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Background Narrative medicine demonstrated positive impact on empathy in medicine and nursing students. However, this pedagogical approach had not been evaluated in pharmacy education. This study sought to apply and evaluate the narrative medicine approach in extending empathy in Asian undergraduate pharmacy students. Methods Narrative medicine was applied through workshops which used narratives of people with different experiences and perspectives. First-year undergraduate pharmacy students who volunteered and attended these workshops formed the intervention group ( N  = 31) and the remaining first-year cohort formed the control group ( N  = 112). A sequential explanatory mixed methods approach was adopted in which quantitative methods were first used to measure impact on pharmacy students’ empathy using the Jefferson Scale of Empathy– Health Professions Student (JSE-HPS), and qualitative methods (i.e. group interviews) were then used to assess pharmacy students’ emotional responses to narratives, and the perspectives of pharmacy students and faculty of this pedagogical approach. Results There was no difference in JSE-HPS scores between intervention and control groups across baseline (i.e. upon matriculation), pre-intervention, and post-intervention timepoints. Pharmacy students in the intervention group had lower scores in Factor 3 (“Standing in People’s Shoes”) following the intervention. Five themes, guided by internal and external factors in cognition, emerged from the Group Interviews: (1) incongruence between students’ motivation and faculty’s perception, (2) learning context, (3) academic context, (4) cognitive system, and (5) affective system. Themes 1, 4 and 5 referred to internal factors such as students’ motivation, perceived learnings, and feelings. Themes 2 and 3 referred to external factors including workshop materials, activities, content, and facilitation. Conclusion This study is the first to demonstrate that pharmacy students engaged with the narrative medicine approach as narratives elicited emotional responses, exposed them to diverse perspectives, and deepened their appreciation of the importance of empathy and complexities of understanding patients’ perspectives. Scaffolded educational interventions using narratives and real-life patient encounters, alongside longitudinal measurements of empathy, are necessary to bring about meaningful and sustained improvements in empathy.

Without the Fluorinert solution and proper pad design, the high–voltage (HV) transistor used during the DC breakdown voltage (Vbk) measurement might be damaged by the partial discharge (PD) in the air if its Vbk is close to one thousand volts or more. From the waveform measurement, the PD in the air occurred at 650 V HV GaN HEMTs during the Vbk measurement, it is ignited by the unipolar arc, and it is not ignited by the avalanche breakdown. This is based on the fact that the current falls below zero ampere to become a negative current, and the voltage rises so that it is higher than the setting voltage of the DC meter at the onset of the PD, thus corresponding with the electrons, leaving the plasma to cathode, and enabling a build–in potential to exist in the plasma. Then, the PD ignites because the current starts to rise in order to allow for a positive spike current; the voltage level subsequently falls and a lower voltage reading is obtained.

The purpose of this article is to examine the level of social capital and global citizenship in Taiwan. In this study, we argue that high social capital and political self-efficacy promote the outcomes of global citizenship. We review the development of global citizenship education policy and its association with social capital and political self-efficacy. Based on the nationwide survey dataset collected from Taiwanese universitiy students, we carefully examine the relations between social capital, political self-efficacy, and global citizenship. We adopt a multiple mediation analysis with a bootstrapped method to validate our conceptual research model. The results show that there are significant positive relationships between the nine observed variables (i.e., social trust, social proactivity, political self-efficacy and six global citizenship outcomes). In addition, our findings of mediation analysis reveal that social capital, indicated by social trust and social proactivity, indirectly affects the five outcomes of global citizenship through political self-efficacy, except for the outcome of global environmental sustainability. In light of the empirical results, this article also discusses the implications of global citizenship education policy and the formation of sustainable global citizenship.

To expand students’ preparation for civic life, many teachers regularly engage students in discussions related to contentious issues. These discussions, however, typically restrict the range of communicative styles allowed and prioritizes disagreements between fixed and competing choices. Keith C. Barton & Li-Ching recommend that educators instead engage students in collaborative deliberation — an authentic problem-solving model of discussion that is premised on relationships, mutual trust, common interests and concerns, and diverse forms of communication. To support collaborative deliberation, teachers need to pay attention to how they frame issues, how they organize student groups, and what kinds of discourse they encourage.

To expand students’ preparation for civic life, many teachers regularly engage students in discussions related to contentious issues. These discussions, however, typically restrict the range of communicative styles allowed and prioritizes disagreements between fixed and competing choices. Keith C. Barton & Li-Ching recommend that educators instead engage students in collaborative deliberation — an authentic problem-solving model of discussion that is premised on relationships, mutual trust, common interests and concerns, and diverse forms of communication. To support collaborative deliberation, teachers need to pay attention to how they frame issues, how they organize student groups, and what kinds of discourse they encourage.

In a world that is, on the one hand, determined to sustain distinct national and group identities and, on the other hand, becoming increasingly globalized, interconnected and interdependent, social studies educators are regularly faced with the challenge of supporting diversity, creating a unified national community, and promoting global perspectives through education. This paper explores how the Singapore education system addresses these disparate goals through its national social studies curriculum for secondary schools, particularly through its use of international case studies. The Singapore social studies curriculum also serves as an interesting case study of how a national social studies curriculum has been shifted away from an exclusive focus on a nation-centric paradigm to one that is more globally oriented in nature, while still being firmly anchored to the nation-state and its priorites.

In a world that is, on the one hand, determined to sustain distinct national and group identities and, on the other hand, becoming increasingly globalized, interconnected and interdependent, social studies educators are regularly faced with the challenge of supporting diversity, creating a unified national community, and promoting global perspectives through education. This paper explores how the Singapore education system addresses these disparate goals through its national social studies curriculum for secondary schools, particularly through its use of international case studies. The Singapore social studies curriculum also serves as an interesting case study of how a national social studies curriculum has been shifted away from an exclusive focus on a nation-centric paradigm to one that is more globally oriented in nature, while still being firmly anchored to the nation-state and its priorites. [PUBLICATION ABSTRACT]

Chinatowns are familiar emblems of \"Chineseness\" in many countries and are among the most visible and tangible spatial manifestations of Chinese migration. Large and well-established Chinatowns can be found in diverse locales, including New York, San Francisco, Vancouver, Paris, Sydney, and Singapore. Despite sharing numerous easily recognizable features, the different Chinatowns also possess many unique and distinct characteristics.

This study investigated Singapore students' conceptions of citizenship and their perspectives of the official national narrative. The study examined how students understood themselves as citizens of Singapore, and how these perceptions varied across different groups. Comparisons were also made between the students' understanding of citizenship and history to the Social Studies curriculum. The impetus for this study arose from the need to clarify the nature of students' beliefs about citizenship and the national historical narrative, since research has also shown that people do not share similar identifications with the national past. The research questions were addressed through a collective instrumental case study of three Social Studies classrooms in three academically differentiated Singapore secondary schools. In total, 133 students and a representative sample of 24 students participated in the survey and in-depth interviews respectively. This study utilized four strategies of data collection: naturalistic classroom observations, surveys, semi-structured interviews, and document analysis of the Social Studies curricula and text. A central finding of this study is the strong parallel between the images of Singapore and citizenship held by the students to the official representation of the state, citizenship and historical narrative in the Social Studies curriculum. Key findings include the focus on citizen identity and virtue, ambivalence toward racial issues, and a depoliticized, communitarian, national and moral conception of citizenship. Participants also expressed strong support for a national conception of citizenship, but lacked empathy for the global community. Finally, the students demonstrated a cognitive understanding and acceptance of key citizenship messages and relevant historical facts. The program, however, failed to make significant headway in modifying attitudes toward inter-ethnic relations, and in developing independent and critical thinkers. To conclude, this study identified the strengths and deficiencies of the Social Studies curriculum in terms of its structure, curricular goals, and implementation, and allowed students the opportunity to articulate their understanding of citizenship and the national narrative. This study also fills in a gap in the theoretical and empirical literature with regard to Social Studies education in Singapore, and adds to a growing body of work exploring Social Studies and citizenship education in non-Western contexts.