This qualitative study describes the psychological experience of patients hospitalized with COVID-19. These patients went through 3 psychological stages: extremely uncertainties during the initial diagnostic stage, complicated feelings of negativity during the treatment stage, and positive growth in the recovery stage. It is important for nurses to provide holistic care.

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Both traditional teaching and online teaching advocate individualized education. One of the difficulties on exploring possible improvements of instructional design is the challenging process of data collection. Existing research mainly focuses on the exam score of students but pays little attention to students' daily practice. As an effective method to handle time-series dataset, the generalized estimating equations (GEE) have not been used in this research field. Considering above issues, we first propose an experimental paradigm of programming performance analysis based on the performance record of students’ daily practice-exam and finish collecting a complete time-series dataset in one semester, including students’ individual attributes, learning behavior, and learning performance. Then, we propose an approach that analyzes practice-exam time-series dataset based on GEE to study the influence of individual attributes and learning behavior on learning performance. It is the first time to apply the GEE method for ordinal multinomial responses in this research field, by which we conclude several results that gender or major does have a certain difference on the programming learning. The longer the answer time and the less the cost time, the better the students' performance. Regardless of gender, students tend to cram for the exam and perform a little worse in the daily exercise. Finally, targeting at two important individual attributes, we give corresponding teaching mode decisions that university should teach students programming by major and teacher should give different teaching methods to students of different genders at different time points.

Abstract. This study was conducted under the guidance of the schema theory and based on the textbook (New Horizon College English (Second Edition) Book 1). The author investigated the effectiveness of using schema theory in the teaching of college English reading with a combination of descriptive qualitative and quantitative methods: a questionnaire, an experimental teaching practice and an interview after the experiment. The experiment lasted for sixteen weeks and it was conducted upon 80 freshmen in two groups with different levels of English proficiency, and each group consisted of two level-based classes. For formal schema, to analyze the different writing styles and features of different reading material, so as to help students to become familiar with the structure, the organization and the main idea of the text and to accumulate rich formal schemata.