Teaching Four Language Skills Using Project-Based Learning (PBL)

The article argues that project-based learning (PBL) has important implications to EFL/ESL instruction. Learning the English language needs not only focus on syntax accuracy and competence in communicative performance. More so, higher cognitive processing is equally important as reflected in problem-solving skills, creativity, and selfmanagement. Developing the aforementioned skills can be undertaken through the integration of project-based learning with EFL/ESL instruction. Hence, corresponding teaching and learning strategies need to be institutionalized in determining the extent to which students are able to exhibit the said skills that are not commonly associated to traditional English pedagogy. Drawing from experiences in ESL instruction, the article argues that educational institutions that provide EFL/ESL instruction can benefit by redirecting the curriculum from the traditional emphasis on standardized language  to approaches that attempt to teach fur language skills such as creativity, problem-solving, self-management, and teamwork. Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism. Practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments

Global burden of chronic respiratory diseases and risk factors, 1990–2019: an update from the Global Burden of Disease Study 2019

Background: Updated data on chronic respiratory diseases (CRDs) are vital in their prevention, control, and treatment in the path to achieving the third UN Sustainable Development Goals (SDGs), a one-third reduction in premature mortality from non-communicable diseases by 2030. We provided global, regional, and national estimates of the burden of CRDs and their attributable risks from 1990 to 2019. Methods: Using data from the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) 2019, we estimated mortality, years lived with disability, years of life lost, disability-adjusted life years (DALYs), prevalence, and incidence of CRDs, i.e. chronic obstructive pulmonary disease (COPD), asthma, pneumoconiosis, interstitial lung disease and pulmonary sarcoidosis, and other CRDs, from 1990 to 2019 by sex, age, region, and Socio-demographic Index (SDI) in 204 countries and territories. Deaths and DALYs from CRDs attributable to each risk factor were estimated according to relative risks, risk exposure, and the theoretical minimum risk exposure level input. Findings: In 2019, CRDs were the third leading cause of death responsible for 4.0 million deaths (95% uncertainty interval 3.6–4.3) with a prevalence of 454.6 million cases (417.4–499.1) globally. While the total deaths and prevalence of CRDs have increased by 28.5% and 39.8%, the age-standardised rates have dropped by 41.7% and 16.9% from 1990 to 2019, respectively. COPD, with 212.3 million (200.4–225.1) prevalent cases, was the primary cause of deaths from CRDs, accounting for 3.3 million (2.9–3.6) deaths. With 262.4 million (224.1–309.5) prevalent cases, asthma had the highest prevalence among CRDs. The age-standardised rates of all burden measures of COPD, asthma, and pneumoconiosis have reduced globally from 1990 to 2019. Nevertheless, the age-standardised rates of incidence and prevalence of interstitial lung disease and pulmonary sarcoidosis have increased throughout this period. Low- and low-middle SDI countries had the highest age-standardised death and DALYs rates while the high SDI quintile had the highest prevalence rate of CRDs. The highest deaths and DALYs from CRDs were attributed to smoking globally, followed by air pollution and occupational risks. Non-optimal temperature and high body-mass index were additional risk factors for COPD and asthma, respectively. Interpretation: Albeit the age-standardised prevalence, death, and DALYs rates of CRDs have decreased, they still cause a substantial burden and deaths worldwide. The high death and DALYs rates in low and low-middle SDI countries highlights the urgent need for improved preventive, diagnostic, and therapeutic measures. Global strategies for tobacco control, enhancing air quality, reducing occupational hazards, and fostering clean cooking fuels are crucial steps in reducing the burden of CRDs, especially in low- and lower-middle income countries

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Content Based Instruction in EFL Contexts

Content based instruction (CBI) is a teaching method that emphasizes learning about something rather than learning about language. Although CBI is not new, there has been an increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs. This interest has now spread to EFL classrooms around the world where teachers are discovering that their students like CBI and are excited to learn English this way. Content Based Information (CBI) is a powerful innovation in acquiring & enhancing a language. In its best form, language lessons are blended with stimulating content. The students focus on the subject matter than the language learning process. Supporting students' success by engaging them in challenging & informative activity helps them learn complex skills. The students learn language automatically. Because CBI isn't explicitly focused on language learning, some students may feel confused or may even feel that they aren't improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points. The integration of language & content teaching is perceived by the European Commission as "an excellent way of making progress in a foreign language". CBI effectively increases learners' English language proficiency & teaches them the skills necessary for the success in various professions. With CBI, learners gradually acquire greater control of the English language, enabling them to participate more fully in an increasingly complex academic & social environment. Lastly, try to involve your students. Get them to help you decide what topics and subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons. In the end they will be the measure of your success