Nursing of a pediatric patient with immune dysregulation, polyendocrinopathy, enteropathy, X-linked syndrome (1例罕见IPEX综合征患儿的护理) by ZHU Huiyun (朱慧云), WANG Suling (王苏玲)

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Engineering thinking: Vectors of development in the context of the transformation of the scientific picture of the world by L. M. Andryukhina, B. N. Guzanov, S. V. Anakhov

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Application of multi-mode joint teaching method in the integrated Traditional Chinese and western medicine nursing ward round for a patient with thyroid disease (“三轨”联合教学模式在1例石瘿患者中... by LIU Ai (刘爱), TONG Lu (佟璐), FENG Ying (冯莹), DU Yun (杜云), LI Jie (李解), LI Siyuan (李思远), YAN Hong (颜红)

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Diplomacia y construcción monárquica by Óscar Villarroel González

Subjects: “…and through some special cases of study of the role played by churchmen in the royal service…”
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ACADEMIC WRITING: RELEVANT CONTENT FOR RUSSIA by Elina S. Chuikova

Subjects: “…abstract. social and political changes bring the interest to academic writing into life, however, educational realia specify the content of academic writing that is relevant for russia. teaching predominantly non-academic students could be distinguished as the first factor that determines specific content in native tradition. the second factor deals with the structuring of the educational process: teaching academic writing is a two-staged process abroad while in russia we miss one of the stages (generally the initial one). practical teaching experience enables to single out an additional factor, i.e. a leading approach to teaching academic writing. in case with the genre-based approach, a number of genres of academic texts are on the focus. if one tends to a process-oriented writing, then some rhetorical elements could be included into the content. in the article the author specifies and systematizes both genres and rhetorical elements relevant for russian educational needs. they overlap if we pay attention to sociocultural peculiarities of the genres and their rhetorical structure in english. introduction of the sociocultural aspect reflects the needs of person oriented approach as it motivates students to academic writing learning.…”
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