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The introduction of innovative assessment techniques for the French horn can improve the process of education. The objective is to examine the effectiveness of the proposed assessment methods for improving accuracy on the French horn. The research is based on the experimental design to evaluate the effectiveness of assessment methods using statistical data analysis and paired t-test. The research took place from January to June during the 2020-2021 academic year. The sample involved 183 students from three educational institutions in the People's Republic of China. A preliminary assessment found that the academic performance of students was low. Before the implementation of the proposed assessment methods, an average score was 20.63 points interpreted by the scholars as Do not Meet Academic Expectations. After the introduction of the assessment methods, the post-implementation scores of the academic performance increased by 41.3%. The findings were interpreted as a Satisfactory level of academic performance. The paired t-test revealed significant differences in student performance learning the French horn before and after the introduction of the new assessment methods. The average difference was 3.57 points. Thus, the proposed assessment methods for the French horn playing include (1) playing by ear, (2) Instrumental Scheme Processing, (3) a range practice, and (4) an introductory exam. The research demonstrates that the assessment methods of performance can be used as a part of the standard assessment developed for teachers that include different elements of effective teaching tools and methods. [ABSTRACT FROM AUTHOR]

Chinese classrooms present an intriguing paradox to the claim of self-determination theory that autonomy facilitates learning. Chinese teachers appear to be controlling, but Chinese students do not have poor academic performance in international comparisons. The present study addressed this paradox by examining the cultural differences in students' interpretation of teacher controlling behaviors. Affective meanings of teacher controlling behaviors were solicited from 158 Chinese 5th graders and 115 American 5th graders. It was found that the same controlling behaviors of teachers had different affective meanings for different cultural groups (Chinese vs. American) and for groups with different levels of social-emotional relatedness with teachers (high vs. low). Chinese children perceived the behaviors as less controlling than American children and, in turn, reported that they were more motivated in their teachers' class than American children. Regardless of culture, children with high social-emotional relatedness with teachers perceived the behaviors as less controlling than children with low social-emotional relatedness with teachers. It was also found that internalization mediated the relation between social-emotional relatedness and children's learning motivation in both cultures. The findings revealed cultural differences as well as similarities in the psychological process of internalization. [ABSTRACT FROM AUTHOR]

Malaria cases have dramatically declined in China along the Myanmar border, attributed mainly to adoption of the 1-3-7 surveillance and response approach. No indigenous cases have been reported in China since 2017. Counties in the middle and southern part of the border area have a higher risk for malaria importation and reestablishment after elimination. [ABSTRACT FROM AUTHOR]

Background: Implementing effective interventions remain a lot of difficulties along all border regions. The emergence of artemisinin resistance of Plasmodium falciparum strains in the Greater Mekong Subregion is a matter of great concern. China has effectively controlled cross-border transmission of malaria and artemisinin resistance of P. falciparum along the China-Myanmar border. Methods: A combined quantitative and qualitative study was used to collect data, and then an integrated impact evaluation was conducted to malaria control along the China-Myanmar border during 2007-2013. Results: The parasite prevalence rate (PPR) in the five special regions of Myanmar was decreased from 13.6 % in March 2008 to 1.5 % in November 2013. Compared with the baseline (PPR in March 2008), the risk ratio was only 0.11 [95 % confidence interval (CI), 0.09-0. 14) in November 2013, which is equal to an 89 % reduction in the malaria burden. Annual parasite incidence (API) across 19 Chinese border counties was reduced from 19.6 per 10 000 person-years in 2006 to 0.9 per 10 000 person-years in 2013. Compared with the baseline (API in 2006), the API rate ratio was only 0.05(95 % CI, 0.04- 0.05) in 2013, which equates to a reduction of the malaria burden by 95.0 %. Meanwhile, the health service system was strengthened and health inequity of marginalized populations reduced along the international border. Conclusion: The effective collaboration between China, Myanmar and the international non-governmental organization promptly carried out the core interventions through simplified processes. The integrated approaches dramatically decreased malaria burden of Chinese-Myanmar border. [ABSTRACT FROM AUTHOR]