Angol
In chapter one, Carlo Lazzari, Italo Masiello, and Ahmed Shoka reflect on interprofessional education, which concerns collaborative learning among healthcare professionals looking to enhance their teamwork for the benefit of their patients. This is done by using apt communication skills, risk evaluation, and reaching mutual decisions. Chapter two, written by Jia-Mi Chen and Yin-Che Chen, presents a study that explores the connection between quality of life and basic competency that elderly people should learn from an elderly learning program. The results of this study enhance findings on elderly education. In chapter three, Antonio Bovaa presents a study that investigates students tactics in classroom argumentative discussions with their teacher and classmates. The results of this study show that arguments were further advanced by graduate students more often than by undergraduate students, with graduate students frequently advancing arguments about scientific notions, while undergraduate students advanced arguments based on practical knowledge or personal experience. Following this, Jang Syh-Jong introduces a study on two flipped classrooms in chapter four, finding a significant difference in the classroom that encouraged interpersonal communication to facilitate learning. In chapter five, Guilherme L. Tortorella, PhD, Rogério F. Miorando, PhD, and Diego Fettermann, PhD confirm the link between the Lean Manufacturing teaching method and students learning methods from a postgraduate course. Afterwards, Jiri Jost, Ram Thein, Helena Havlisova, Zuzana Bilkova, Dana Brabcova, Ludmila Zemkova, and Vladimira Petraskova study the academic capability of children of dysfunctional families relocated to out-of-home care throughout chapter six. In chapter seven, Gratiana Linyor Ndamsah closes the book by examining the concept of definiteness exhibited in Limbum, a grassfield Bantu language of the northern group that is spoken in a greater part of the Nkambe plateau in the North West region of Cameroon.
