Educating nursing home staff on fracture prevention a cluster randomised trial.
写作业是好的的英语
Doing homework is beneficial for several reasons.Here are some points to consider:1.Reinforcement of Learning:Homework helps students to reinforce the concepts and skills they have learned in class.By practicing these skills outside of the classroom, students can solidify their understanding.2.Development of Study Skills:Completing assignments at home teaches students how to manage their time effectively,prioritize tasks,and develop good study habits that will be useful throughout their academic and professional lives.3.SelfDiscipline:Homework requires students to take responsibility for their own learning.This selfdiscipline is an important life skill that can contribute to success in various areas.4.Application of Knowledge:Homework often involves applying what has been learned in a classroom setting to new problems or scenarios.This helps students to see the relevance of their studies and understand how to use their knowledge in practical ways.5.Preparation for Tests and Exams:Regular homework assignments can help students prepare for tests and exams by providing a steady stream of practice materials.6.Engagement with Material:Homework can increase a students engagement with the material,leading to a deeper understanding and a stronger connection to the subject matter.7.Feedback on Progress:Teachers can use homework to assess a students progress and provide feedback,which can help students identify areas where they need to improve. 8.Cultivation of Independence:By working on homework independently,students learn to think critically and solve problems on their own,fostering a sense of independence and selfreliance.9.Support for Classroom Learning:Homework can complement classroom learning by providing additional practice and opportunities for students to explore topics in more depth.10.Encouragement of Lifelong Learning:The habit of doing homework can instill a lifelong love for learning and the pursuit of knowledge,as students come to appreciate the value of continuous education and selfimprovement.In summary,homework is a valuable tool for enhancing academic performance, developing essential life skills,and fostering a growth mindset in students.。
对教育思考英文作文
对教育思考英文作文英文:Education is an essential part of our lives, as it shapes our knowledge, skills, and values. When it comes to education, there are many factors to consider, such as the quality of teachers, the curriculum, and the learning environment. In my opinion, the most important factor isthe teacher.A good teacher can inspire and motivate students to learn. They have the ability to make difficult conceptseasy to understand and can provide guidance and support to help students achieve their goals. A teacher who is passionate about their subject and genuinely cares about their students can make a significant impact on their students' lives.Another important aspect of education is the curriculum. It should be designed to meet the needs of the students andprovide them with the necessary knowledge and skills to succeed in life. The curriculum should be relevant, engaging, and challenging to keep students interested and motivated.Finally, the learning environment is crucial for effective learning. A positive and supportive learning environment can enhance the learning experience and create a sense of community among students. It should be a safe and comfortable place where students feel free to express themselves and ask questions.Overall, education is a complex and multifaceted process that requires the collaboration of various factors. However, I believe that the teacher is the most critical factor in shaping students' education and future.中文:教育是我们生活中不可或缺的一部分,它塑造了我们的知识、技能和价值观。
教育的改变方式英语四级作文
The Changing Face of EducationEducation has undergone significant transformations in recent years, evolving from traditional methods to more innovative and technology-driven approaches. These changes have been fueled by advancements in technology, globalization, and the evolving needs of society.One of the most significant changes in education is the integration of technology. The advent of the internet, mobile devices, and online learning platforms has made education more accessible and flexible. Students can now learn anytime, anywhere, and at their own pace. Online courses and MOOCs (Massive Open Online Courses) have opened up a world of knowledge and opportunities to learners across the globe.Another key change is the shift towards a more student-centered approach. Instead of the traditional teacher-led classroom, modern education emphasizes active learning, collaboration, and critical thinking. Teachers now act as facilitators, guiding students to explore, experiment, and find answers through problem-solving and group discussions. This approach cultivates a sense of curiosity and autonomy among students, encouraging them to take ownership of their learning.Globalization has also played a pivotal role in transforming education. The exchange of ideas, cultures, and knowledge has become more frequent and diverse. International collaborations and partnerships have led to the development of cross-cultural education programs that prepare students for a global workforce. Languages, international relations, and global issues are now integral parts of many education systems.Moreover, the focus on life skills and soft skills has gained prominence. In addition to academic knowledge, education now emphasizes the development of communication, teamwork, leadership, and critical thinking skills. These skills are crucial for success in today's rapidly changing world, where adaptability, innovation, and problem-solving are paramount.In conclusion, the changing face of education is a testament to the dynamic nature of society and technology. The integration of technology, the shift towards a student-centered approach, the influence of globalization, and the emphasis on life skills have collectively reshaped education into a more inclusive, accessible, and relevant system. These changes are crucial for preparing students to thrive in the future.近年来,教育发生了巨大的变革,从传统的教学方法转变为更加创新和科技驱动的方式。
英语作文老师和家长是如何帮助你进步的
In the intricate tapestry of personal growth and academic excellence, teachers and parents have been the dual pillars of strength, each playing an indispensable role in shaping my intellectual, emotional, and social development. Their concerted efforts have significantly contributed to my advancement, instilling in me not only knowledge but also life skills that are instrumental for success.Teachers, the vanguards of education, have been instrumental in fostering my cognitive progress. They are the conduits through which I've acquired a wealth of academic knowledge. From basic arithmetic to complex theories, they patiently guide me through every subject with clarity and precision. Their teaching methodologies, whether it's the Socratic method that stimulates critical thinking or project-based learning that enhances problem-solving skills, have honed my ability to analyze, synthesize, and evaluate information effectively. Moreover, their dedication to personalized instruction has allowed them to identify my strengths and weaknesses, thereby providing tailored feedback that helps me improve continually.On the emotional front, teachers serve as mentors who encourage resilience and perseverance. Through their unwavering support during challenging times, they've taught me to embrace failure as a stepping stone to success. By nurturing a growth mindset, they've inspired me to view setbacks as opportunities for learning rather than barriers. Additionally, by cultivating a classroom environment that promotes respect and inclusivity, they've helped me develop empathy and interpersonal skills, which are essential for harmonious coexistence and leadership.Parents, on the other hand, provide the foundational base upon which my educational edifice is built. They ignite the initial spark of curiosity and foster a love for learning from the very beginning. Their consistent presence and encouragement at home create a conducive atmosphere for studying, making sure I have access to resources and adequate time to engage with my studies. Furthermore, their active involvement in my school life, such as attendingparent-teacher conferences, reflects their commitment to understanding my academic progress and addressing any concerns promptly.Parents also teach life lessons beyond textbooks. Their ethical and moral guidance has shaped my character and values, influencing how I approach situations both in and out of the classroom. They have been exemplary models of discipline and hard work, reinforcing the importance of diligence and perseverance in achieving goals. By setting high expectations and celebrating even minor milestones, they've boosted my self-confidence and instilled in me a sense of responsibility towards my own learning.The collaboration between teachers and parents has proven particularly efficacious. Regular communication between them ensures a seamless blend of formal education and home support. This synergy allows for a comprehensive understanding of my needs, enabling targeted interventions when necessary. For instance, if I face difficulties in a particular subject, my teacher would communicate this to my parents, who could then assist with additional practice or tutoring. Conversely, if my parents notice changes in my behavior or attitude towards learning, they can discuss it with my teachers to devise strategies for improvement.In conclusion, my journey of progress has been significantly propelled by the combined endeavors of my teachers and parents. While teachers enlighten me academically, parents provide a nurturing environment and holistic upbringing. Both parties collaborate harmoniously to shape me into a well-rounded individual, capable of navigating life's complexities and striving for excellence. Their collective impact extends far beyond grades and test scores; it forms the bedrock of my character and equips me with the tools to grow, learn, and succeed in all aspects of life. Thus, I am deeply grateful for the ceaseless commitment and tireless efforts of these guiding lights in my educational odyssey.Word count: 584 words (excluding title)。
我想看书画老师的作文英语
我想看书画老师的作文英语As an English teacher, the art of teaching composition is a delicate balance of nurturing creativity and enforcing structure. Here's a glimpse into that process:1. Inspiring Creativity: The first step is to ignite the students' imagination. I encourage them to think beyond the conventional and explore unique themes for their essays. This is done through brainstorming sessions and sharing examples of creative writing.2. Understanding the Basics: Before diving into the intricacies of writing, it's crucial to have a firm grasp of the basics: grammar, punctuation, and sentence structure. I conduct regular workshops to reinforce these fundamentals.3. Structuring the Essay: A well-structured essay is easier to follow and more impactful. I teach students the importance of a clear introduction, a body that develops the argument, and a conclusion that ties everything together.4. Developing a Thesis Statement: The thesis is the backbone of any essay. I guide students in formulating a strong thesis statement that encapsulates the main idea of their composition.5. Crafting the Introduction: An engaging introduction is key to capturing the reader's attention. I help students learnhow to write an introduction that provides context and presents the thesis statement effectively.6. Expanding on Ideas: The body of the essay is where students elaborate on their points. I teach them how to use evidence and examples to support their arguments and how to organize these points logically.7. Revising and Editing: No essay is perfect on the first draft. I emphasize the importance of revision and provide students with strategies for self-editing, such as looking for clarity, coherence, and consistency.8. Mastering the Conclusion: A strong conclusion can leave a lasting impression. I show students how to summarize their main points and end with a final thought that reinforces their argument.9. Giving and Receiving Feedback: Peer reviews are an invaluable part of the writing process. I facilitate a constructive feedback system where students can learn from each other's work.10. Celebrating Progress: Finally, it's important to acknowledge the progress each student makes. I make sure to highlight improvements and celebrate the achievements in their writing journey.Teaching English composition is not just about instructing students on how to write; it's about guiding them to find their voice and express their thoughts eloquently. It's aprocess that requires patience, encouragement, and a lot of red pens.。
我们都喜欢写作业英语翻译
We All Enjoy Doing HomeworkDoing homework is an essential part of the learning process for students.It helps reinforce the knowledge and skills acquired during class,and it also allows students to practice and apply what theyve learned in a more independent setting.Here are several reasons why we all enjoy doing homework:1.Skill Development:Homework provides an opportunity to develop and refine various skills,such as problemsolving,critical thinking,and time management.2.Understanding and Retention:Engaging with the material outside of class helps in better understanding and retention of the concepts taught.3.Preparation for Tests:Regular homework assignments prepare students for exams and assessments by familiarizing them with the types of questions they might encounter.4.SelfLearning:It encourages selfdirected learning,as students have to figure out how to approach problems and find solutions on their own.5.Teacher Feedback:Homework allows teachers to provide feedback on students understanding and areas for improvement,which is crucial for academic growth.6.Building Responsibility:Completing homework on time teaches students about responsibility and the importance of meeting deadlines.7.Cognitive Growth:The process of working through problems stimulates cognitive growth and helps in developing a deeper understanding of the subject matter.8.Engagement with the Subject:Homework can make the subject matter more engaging by providing a different context or application than what is covered in class.9.Academic Achievement:Studies have shown that students who regularly complete their homework tend to perform better academically.10.Parental Involvement:Homework can also serve as a bridge between school and home,allowing parents to be more involved in their childs education.While some may view homework as a chore,the benefits it provides to a students overall educational experience are significant.Its a tool for learning that,when used effectively, can greatly enhance a students academic journey.。
对教师的建议英文作文
对教师的建议英文作文Title: Shaping the Future: Encouraging Teachers in the Digital Age。
1. Sparking Enthusiasm: Embrace Innovation。
In the ever-evolving landscape of education, teachers must not be afraid to embrace technology. Encourage them to see digital tools as a catalyst for creativity, not just a replacement for traditional methods. Let them know their classroom is a laboratory for innovation, where they can foster curiosity in their students.2. Lifelong Learning: Emphasize Continuous Development。
Teaching isn't a one-time event; it's a lifelong journey. Encourage teachers to view professional development as a vital part of their role, not a separate activity. Provide opportunities for them to update their skills and adapt to new pedagogical trends.3. Foster Collaboration: Embody a Learning Community。
孔夫子教学英语作文高中
孔夫子教学英语作文高中Well, Confucius is definitely a big name in the worldof education. He believed in the power of learning andself-improvement. One of his famous sayings is, "Education breeds confidence. Confidence breeds hope. Hope breeds peace."Confucius also emphasized the importance of moralvalues in education. He believed that education should not only focus on academic knowledge, but also on cultivating virtues such as honesty, respect, and compassion. He once said, "The noble-minded are calm and steady. Little people are forever fussing and fretting."In addition, Confucius believed in the importance of lifelong learning. He encouraged his students to never stop seeking knowledge and to always strive for self-improvement. He once said, "Real knowledge is to know the extent ofone's ignorance."Furthermore, Confucius believed in the power ofteaching by example. He believed that educators should not only impart knowledge, but also serve as role models for their students. He once said, "The superior man is modestin his speech, but exceeds in his actions."Overall, Confucius's teachings on education emphasize the importance of learning, moral values, lifelong learning, and leading by example. His wisdom continues to inspire educators and students around the world to this day.。
高中英语提分盖老师讲作文
高中英语提分盖老师讲作文Education is a fundamental aspect of personal and societal development. Among the various subjects taught in schools, English has long been recognized as a crucial component, equipping students with the essential skills of communication, critical thinking, and self-expression. One of the most challenging yet rewarding aspects of English education is essay writing, a skill that not only enhances academic performance but also prepares students for the demands of higher education and the professional world.In the context of high school English education, the role of the teacher becomes paramount in guiding students through the complexities of essay writing. An experienced and dedicated English teacher can make a significant difference in a student's ability to craft well-structured, coherent, and compelling essays. This essay will explore the invaluable insights and strategies that a high school English teacher can provide to help students improve their essay writing skills.Firstly, a skilled English teacher understands the importance ofestablishing a solid foundation in the fundamentals of essay writing. This includes a thorough understanding of the various essay formats, such as the five-paragraph essay, the argumentative essay, and the analytical essay. By introducing students to these structures and their respective characteristics, the teacher can help them develop a clear and organized approach to essay writing.Furthermore, an experienced English teacher recognizes the significance of teaching students how to effectively plan and outline their essays. This involves guiding students through the process of brainstorming, researching, and organizing their thoughts before they begin the writing process. By emphasizing the importance of pre-writing activities, the teacher can help students avoid common pitfalls, such as disjointed ideas and lack of coherence.Another crucial aspect of essay writing that a high school English teacher can address is the development of a strong thesis statement.A well-crafted thesis statement serves as the foundation of an essay, guiding the overall direction and providing a clear focus for the writer. An experienced teacher can help students understand the elements of a compelling thesis statement, such as its specificity, arguability, and relevance to the essay prompt.In addition to the structural components of essay writing, a skilled English teacher understands the importance of developing students'critical thinking and analytical skills. By encouraging students to engage with the subject matter on a deeper level, the teacher can help them craft essays that go beyond mere summarization and delve into insightful analysis and interpretation. This approach not only enhances the quality of the essays but also prepares students for the intellectual demands of higher education.Furthermore, a high school English teacher can provide invaluable guidance in the area of effective writing style and mechanics. This includes teaching students how to use appropriate language, sentence structure, and tone to convey their ideas effectively. Additionally, the teacher can help students develop a keen eye for grammar, punctuation, and spelling, ensuring that their essays are polished and professional.One of the hallmarks of an exceptional English teacher is their ability to provide constructive feedback and personalized guidance to students. By carefully reviewing students' essays and offering detailed feedback, the teacher can help them identify their strengths and weaknesses, and provide concrete strategies for improvement. This feedback-driven approach not only helps students enhance their essay writing skills but also fosters a growth mindset, encouraging them to view writing as an ongoing process of refinement and development.Moreover, a skilled English teacher recognizes the importance of fostering a supportive and collaborative learning environment. By creating opportunities for peer review, group discussions, and targeted writing workshops, the teacher can help students learn from one another, share best practices, and develop a sense of community around the art of essay writing.Finally, a high school English teacher who is truly committed to helping students improve their essay writing skills understands the value of continuous professional development. By staying up-to-date with the latest research, pedagogical approaches, and industry trends, the teacher can adapt their instructional methods to meet the evolving needs of their students. This dedication to lifelong learning not only benefits the students but also strengthens the teacher's own expertise and credibility.In conclusion, the role of the high school English teacher in helping students improve their essay writing skills cannot be overstated. By providing a solid foundation in the fundamentals of essay writing, fostering critical thinking and analytical skills, emphasizing effective writing style and mechanics, offering personalized feedback and guidance, and cultivating a supportive learning environment, an experienced English teacher can have a profound impact on the academic and personal growth of their students. As students navigate the challenges of high school and prepare for the demandsof higher education and the workforce, the invaluable insights and strategies provided by their English teacher can serve as a crucial stepping stone towards success.。
孔夫子讲学英语作文翻译
孔夫子讲学英语作文翻译英文回答:Confucius was a renowned Chinese philosopher, teacher, and political figure of the Spring and Autumn period (771-479 BC). He is considered one of the most influential thinkers in Chinese history and his teachings have had a profound impact on both Chinese and global civilization.Confucius's teachings were based on the principles of ren (benevolence), yi (righteousness), li (ritual propriety), zhi (wisdom), and xin (sincerity). He believed that these virtues were essential for the creation of a harmonious and just society. Confucius also emphasized the importance of education and lifelong learning. He taught that all people, regardless of their social status, should have the opportunity to learn and improve themselves.Confucius's teachings were not only confined to China. They were also transmitted to other parts of East Asia,including Japan, Korea, and Vietnam. In these countries, Confucianism became a dominant force in shaping social and political institutions.In the West, Confucius's teachings were first introduced by Jesuit missionaries in the 16th century. However, it was not until the 18th century that Confucianism began to attract serious attention from European thinkers. The French philosopher Voltaire was one of the first Westerners to praise Confucius, calling him "the wisest of all mortals."Today, Confucius's teachings continue to be studied and respected around the world. He is recognized as one of the great thinkers of all time, and his ideas continue to inspire people to strive for a better world.中文回答:孔子是中国春秋时期著名的哲学家、教育家和政治家(公元前771-479年)。
教育类英语作文四六级
教育类英语作文四六级Education is the key to success. It opens doors to opportunities and helps individuals reach their full potential. Education is not just about memorizing facts and figures, but also about developing critical thinking skills and fostering creativity.In today's fast-paced world, the demand for a well-rounded education is greater than ever. Students need to be equipped with not only academic knowledge, but also practical skills that will prepare them for the workforce. This means that education should focus on not just theoretical learning, but also hands-on experiences andreal-world applications.Furthermore, education should not be limited to the confines of a classroom. It should extend beyond the walls of traditional schooling and embrace a lifelong learning approach. Learning should be a continuous process, with individuals constantly seeking new knowledge and skills toadapt to the ever-changing world around them.In addition, education should not be seen as a one-size-fits-all approach. Every individual has their own unique strengths and weaknesses, and education should be tailored to accommodate these differences. This means providing personalized learning experiences and support to help every student succeed.Moreover, education should also emphasize the importance of character development and values. It should instill in students a sense of responsibility, empathy, and integrity. Education is not just about acquiring knowledge, but also about becoming a well-rounded and ethical individual.In conclusion, education is a powerful tool that has the potential to transform lives and society as a whole. It should be dynamic, inclusive, and holistic, providing individuals with the skills, knowledge, and values they need to thrive in the modern world.。
英文作文如何改善教育
英文作文如何改善教育英文:As a student, I believe that education is crucial to our future success. However, I also think that there are ways to improve the current education system. Here are some of my suggestions:1. Encourage creativity and critical thinking: Instead of just memorizing information, students should be encouraged to think critically and creatively. This can be achieved by incorporating more project-based learning and open-ended assignments.2. Provide more individualized attention: Teachers should be given the resources and time to provide more one-on-one attention to students who are struggling. This can help to identify and address learning gaps early on.3. Use technology effectively: Technology can be apowerful tool in education, but it should be used in a way that enhances learning rather than replacing it. For example, online resources can be used to supplement classroom learning, but they should not replace face-to-face interaction with teachers.4. Foster a love of learning: Education should not be seen as a chore, but rather as a lifelong journey of discovery. Teachers should strive to create a positive and engaging learning environment that encourages students to explore their interests and passions.Overall, I believe that these changes can help tocreate a more effective and enjoyable education system for students.中文:作为一名学生,我认为教育对我们未来的成功至关重要。
用英语写所在的学校作文
My school is a place where I spend a significant part of my day,and it holds a special place in my heart.It is not just a building with classrooms it is a vibrant community of learners,teachers,and staff who all contribute to a rich and diverse educational environment.Location and Infrastructure:Nestled in the heart of the city,my school is easily accessible by various modes of transport.The campus is vast,with wellmaintained grounds that include lush green lawns, flower beds,and trees that provide a refreshing atmosphere.The infrastructure is modern, with stateoftheart classrooms equipped with interactive whiteboards and computers,a wellstocked library,and a variety of laboratories for science and technology studies.Academic Programs:The academic programs at my school are comprehensive and wellrounded.We offer a wide range of subjects,from the core disciplines of mathematics,science,and language arts to electives in music,art,and physical education.The curriculum is designed to challenge students and foster critical thinking,creativity,and problemsolving skills.Extracurricular Activities:Beyond academics,my school places a strong emphasis on extracurricular activities. There are numerous clubs and societies that cater to a variety of interests,such as the debate club,environmental club,and coding club.Sports are also an integral part of school life,with teams for soccer,basketball,and track and field,among others.These activities not only provide a break from the rigors of academic study but also help students develop teamwork,leadership,and time management skills.Teaching Staff:The teaching staff at my school is highly qualified and dedicated.They are not only experts in their respective fields but also passionate about teaching and inspiring students. They create a supportive and engaging learning environment,encouraging students to ask questions,explore new ideas,and think independently.Cultural Diversity:One of the most striking aspects of my school is its cultural diversity.Students come from various backgrounds,and this diversity is celebrated and embraced.It enriches the learning experience,as students gain exposure to different perspectives and learn to appreciate and respect cultural differences.Community Involvement:My school is also actively involved in the local community.We organize events such ascharity fundraisers,community cleanups,and educational workshops that allow students to give back and make a positive impact on society.Conclusion:In conclusion,my school is more than just a place for academic learning it is a nurturing environment that encourages personal growth,social responsibility,and a lifelong love for learning.It is a place where I am proud to be a student,and I look forward to the many opportunities and experiences it will provide in the years to come.。
作业的设计意图英语作文
The design intent of homework is multifaceted,serving as an essential component of the educational process.It is intended to reinforce and expand upon the knowledge and skills acquired in the classroom,as well as to develop students independent learning abilities.Here are some key aspects of the design intent behind homework:1.Reinforcement of Learning:Homework is designed to help students consolidate their understanding of the material taught during class.By revisiting concepts and practicing them outside the classroom,students can better retain information.2.Application of Concepts:Homework often involves applying theoretical knowledge to practical problems.This helps students to see the relevance of what they learn and how it can be used in realworld situations.3.Development of ProblemSolving Skills:Through homework,students are encouraged to think critically and solve problems independently.This is a crucial skill that extends beyond the classroom and into their future careers and personal lives.4.Cultivation of Time Management:Assigning homework requires students to manage their time effectively.They must allocate time to complete assignments in addition to their other responsibilities,such as extracurricular activities and social engagements.5.Encouragement of SelfMotivation:Homework is a tool to foster selfmotivation. Students must take the initiative to complete their work without the immediate presence of a teacher,which can help build a strong work ethic.6.Assessment of Understanding:Teachers use homework to gauge students comprehension of the material.It serves as a form of formative assessment,allowing educators to identify areas where students may need additional support.7.Preparation for Future Lessons:In some cases,homework is designed to prepare students for upcoming lessons.It can involve reading or activities that set the stage for new topics to be covered in class.8.Differentiation of Instruction:Homework can be tailored to meet the needs of different learners.Teachers can provide varying levels of difficulty or types of tasks to accommodate the diverse abilities and interests of their students.9.Fostering a Growth Mindset:By challenging students with homework,educators can encourage a growth mindset,where students understand that effort and persistence lead to improvement.munication and Collaboration:Group homework assignments can be designed to improve communication and collaboration skills,as students must work together to complete a task.11.Integration of Technology:In todays digital age,homework can also be an opportunity for students to engage with technology,using online resources,educational software,and digital tools to enhance their learning experience.12.Cultural and Social Awareness:Homework can be used to explore cultural and social issues,encouraging students to think about their place in the world and the impact of their actions.The design intent of homework is not just about academic achievement but also about developing wellrounded individuals who are equipped with the skills necessary to succeed in an everchanging world.。
怎么记农民教师的英语作文
When tasked with writing an English composition about a farmerteacher, its essential to highlight the unique blend of agricultural knowledge and educational expertise that such a person embodies. Heres a stepbystep guide on how to approach this topic:1. Introduction: Start by introducing the concept of a farmerteacher. Explain what it means to be someone who is both a cultivator of crops and an educator of students.Example: A farmerteacher is a unique individual who combines the practical knowledge of agriculture with the passion for education, nurturing not only the land but also the minds of young learners.2. Background: Provide some background on the importance of agriculture in society and how it intersects with education.Example: Agriculture has always been the backbone of many economies, providing sustenance and livelihoods. Integrating this knowledge into education can offer students a holistic understanding of their environment and the food they consume.3. The Role of a FarmerTeacher: Describe the roles and responsibilities of a farmerteacher, including teaching, farming, and community involvement.Example: Farmerteachers are not only responsible for imparting academic knowledge but also for teaching practical farming skills. They often lead by example, demonstrating the principles of hard work, sustainability, and stewardship of the land.4. Significance in Education: Discuss the significance of including agricultural education in the curriculum and how it benefits students.Example: Incorporating agricultural education in schools can foster a deeper connection between students and their food sources, promoting environmental awareness and an appreciation for the work that goes into producing their meals.5. Challenges and Rewards: Address the challenges faced by farmerteachers, such as balancing the demands of farming and teaching, and the rewards that come from their dual roles.Example: While the life of a farmerteacher can be demanding, with the need to balance the seasonal demands of farming with the academic year, the rewards are profound. They have the unique opportunity to instill a love for learning and the land in their students.6. Impact on the Community: Explain how a farmerteacher can have a positive impact on their local community, including promoting local food systems and sustainable practices.Example: Farmerteachers often play a pivotal role in their communities, advocating for local food systems and sustainable agricultural practices. They can inspire students and community members alike to consider the longterm implications of their food choices and agricultural methods.7. Conclusion: Conclude by summarizing the importance of farmerteachers and the value they bring to both education and agriculture.Example: In conclusion, farmerteachers are invaluable assets to both the educational and agricultural sectors. Their dual expertise not only enriches the learning experience of students but also contributes to a more sustainable and knowledgeable society.8. Personal Reflection Optional: If the composition allows for personal reflection, you might include your own thoughts on the importance of such individuals or how you might be inspired by their work.Example: Reflecting on the role of farmerteachers, I am inspired by their dedication to both education and the land. It serves as a reminder of the interconnectedness of all aspects of life and the importance of nurturing both the mind and the earth. Remember to use descriptive language, provide specific examples, and maintain a clear and logical flow throughout your composition.。
第四讲句群的翻译
句群作为翻译单位的优势
体现句间的连贯; 反映主题的层次; 便于按照译语思维习惯安排语序; 利于突出信息中心。
思考:汉英两种语言中 句群类型是否一致?
英语句群类型主要有11种 1.并列句群(coordinate) 2 .顺序句群(sequential) 3.层递句群(degree-
progressing) 4.解释句群(Interpretative ) 5.总分句群( synthetic-
句群作为翻译单位的依据
句群重要性主要体现在以下几个方面: (1)在这一级层上小句开始组成在交际
功能上有相对独立性的语篇。 (2)句群层是介于宏观和微观之间的过
渡级层, 与上面的级层相比, 它是一个 可以体现语域、风格、意向等特征的微 型篇章; 对下面的级层而言,它又是小 句的有机结合体, 体现了小句排列组合 的结果。 (3)在翻译实践中具有可操作性。
句群不论多长,都必须有一个中心 思想,维系着几个句子之间紧密
的逻辑联系,使它们形成一个整体。 因此,句群翻译时,应该围绕原文 的中心思想,借助连接词、句法手 段以及词、句的有序排列,实现译 文的逻辑连贯。
句群的衔接(Cohesion)
文字的衔接主要通过语法手段和词汇手段来 实现。 语法手段指:照应(reference)
(Tr. Yang Hsien Yi & Gladys Yang)
另外,汉英两种语言采用同一衔接手段,衔接项目在 语义上表达的意义也大致相同,而它们在句群中的指 称功能却可以不完全一样。
例句:“这倒难以说定。可是你只要看看这儿的小客厅, 就得了解答。这里面有一位金融界的大亨,又有一位 工业界的巨头;这小客厅就是中国社会的缩 影。”(《子夜》)
for June 2, but later postponed, was satisfactorily organized.
写作业使人变聪明吗英语
Doing homework can indeed contribute to making students smarter in several ways. Here are some of the key benefits:1.Skill Development:Homework helps students develop essential skills such as problemsolving,critical thinking,and analytical abilities.By working through problems, students learn to approach challenges methodically.2.Reinforcement of Learning:Homework serves as a reinforcement of concepts taught in class.It allows students to practice what theyve learned,which is crucial for retaining information.3.Time Management:Completing homework assignments teaches students to manage their time effectively.They learn to prioritize tasks and allocate time for study,leading to better organizational skills.4.SelfDiscipline:The act of doing homework requires selfdiscipline.Students must resist distractions and focus on their work,which is a valuable skill in both academic and professional settings.5.Understanding through Practice:Some concepts are better understood through practice rather than just listening or reading about them.Homework provides the opportunity for students to apply what theyve learned in a practical context.6.Preparation for Tests and Exams:Regular homework assignments prepare students for tests and exams by familiarizing them with the types of questions they might encounter and the process of answering them.7.Building Confidence:Successfully completing homework assignments can boost a students confidence in their abilities.This selfassuredness can translate into better performance in class and on assessments.8.Cognitive Stimulation:Engaging with homework stimulates the brain,encouraging neural connections and potentially enhancing cognitive function over time.9.Learning from Mistakes:When students make mistakes on their homework,they have the opportunity to learn from them.This process of trial and error is an important part of the learning experience.10.Developing a Growth Mindset:Homework can help students develop a growth mindset,where they understand that intelligence can be developed through hard work andpersistence.While homework can be beneficial,its also important to consider the quantity and quality of the assignments.Too much homework can lead to stress and burnout,and poorly designed assignments may not effectively contribute to a students intellectual growth.Its about finding the right balance to ensure that homework is a positive and enriching part of the educational process.。
英语专业视听说课程教案新部编本
教师学科教课设计[ 20–20学年度第__学期]任教课科: _____________任教年级: _____________任教老师: _____________xx市实验学校Lesson 1Ⅰ. Time arrangementPart Ⅰ: Listen to the material (40mins)Part Ⅱ: English Discussion(1h)Ⅱ.Teaching Objective1.Listening to the tape and watching video, so as to getinterested in listening and talking in English, and then develop the interest in English learning.2.To understand the materials listened .esp difficult sentences.3.To share their opinions about fashion.4.To practice role-playing on related materialsⅢ. Teaching ProceduresStep One: BBC English- Fashion VictimNeil: You're listening to Real English from BBC Learning English. I'm Neil.Helen: 大家好 , 我是 Helen, 希望在今日的地道英语中您能学到适用的新表达。
Neil: Are you a fashion victim Helen?Helen: I'm not sure...我挺喜爱时装的。
Neil: A fashion victim is someone who always wears the most fashionable clothes, or followsthe latest fads.Helen: Fads –短期的流行趋向。
家长教育孩子的方法(英文版)
Family education guidanceThe family is the first place children accept education, parents are the first teachers of the children, therefore, the family education on the growth of children is extremely important, and even affect the child's life. Then the guidance for family education, is an important task for school teachers can not be ignored.One, for the children to create a harmonious, democratic family atmosphereWith the development of society, the divorce rate is rising, so the family will cause great harm to the child. These children are often lonely, self willed, psychological vulnerability, affordability is low, vindictive, poor academic performance, so we have a good appreciation of others, learn and understand tolerance, from the improper of the children temper, let the children live in a stable, happy, harmonious environment, the child will receive great edification, and learn to appreciate others, can get along with classmates. At home, parents rarely rudely scolded child, when he makes mistakes, they always patiently for him to speak the truth,reason, move. And tell him, if the parents are right, he must obey; if he is right, parents also strongly supported him. They strive to get along with children friendly and equal, not pressure people to seniority.Effect of two children, teach by precept and example, influence character by environment.They require that children do, their first to do, to give children the best effect, let him develop good habits of life and study. They asked the child like mom and Dad love clean, talk about health, love of learning. As long as children do well, they always praise him; bad habits corrected slowly, gradually formed the good behavior habit. They attach great importance to cultivate interest in reading to the child. From one or two years old to three or four years old have illustrated, pictures of the story, the children have been interested in the book, he read a lot of books very small time. Elementary school children before will be calculated within 1000 addition and subtraction will read a lot of ancient people in more than 2000 Chinese characters every Sunday and holidays, we will take him out to play, to the park, amusement park, broaden children's horizons of knowledge, children naturally happy, butthey preferred Xinhua book store, their fascination with books is not when the teacher than I.Three, strict and loving parallelNow the children are really happy, enjoy many of the products of modern civilization. We can think of a way to provide a superior environment for him, also did not forget to do the hard work and self-reliance on children education; we will give him a variety of novelty toys, we will often told him about the long march of the Red Army across the grass to eat grass and bark story. We are concerned about the growth of children, but not only look at scores when checking the homework error is found, we will strictly out, but never to his rebuke ridicule; when he and his classmates dispute, we love him, but he will not shield. We're trying to make it and we hope he self-esteem, self-reliance, to be a strong and brave strong in life.Four, with the teacher, do the work of school educationFamily education and school education are very important, parents only with the schools and teachers in close coordination,good education can better. Children after school, although we work very busy, often early and stay up late, not more time with the child, but often we know him by children in the class and school, also through contact with teachers, inspection, found the child in the presence of learning problems. For the requirements of the school, and parents love our teacher to student's love of children as deep. Children in hard to cultivate numerous teacher next thrive, from primary school to junior high school, high school and college to graduate school, along the way, the scores are very good.。
教师节英语作文带翻译
Teachers Day is a special day to honor the hard work and dedication of teachers. Itis celebrated on different dates in different countries, but the sentiment remains the same: gratitude for the important role teachers play in shaping the minds and lives of young people.In the United States, Teachers Day is not a federal holiday, but many schools and communities recognize it in various ways. Students often express their appreciation by giving gifts, cards, or writing heartfelt notes to their teachers. These tokens of gratitude can be a simple yet powerful way to show teachers that their efforts are valued and appreciated.The celebration of Teachers Day also serves as a reminder of the importance of education. Teachers are not just educators they are mentors, role models, and guides who help students navigate the complexities of life. They inspire curiosity, foster critical thinking, and encourage personal growth.In addition to the personal impact teachers have on students, they also play a vital role in society. Education is the foundation of a prosperous and democratic society, and teachers are the architects of this foundation. By imparting knowledge and skills, they help prepare the next generation to contribute positively to the world.As we celebrate Teachers Day, let us not only express our gratitude to the teachers in our lives but also reflect on the broader significance of their profession. Let us support and uplift teachers, recognizing that their work is not just a job, but a calling that shapes the future of our society.翻译:教师节是一个特别的日子,用来表彰教师的辛勤工作和奉献精神。
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Age and Ageing2008;37:167–172 The Author2007.Published by Oxford University Press on behalf of the British Geriatrics Society. doi:10.1093/ageing/afm168All rights reserved.For Permissions,please email:journals.permissions@ Published electronically14December2007Educating nursing home staff on fracture prevention:a cluster randomised trialH ELEN C OX,S UEZANN P UFFER,V ERONICA M ORTON,C YRUS C OOPER,J EAN H ODSON,T AHIR M ASUD,D AVID O LIVER,D ANIELLE P REEDY,P ETER S ELBY,M IKE S TONE,A NNE S UTCLIFFE,D AVID T ORGERSONUniversity of York,Department of Health Sciences,SRB Area4,York YO105DD,UKAddress correspondence to:Helen Cox.Tel:01904321614.Email:hc18@AbstractObjective:to assess whether specialist osteoporosis nurses delivering training to care home staff can reduce fractures and improve the prescription of treatments to reduce fractures versus usual care.Design:pragmatic cluster randomised controlled trial(RCT)with randomisation at the Primary Care Organisation(PCO) level.Setting:care homes(residential,nursing and EMI)across England and Wales within PCOs.Participants:all300PCOs in England and Wales were invited to take part.Of these,58agreed to participate and gained ethical approval in time to start the study:29clusters were randomised to the intervention group and29to the control. Intervention:specialist osteoporosis nurses undertaking short training sessions with care home staff emphase the importance of fracture and fall prevention and train staff on how to identify those residents at high risk of fracture.Residents’risk of fracture and falls was reported to general practitioners(GPs)of patients along with treatment recommendations. Outcome Measures:primary outcome measures were total fractures over the past12months and total hip fractures over past the12months.Secondary outcome measures were total home falls,number of residents sustaining a fall,number of residents prescribed bisphosphonates,number of residents prescribed calcium and vitamin D and number of residents wearing hip protectors.All outcomes were measured at the care home level.Results:of the230care homes randomised data were collected from209of these containing5,637residents.There were no differences between the groups in the incidence rate ratios(IRRs)for total fractures(IRR=0.94[0.71,1.26]P=0.70) or total hip fractures(IRR=0.86[0.63,1.18]P=0.36).No differences were found between groups for home falls or hip protector use.A significant increase in bisphosphonate prescription was seen in the intervention group over the control group(IRR=1.50[1.00,2.24]P=0.05).Calcium and vitamin D prescription was significantly increased in the intervention group over the control group(IRR=1.64[1.23,2.18]P<0.01).Conclusion:the intervention significantly increased the prescription of bisphosphonates and calcium/vitamin D,but was not associated with a significant effect on the rate of falls or fractures.Keywords:Cluster RCT,fracture prevention,specialist training,elderlyIntroductionIt has been reported that residents of care homes are at increased risk,and have a greater incidence of fracture compared with a similar community dwelling population. One review identified that as many as75%of nursing home residents fall annually,twice the rate of seniors living in the community[1].This may partly be because nursing home residents are generally frailer,tend to be older and have more cognitive impairments[2].They also tend to have more chronic illnesses,physically dependent and have a higher prevalence of walking problems[3].However,it may also be due to lower exposure to sunlight and reduced calcium consumption.Some studies have provided evidencethat calcium and vitamin D supplementation significantly decreases the incidence and risk of fracture and falls in residents of nursing and residential care homes.One trial ofcalcium and vitamin D3supplementation in healthy elderly ambulant females in France has shown significant reductionsin hip fractures[4].Each day for18months,1,634womenreceived tricalcium phosphate containing1.2g of elementalcalcium and20µg(800IU)of vitamin D3,and1,636womenreceived a double placebo.The number of hip fractures was43%lower and the total number of non-vertebral fractureswas32%lower among the women treated with vitamin D3and calcium than among those who received the placebo.167by guest on December 1, 2010Downloaded fromHelen Cox et al.More recently,a large multi-centre randomised controlled trial(RCT)in Australian care homes showed significant reductions in the incidence of falls in those taking1,000 IU vitamin D2(ergocalciferol)daily versus placebo for 2years[5].However,a cluster RCT of2.5mg ergocalciferol every3months(equivalent of1100IU daily)versus placebo reported no evidence that vitamin D prevents fractures or falls in elderly people in care home accommodation in the United Kingdom[6]although there was a large proportion of missing and unreturned data.Similarly,another recent trial of ergocalciferol in Wales among3,440people in residential homes who were individually randomised found no effect[7].A recent systematic review has reported insufficient evidence for the effectiveness of interventions,both single and multi-faceted,aimed at reducing falls and fractures in care homes[8].Given modest assumptions of effectiveness, however,calcium and vitamin D supplementation of women in residential care has been shown to be either cost saving or producing a significant reduction in hip fractures for a relatively low cost[9].In addition to the use of calcium and vitamin D supplements,there are other measures that may be effective at preventing fractures.At the time when this study was being planned there was evidence that hip protectors,when used within a nursing home environment,were associated with a reduction in hip fractures[10],although more recent evidence has cast a doubt on their effectiveness[8,11,12]. There is also extensive evidence that treatment with bisphosphonates can reduce non-vertebral fracture incidence by anything from20to60%in persons with adequate calcium and vitamin D status.This evidence has been summarised recently by the National Institute for Health and Clinical Excellence(NICE)[13].Encouraging residents to use calcium and vitamin D supplements,bisphosphonates or hip protectors has been a problem.One reason for this is that within the same care home,there may be several different general practitioners (GPs)responsible for the care of the residents.However,the advent of primary care organisations(PCOs)(Primary Care Trusts and Local Health Boards)meant that medical care for nearly all patients in any one home became the responsibility of one PCO.This,in theory,should have led to a more cohesive approach to the planning and implementation of preventive strategies.Furthermore,the National Service Framework(NSF)for Older People identifies significant and persistent failings in services and drug prescription for falls and bone health,and encourages the use of strategies to reduce fall related fractures[14].Other risk factors have been shown to predispose individuals to an even greater risk of fracture.These include low body weight(<58kg),prior fracture,smoking habit, maternal history of hip fracture and inability to rise from a chair without using one’s arms[15,16].These risk factors can readily identify residents who are at particularly high risk of fracture and,therefore may benefit from intervention.The National Osteoporosis Society(NOS)undertook an initiative to use specialist osteoporosis nurses to undertake short training sessions with care home staff. This paper reports an evaluation of this initiative.Cluster randomisation was used for practicality and feasibility reasons because when evaluating healthcare professionals or organisational behaviour change,individual randomisation can be problematic as there is a risk of contamination resulting in an underestimate of the true effects[17,18]. Participants and methodsRecruitment and randomisationAll300PCOs in England and Wales were invited to take part in2003.Only those care homes were included in this evaluation for which the local ethics and research governance procedures were swift enough to enable them to be enrolled into the randomisation process(Figure1).Every care home within each participating PCO was sent a letter outlining the project and a demographic form to complete.Care homes were only considered for inclusion if this demographic information was provided.All PCO demographic data were forwarded to the Department of Health Science at the University of York for randomisation and allocation.Each PCO was randomised to receive the intervention at time0or commencing at12months.This, therefore,allowed a randomised comparison to take place by allocating PCOs to be offered training early or up to 12months later,producing an intervention group and a control group.The randomisation procedure was undertaken as follows.The PCOs were stratified into two groups,larger PCOs and smaller PCOs based on the median number of care homes.Within each stratum,a single block of allocations was undertaken using a computer package to ensure equivalent numbers of PCOs in each group.The allocation was undertaken by an independent researcher. Intervention and control groupsHalf-a-day training sessions were organised by the PCO in a central location.Managers,qualified nurses and health care assistants attended the training and completed an evaluation at the end of the session,designed to assess the appropriateness of training.The training was given by specialist osteoporosis nurses employed by the NOS and included a background to the objectives of the project and sections on bone health and osteoporosis,falls and fall prevention,risk factors for falls and fractures,methods used for risk assessment and prevention of fractures in the workplace.The section on fall prevention included information on polypharmacy and the effectiveness of individual medications,such as benzodiazepines,and also detailed fall hazards in the home.Staff were trained on how to use the Black fracture risk assessment tool[15] and the STRATIFY fall risk assessment tool[19]and were encouraged to involve residents in the risk assessment process.Verbal training was supported by written literature.The care home staff assessed each of their residents for risk of falling and fracture using the Black and STRATIFY tools.168 by guest on December 1, 2010 Downloaded fromEducating nursing home staff on fracture preventionFigure1.Theflow of PCOs,care homes and participants through the trial.The results of these assessments were sent to the specialist osteoporosis nurses who then calculated each patient’s risk of fracture and falling.The nurses reported their results to the care home staff and also sent their assessment results to each individual’s GP with treatment recommendations where appropriate.Recommendations were based on the Royal College of Physicians guidelines in2000. OutcomesThe primary outcome measures were total fractures over previous12months,and total hip fractures over previous 12months expressed as incidence rate ratios(IRRs) aggregated up to the care home level.Secondary outcome measures included home falls in previous12months, number of residents prescribed bisphosphonates,number of residents prescribed calcium and vitamin D and number of residents wearing hip protectors,aggregated up to the care home level.All the outcome data were collected via questionnaire completed by each care home manager.Sample sizeWe proposed to approach all300PCOs.On average,therewere between6and8nursing/residential homes withineach PCO with at least30–40residents.Working under the assumption that only200PCOs would be willing to take part,this would have approximated to50,000nursing/residentialhome residents in our study(i.e.25,000in each arm).As weused cluster randomisation(i.e.the PCO)and analysing atthe level of the nursing home,we needed to take into account clustering effects on outcomes[20].This sample size abovewas large enough to cope with a relatively large design effecton outcomes.The trial would allow us to observe a20% decrease in hip fracture incidence from3to2.4%betweenthe groups with an80%power at5%significance,assuminga design effect of2.0.StatisticsThis trial was randomised at cluster level for pragmatismand feasibility.However,such cluster randomisation may be confounded by clustering effects;therefore it is important169by guest on December 1, 2010Downloaded fromHelen Cox et al.to take into account the clustering effect in the analyses,to avoid the inference of spuriousfindings which overestimate effect size in line with CONSORT statement on reporting of cluster trials[21].A two-level analysis was used,with the care home nested within the PCO.The analysis was performed using the random effects poisson model in STATA with cluster as the random effect.The unit of analysis was care home;all other variables were used asfixed effects.This took account of the hierarchical nature of the data,including both the variability at the cluster level and at the care home level. Age was adjusted for in thefinal model as at baseline,there was a significantly higher proportion of residents in the over 85group in wave one compared to wave two.The model was also adjusted for the total number of residents in each home as this varied between homes.Where the poisson model was not a goodfit,then the negative binomial was used. ResultsA total of29PCOs were randomised to receive the early intervention and29to receive the late intervention control. No follow-up data were received from5of the clusters in the early intervention arm and16of the clusters in the late intervention control arm,giving return rates of96and85% respectively.All of the clusters that were lost to follow-up contained one care home only.Characteristics of sampleTable1shows descriptive data for the sample.For Table1please see Appendix1in the supple-mentary data on the journal website http://www.ageing. /FracturesTable2shows there was a greater number of total fractures in the late intervention control group than the early intervention group.The risk of fracture was reduced by6%(IRR=0.94, 95%CI0.71–1.26)in the early intervention group compared to the late intervention control group,although this was not statistically significant.There was a greater number of hip fractures in the late intervention control group than the early intervention group. The risk of fracture was reduced by14%(IRR=0.86,95%CI0.63–1.18)in the early intervention group compared to the late intervention control group,although this was also not statistically significant.There was a greater number of falls in the early intervention group than the late intervention control group. The risk of falling was increased by1.19times than of the late intervention control group(IRR=1.1995%CI0.93–1.53), although this was not statistically significant. Prescription of bisphosphonates,calcium and vita-min D,and hip protectorsBisphosphonates and calcium and vitamin D were prescribed significantly more in the early intervention group than in the late intervention control group.Bisphosphonates were1.5 times more likely to be prescribed(IRR=1.595%CI= 1.00–2.24)and calcium and vitamin D1.64times more (IRR=1.64,95%CI1.23–2.18).There was no difference in the number of residents wearing hip protectors.Table3 shows the percentage of the sample in each group that was prescribed bisphosphonates,calcium and vitamin D and hip protectors.For Table3please see Appendix1in the supple-mentary data on the journal website http://www.ageing. /DiscussionPeople living in residential care have been found to be at greater risk of fracture than the general population. Risk factors for fracture are also highly prevalent among this population;therefore it is important that those at the highest risk are identified and offered preventive treatment. This pragmatic trial examined the effect of translating good practice into day-to-day‘real life’practice in a large number of care homes across the United Kingdom.The NOS specialist osteoporosis nurses delivered an educational programme and a written resource pack including information on standardised fracture risk screening tools and evidence-based good practice prompts for pharmacological treatment and other interventions.The principal aim was to evaluate the effect of such an approach on rates of fractures and also on the prescribing of evidence-based bone health treatments shown elsewhere to reduce the incidence of fractures. Although the majority of PCOs indicated that they wouldTable2.Incidence rate ratios for all outcomes by groupIRR(incidence rate ratios)ICC(intra-cluster[control/intervention]95%CI P correlation co-efficient) .........................................................................................................Total fractures0.94(0.71,1.26)0.700.20Total hip fractures a0.86(0.63,1.18)0.360.21Total home falls 1.19(0.93,1.53)0.170.29Biphosphonate prescription 1.50(1.00,2.24)0.050.24Calcium/vitamin D prescription 1.64(1.23,2.18)<0.010.38Hip protectors0.93(0.35,2.39)0.860.24a Analysis used is a hierarchical negative binomial regression(or poisson).This takes into account the variation at the clusterlevel.170 by guest on December 1, 2010 Downloaded fromEducating nursing home staff on fracture preventionlike to take part in the study,delays in obtaining multi-centre and local ethical approval followed by research governance meant that it was not possible to include all PCOs in this study.There was no significant difference in fracture rates between the groups,although the intervention did result in significant increases in the prescription of calcium and vitamin D and in bisphosphonate therapy.However,the level of prescribing was not as high as would be dictated by best practice guidelines.The difference in prescribing was probably a result of the GP letters detailing patient’s fracture, fall risk and treatment recommendations.There was also a non-significant trend in the increased use of hip protectors, which at the time of the study’s inception were still thought to be an evidence-based treatment.This study has a number of limitations.Firstly,it is likely that data collection with regard to falls and fractures improved in the intervention arm due to training of care home staff by the specialist osteoporosis nurses in the importance of assessing the residents for risks of falls and fractures.This potential discrepancy in the accuracy of data collection may have underestimated the beneficial effect of the intervention.Secondly,there appears to be a difference in the response rates to the questionnaires between the two groups:15%of the control arm compared to4%of the treatment arm had no returns.This discrepancy may have been a source of bias which could have underestimated the effect of intervention,since those care homes with a large number of falls or fractures may not have returned their data because it might be deemed undesirable and a poor reflection on the care home.This could potentially reduce any effect by reducing the number of actual fractures and falls reported in the control group.Equally,those respondents in the intervention arm may have been more enthusiastic in reporting outcomes such as calcium,vitamin D and bisphosphonate prescription,which in turn could have increased the effect of the intervention on prescriptions. Thirdly,due to extremely long delays both in ethical approval and research governance,it was not possible to recruit sufficient PCOs to give the study statistical power to observe any effects on fracture incidents between the two groups.A further limitation is the method of data collection on falls. Data collection of retrospective and self-reported falls can underestimate fall incidence by up to32%[22]compared to prospective data collection with the use of regular diaries.Nevertheless these data suggest that a structured training intervention delivered by specialist osteoporosis nurses to care home staff can lead to increases in the prescription of treatments,that in the context of current evidence prevent fractures and reduce risk factors.Key points•Cluster RCT.•Educational advice to nursing home staff.•Fracture prevention.Conflicts of interestDr Jean Hodson has received honoraria for educational talksfrom MSD in2000and sponsorship to attend educational meetings from Aventis in2003.Dr Peter Selby is a trusteeof the National Osteoporosis Society.He has received consultancy and/or speaker’s fees from Alliance for BetterBone Health,Eli Lilly,MSD,Roche,Sevier and Shire.Anne Sutcliffe has received honoraria for lectures and feesfrom Shire.David Torgerson has received consultancy and research support from Shire.AcknowledgementsWe thank Shire Pharmaceuticals for sponsoring the evaluation of the project.We also thank the specialist osteoporosis nurses from the NOS,Janine Upton(Project Manager),Marie Ward,Suzanne Cushway,Debbie D’Cruz,Celia Drew,Vivienne Lee,Sam Cross and Rick Tame,for providing the intervention and collating the data. Supplementary dataSupplementary data for this article are available online at.References1.Rubenstein LZ,Josephson KR,Robbins AS.Falls in thenursing home.Ann Intern Med1994;121:442–51.2.Bowman C,Whistler J,Ellerby M.A national census of carehome residents.Age Aging2004;33:561–6.3.Bedsine RW,Rubenstein LZ,Snyder L.Medical Care of theNursing Home Resident.Philadelphia,PA:American Collegeof Physicians,1996.4.Chapuy MC,Arlot ME,Duoeuf F et al.Vitamin D3and calciumto prevent hip fractures in elderly women.N Engl J Med1992;327:1637–42.5.Flicker L,MacInnis R,Stein M et al.Should older people inresidential care receive vitamin D to prevent falls?Results of arandomised trial.J Am Geriatr Soc2005;53:1881–8.w M,Withers H,Morris J et al.Vitamin D supplementationand the prevention of fractures and falls:results of a randomisedcontrolled trial in elderly people in residential accommodation.Age Ageing200635:482–6.7.Lyons RA,Johansen A,Brophy S et al.Preventing fracturesamong older people living in institutional care:a pragmaticrandomised double blind placebo controlled trial of vitamin Dsupplementation.Osteoporos Int2007;18:811–8.8.Oliver D,Connelly JB,Victor CR et al.Strategies to preventfalls and fractures in hospitals and care homes and effect ofcognitive impairment:systematic review and meta-analyses.BMJ2007;334:82.9.Torgerson DJ,Kanis JA.The cost-effectiveness of preventinghip fractures in elderly women using vitamin D and calcium.Q J Med1995;88:135–9.10.Kannus P,Parkkari J,Niemi S et al.Prevention of hip fracturein elderly people with use of a hip protector.N Engl J Med2000;343:1506–13.171by guest on December 1, 2010Downloaded fromHelen Cox et al.11.O’Halloran PD,Cran GW,Beringer TR et al.A clusterrandomised controlled trial to evaluate a policy of making hip protectors available to residents of nursing homes.Age Ageing2004;33:582–8.12.Parker M,Gillespie W,Gillespie L.Effectiveness of hipprotectors for preventing hip fractures in elderly people: systematic review.Br Med J2006332:571–4.13.National Institute of Clinical Excellence(NICE).Bisphosphonates(alendronate,etidronate,risedronate), selective oestrogen receptor modulators(raloxifene)and parathyroid hormone(teriparatide)for the secondary prevention of osteoporotic fragility fractures in postmenopausal women.Technology Appraisal Guidance87, 2005.14.DoH.A new ambition for old age.Next steps in implementingthe national service framework for older people.April2006.15.Black DM,Steinbuch M,Palmero L et al.An assessmenttool for predicting fracture risk in postmenopausal women.Osteoporos Int2001;12:519–28.16.Porthouse J,Birks YF,Torgerson DJ et al.Risk factors forfracture in a UK population:a prospective cohort study.QJM 2004;97:569–74.17.Donner A,Klar N.Design and Analysis of ClusterRandomisation Trials in Health Research.London:Arnold, 2000.18.Grimshaw JM,Campbell MK,Eccles MP et al.Experimentaland quasi-experimental designs for evaluating guideline implementation strategies.Fam Pract2000;17:S11–8.19.Oliver D,Britton M,Seed P et al.Development and evaluationof evidence based risk assessment tool(STRATIFY)to predict which elderly inpatients will fall:case-control and cohort studies.Br Med J1997;315:1049–53.20.Kerry SM,Bland JM.Statistics notes:Sample size in clusterrandomisation.BMJ1998;316:549.21.Campbell MK,Elbourne D,Altman DG.CONSORTstatement:extention to cluster randomised trials.BMJ2004;328:702–8.22.Cummings SR,Nevitt MC,Kidd S.Forgetting falls.The limitedaccuracy of recall in the elderly.J Am Geriatr Soc1988;36: 613–6.Received4December2006;accepted in revised form31August 2007172 by guest on December 1, 2010 Downloaded from。