregiver were more likely to experience depersonalization (p = 0.012 and p = 0.031). 57% of attendings had reduced personal achievement.ConclusionsInstitutions should seek an individual and organizational approach to professional fulfillment. Special attention to these certain groups is warranted to understand how they can be better supported. Further research, such as with focus groups, is needed to address these challenges.

Enhancing Bystander Intervention: Insights from the Utstein Analysis of Out-of-Hospital Cardiac Arrests in Slovenia.

Background and Objectives: Out-of-hospital cardiac arrest (OHCA) and survival is a pressing matter all around the world. Despite years of research and great strides and advancements, survival remains alarmingly low. The aim of this study was to measure the survival and characteristics of patients having an OHCA in Slovenia, with an in-depth look at how the bystanders affect the return of spontaneous circulation (ROSC) and survival of OHCA. Materials and Methods: In this observational cross-sectional prospective study, we enrolled patients between 1 September 2022 and 30 November 2022, with a follow-up period of 1 month. All OHCAs attended by the emergency medical services were included. Data were collected and analyzed according to the Utstein 2015 reporting template. Independent predictors of ROSC and 30-day survival or survival were explored using ridge regression. Results: ROSC was achieved in 41% of cases where resuscitation was attempted. The overall 30-day survival rate where resuscitation was attempted was 14%. In 13% of all cases where resuscitation was attempted, patients had a favorable neurological outcome. Using our prediction model, we found that defibrillation under 20 min and ventricular fibrillation as an initial rhythm improves survival, whilst no defibrillation and bystander full cardiopulmonary resuscitation negatively predicted survival. Conclusions: Slovenia has OHCA 30-day survival comparable to the rest of the European Union. The favorable neurological outcome is high. Our data show that bystanders do not significantly improve survival. This represents an untapped potential of general public education in cardiopulmonary resuscitation and automatic external defibrillator use. Following good practices from abroad and improving layperson CPR knowledge could further improve OHCA survival.

Pathways to higher education for vocationally qualified students. The case of Norway

ABSTRACT This article investigates six pathways through which students possessing initial vocational qualifications can enter higher education in Norway. In Norway, vocational education and training (VET) tracks in upper secondary education are popular nationwide with the youth population, catering to almost half of every youth cohort. However, despite explicit goals to promote social mobility through education, there is evident reproduction of social inequalities in attraction to and completion of higher education programmes. This issue is of paramount importance for the welfare state context, given that students in VET tracks typically come from lower socioeconomic backgrounds compared to their peers in general education pathways. Therefore, prohibited permeability between VET and higher education undermines universal access to higher education. This study is designed in a threefold manner: First, the connection between VET and socioeconomic background is investigated, leading to the conclusion that underprivileged youth are overly represented in VET pathways. Secondly, we explore alternative routes to higher education available to vocationally qualified students in Norway; and thirdly, we present available data on to what extend these pathways facilitate access to higher education. We conclude that limited permeability is a social problem and discuss possible means to address the issue.

Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students

ABSTRACT Background Autistic youth primarily receive services in public schools from educators who persistently report variable training and use of evidenced-based practices (EBPs). Educational achievement of individualized goals may be hindered by inconsistent implementation of EBPs. Objective To better understand EBP training practices, this study employs both quantitative and qualitative methods to examine EBP training experiences accessed by educators of different roles. Method Eighty-one participants (special education teachers, general education teachers, and paraeducators) serving autistic children in public schools completed an exhaustive survey on professional development, as well as a complementary semi-structured interview. Results Special education and general education teachers had similar patterns in terms of the types of training and providers they accessed. Compared to paraeducators, general and special educators were more likely to report accessing Teacher Preparation or Educator Certification Programs and School or District In-Service. The type of provider conducting the training also differed by role, with general educators being more likely to receive training from Higher Education Faculty, District Coaches, and Supervisors, and paraeducators more likely to receive training from Teachers. Special education teachers, general education teachers, and paraeducators also reported qualitative differences in their training experiences and needs. Conclusions This study provides valuable EBP training suggestions synthesized from the perspectives of educators working together to support autistic students. One recommendation is the facilitation of opportunities for educators to train and work together across roles, as well as the personalization of these trainings for educators of different roles, fostering a more comprehensive understanding of the needs of autistic students and promoting consistent EBP utilization.

A comparative study of technological pedagogical content knowledge between special education and general education in China

ABSTRACT This study examined the technological pedagogical content knowledge (TPACK) profiles of teachers at special education schools for the blind and at general elementary schools in China. A total of 113 teachers in special schools and 193 teachers in general elementary schools were enrolled. A questionnaire was used as a quantitative method of data collection and analysis. The modified scale is appropriate for this investigation and has great reliability and validity. The results revealed that, regarding each dimension of TPACK, the competence of the general school teachers was significantly superior to that of the teachers in special schools. Data showed that most pathways to TPACK as proposed were supported, but there were some differences between the two groups of teachers. This study hopes to contribute some insight regarding the assistive technology application in curriculum teaching and design for teachers both at special schools and at general schools.

The Role of Phonological Decoding on the Reading Skills of Beginning Readers With Reading Disabilities in a Highly Transparent Orthography

This study aimed to examine the role of phonological decoding on the reading skills of Turkish beginning readers with reading disabilities. Participants were 80 second graders with and without reading disabilities educated in general education classes at public elementary schools in Ankara, Turkey. In the assessment process, to test the participants’ phonological decoding skills, we used a pseudoword decoding paradigm, and to determine reading fluency and comprehension skills reading texts were used. Data were collected in individual sessions and analyzed by running a series of GLM analyses of variance and Pearson correlation analyses. Findings showed the reading fluency and comprehension performances of participants varied depending on their phonological decoding processing level and thus suggested phonological decoding is one of the most important indicators of reading fluency and comprehension in a highly transparent language, Turkish. The acquisition of adequate reading comprehension seems to be modified by particularities of phonological decoding.

Special Exercises to Develop Some Visual Abilities and Defensive Movement Skills for Players of the Middle Euphrates Education Handball Teams

The purpose of this paper is to preparing special exercises to develop some visual abilities and the skill of defensive movements for the players of the educational teams of the Middle Euphrates in handball, preparing tests for some visual abilities for the players of the educational teams of the Middle Euphrates in handball, and identifying some visual abilities and defensive movement skills of players of the Middle Euphrates handball teams. The research objectives addressed by the researchers are what determine the nature of the method used, so the researchers used the experimental method in the style of two equivalent groups (control and experimental) with pre- and post-tests to suit the research objectives. The research community was determined by handball players for the teams of the Middle Euphrates region's education affiliated to the general education directorates in the governorates, distributed according to the governorates (Karbala, Najaf, Babylon, Muthanna, Diwaniyah), totaling (150) players. The research sample was chosen randomly and represented the players of the Karbala Education team affiliated to the holy Karbala Governorate, numbering (30) players who represent if the goalkeepers were excluded due to the specificity of the exercises, numbering (2) and (4) players were absent from performing the exercises, and the total number of the sample became (24) where they were randomly divided into two equal groups (control and experimental) with (12) players for each group, thus representing the research community, its sample and the percentage. The exploratory sample was 8 players from the Education of Babylon Governorate. One of the most important results reached by the researcher is that: The tests prepared by the researchers gave real results for visual abilities in handball, and the special exercises contributed to developing visual abilities and the skill of various defensive movements better among the members of the experimental group. One of the most important recommendations recommended by the researchers is that: Necessity of using special exercises to develop special visual abilities and the skill of defensive movements that were not studied with the same sample and other samples, and preparing special tests for visual abilities for each game according to the nature of its performance and needs

Value and Character Education in the Perspective of General Education in Higher Education

Value and Character Education in the Perspective of General Education in Higher Education

"How Do I Practise Palliative Care When I Don't Know How?" Exploring the Impact of EPAN, An Online Educational Intervention on General Nurses in Singapore: An Evaluation Study.

Objective(s): The majority of deaths in Singapore (62.1%) occur in the hospital, but most nurses do not have palliative care (PC) education. An online e-learning course, "Essential Palliative Care Approach for Nurses" (EPAN), was developed to close the learning gap. The study aimed to evaluate the impact of EPAN on general nurses' knowledge, confidence, and attitude in delivering end-of-life care. Methods: Convergent parallel mixed methods design. Results: 1708 nurses (67%), mostly from inpatient and ambulatory settings, completed EPAN. Statistically significant increases in mean scores across knowledge, confidence, and attitude (p < 0.05) remained consistent immediately post-course and 3 months post-course. Respondents shared their intentions to change practice in the immediate post-course survey (n = 1155) and how they have practiced end-of-life care in the 3-month post-course survey (n = 777). Major categories from the content analysis included: (i) actualise confidence to deliver effective communication, (ii) making time and showing empathy in end-of-life care, (iii) advocating for end-of-life care, (iv) proactive collaboration with other healthcare professionals, (v) navigated and accepted end-of-life boundaries, and (vi) able to self-manage emotions. Conclusions: EPAN, developed within an Asian context, has demonstrated a significant impact on nurses' knowledge, confidence, and attitude in delivering end-of-life care. This has broader implications for general palliative care education in countries of similar cultural concerns.

The Application of Dalcroze Pedagogy In Chinese General Music Education

The Application of Dalcroze Pedagogy In Chinese General Music Education

An in-depth examination of how novice teacher's perceptions of workload manageability are affected by school social resources

New special education teachers often express being overburdened by their duties, and these impressions are predictive of worrying consequences, including stress and intentions to leave their jobs. The degree of stress among exceptional education instructors is significantly correlated with workload parameters. The amount of work that novices must do at school will eventually impact the effectiveness of their instruction and their sense of fulfillment with their work. The research seeks to add to the growth of proven strategies to encourage well-being for educators, improve the standard of instruction, and guarantee the sustained achievement of rookie educators in the challenging area of schooling by studying the effect of social support networks on managing their workloads. Examining rookie Special education teachers and general education teachers' views of handling workloads are influenced by the institution's social infrastructure. Obtained educational contacts with coworkers and school environments of collaborative accountability among learners with impairments, but not teaching relationships with guides, were predictive of rookie Special academic teacher views of workload management. The study project attempts to explore the nuanced connection between rookie educators' views of manageable burdens and social assets at the school.

Portrait of Pedagogical Content Knowledge (PCK) of Science Teachers in Global Islamic Boarding School Material Classification of Living Things

Pedagogical Content Knowledge (PCK) is a wedge between Content Knowledge and Pedagogical Knowledge, namely knowledge about the material being taught and how to teach it. The teacher's ability to understand the material and manage learning greatly determines the improvement of the quality of learning in the classroom in realizing meaningful learning for students. This study aims to describe the Pedagogical Content Knowledge (PCK) for science teachers at the Global Islamic Boarding School Middle School (GIBS) regarding the classification of living things. This type of research is descriptive qualitative. Data collection techniques using observation sheets, interviews and documentation. The results of the study show that teachers can balance between two competencies, namely knowledge of material classification of living things and how to teach it using 7 aspects of Pedagogical Content Knowledge (PCK), namely Content Knowledge, Knowledge of Specific Context, Knowledge of Learners and Learning, Pedagogical Knowledge, Curriculum Knowledge, Knowledge of General Education Context, Assessment Procedures, Evaluation of Outcomes – Educational Ends, Goals, Purposes, and Values.

Effectiveness of Online Mindfulness Platform in Improving Anxiety, Depression, and Stress in Adults During the COVID-19 Pandemic: A Randomized Control Trial.

COVID-19 epidemic bring a great threat to human physical and mental health. This study aimed to investigate the effectiveness of an online mindfulness platform in improving mental status. Patients from a regional hospital were randomly divided into the experimental and control groups. The experimental group received online mindfulness interventions, and control group received general health education. There were no significant differences in the stress or depression scores between the two groups (P > 0.05). Intervention group had significantly lower anxiety scores than control group at fourth and eighth weeks (P<0.001). There was no significant difference in the emotion change over time in control group (P > 0.05). The anxiety in the intervention group was significantly improved at the 4th and 8th weeks (P<0.05). Moreover, the stress and depression in the intervention group were significantly improved at the 8th week (P<0.05). Online mindfulness intervention can effectively improve emotional status.

Математическая, читательская, естественно-научная грамотность в основной школе: взаимосвязь, преемственность, интеграция

The article is devoted to the problem of developing functional literacy in primary school students. The results of a comparative analysis of the formed and tested types of activities of the basic components of functional literacy (Reading, Mathematics, Science) are presented. Identical and specific types of activities are identified. Using the example of the results of completing tasks of meta-subject regional diagnostic work by schoolchildren in the Moscow region, the existence of a problem of transferring identical competencies from one type of literacy to others was demonstrated. A solution to this problem has been proposed. The article is addressed to teachers implementing federal educational programs of basic general education, regional coordinators of the project «Monitoring the formation of functional literacy of students».

Трехмерная модель наставничества для личностно-профессионального становления молодых педагогов в образовательных организациях

This article discusses a new model of mentoring in a general education organization, which is aimed at adaptation, development of not only professional, but also personal development of a young teacher. There are three vectors of the mentoring model, and functions and features are described for each. The authors show the logic of changing one vector to another and the signs of their transition. The development of a young teacher is considered from two angles: «vertical» and «horizontal».

Harmonizing Paths: Unveiling the Dichotomy Between Islamic Education and General Education in Indonesia

The objective of this research is to investigate the outcomes of analyzing the educational systems in Indonesia, specifically focusing on Islamic and general education. The literature study approach incorporates a total of 13 sources from books and 33 sources from scientific journals. These sources are utilized to gather data, which is subsequently evaluated in accordance with up-to-date information. The research methodology employed is qualitative. The research findings indicate that the establishment of dualism in Islamic education in Indonesia is a result of the coexistence of Islamic education and general education, which is impacted by the Indonesian political system. The emergence of dualism in Islamic education in Indonesia can be attributed to the presence of a parallel system for implementing educational concepts, particularly in the realms of religious education and general education. The implementation of general education and Islamic education is consistently conducted in accordance with their respective areas of emphasis, regardless of their location. The results of this study suggest that educational policymakers might assess the integration of dualism in Islamic and general education in order to effectively utilize both systems by connecting their knowledge.

Multi-level factors influencing climate migration willingness among small-scale farmers

Introduction: Climate change is a pressing global challenge impacting agriculture and rural communities. This study investigates the willingness to migrate against climate change among small-scale farmers and explores the associated socioeconomic and sociodemographic factors.Method: A sample of 296 small-scale farmers was randomly selected, and data were collected through face-to-face interviews. A logistic regression model was used to assess the association of multi-level factors with willingness to climate migration.Results: The results showed that different dimensions of adaptation strategies are inversely associated with willingness to migrate in response to climate change. In contrast, human capital was directly associated with the desire to migrate. Also, improving financial capital was indirectly associated with farmers’ willingness to migrate to the rural area. The study also found that education level plays a key role in increasing the probability of being willing to relocate in response to climate change. Specifically, a 1-year increase in education level was associated with a 4.2% increase in the likelihood of being willing to migrate.Discussion: Therefore, providing financial support for sustainable farming practices to alleviate the economic challenges faced by small-scale farmers, and implementing targeted capacity-building programs to enhance farmers’ adaptive capacity and promote sustainable agricultural development can be suggested. Furthermore, improving farmers’ specialized knowledge regarding the various consequences of climate migration, in conjunction with their general education, can help control and manage their migration.