Abstract: In this qualitative study, we investigated the effectiveness of a change in structure of faculty development, specifically the implementation of learning communities, and its impact on the culture of a university school of education. Data sources included surveys, reflections, and archival documents. Data analysis indicated positive impact on participants’ perceptions of their development and the school’s culture relating to four themes: reflection, communication, collaboration, and climate. Learning communities provided a vehicle for collaborative professional development. They allowed time for reflection, enhanced communication, bridged full and part-time faculty, and created a shift in culture from one of isolation to collaboration.

Abstract: School-based sex education should be an important resource for adolescents to dispel misconceptions about sexuality. The main objective of this study is to investigate the relationship between female orgasm consistency and emotional traits. A sample (N = 1155) of young adult women (age 23 +/- 3 years) recruited from five German universities was asked to complete questionnaires on orgasm consistency, emotional traits, and sexual behavior. Additionally, respondents’ subjective beliefs about predictors influencing orgasm consistency were collected. The results of this study indicate – contrary to prevailing subjective beliefs – that emotional traits have no substantial impact on female orgasm consistency. Implications of research findings for school-based sex education are discussed.

Abstract: Coronavirus outbreak has resulted in schools and universities shut, and as a result, teaching has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken on digital platforms. It is assumed that online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay. The study aims to investigate the relationship between strategies of effective teaching, technology using, and online learning during COVID-19. The research questions include: (1) Is there any relationship between strategies of effective teaching and online learning during COVID-19? (2) Is there any relationship between technology using and online learning during COVID-19? The quantitative approach was the method used in the empirical study. A structured questionnaire, and a non-random systematic sample of respondents were taken. It is found a positive correlation between strategies of effective teaching and online learning during COVID-19 according to students. The study demonstrated that according to students a considerable % of the variance on online learning is explained by strategies of effective teaching. The study also showed that according to students there is a positive correlation between technology using and online learning during COVID-19. It is also revealed that according to students a considerable % of the variance on online learning is explained by technology using during COVID-19.

Abstract: The cultural openness in foreign language education plays a very important role in the inheritance and promotion of minority cultures. Due to the complexity of multicultural background, there still exist challenges for minority culture inheritance in China. Culturally responsive teaching is the practice of multicultural theory and lays emphasis on the internal relationship between culture and teaching. It fully illustrates how to meet students’ needs in terms of curriculum provision, teaching strategies and students’ cognition involving different cultures. Therefore, it is the important guideline for analyzing problems and providing corresponding solutions in foreign language education in minority areas. From the perspective of culturally responsive teaching, this paper analyses the problems and adaptation of cultural inheritance in foreign language education in minority areas in China, and according to the appeals of minority culture inheritance, it puts forward corresponding measures in view of teaching culture, teaching practice and teaching subjects.

Abstract: Social change appearing in societies and within nations need to be supported by appropriate social policies. Social policies function as the wheels of a vehicle--the wheels which must be suitable to the bulk and volume of the vehicle. Sociology as the science of society is widely related to social policies, introducing social policies, importance of social policies, application of social policies and the like. The current global world not being static and ever on move, needs guidelines. Such paradigms cause development of nations. Currently, there is some sort of competition among nations to develop. How to develop. how to invest, where to invest, investment on human resources, and so on, all depend on social policies. Social policy largely depends on educational policies. Asia with 49% of rural population (WPDS, 2020), must be intelligent enough to monitor its rural people by health, education and many more. All such needs depend on social policies as well. In Asia, those countries that predicted their futures, made policies and plans in various angles and dimensions with more emphasis on their educational sectors. In this way, they could better use their resources--making surplus values. In this way, development could be followed multi-dimensionally. Asian countries such as Japan, China and South Korea with progressive social policies and paradigms have been able to grow and develop well, and in a satisfactory way. In this way, they have been able to make a lot of wealth. Discipline of sociology is systematically highly related with social policy and vice versa. As human society is ever changing with special reference to the development of industries and technologies, all types of social problems constantly emerge. Such a scenario needs sociology to be applied to investigate the emerging issues. Sociology, theoretically feeds social policy-makers. Through social policies, abnormalities could be minimized.

Abstract: In this article the concept of teaching is approached as an art of verbal and non-verbal communication. Specifically, we study the methods teachers can use to become better communicators, and even performers, so that their multiple actions in the classroom can attract the interest of their students for as long as necessary. The use of hand and facial gestures, the appropriate speed and volume of voice, and other skills are all discussed. This article examines the skills teachers need to acquire in order to give attractive and effective lessons to their students, so that the latter can better understand what is being taught. Teaching here is seen as a type of interactive performing act, during which the teachers have to do everything in their power to transfer their knowledge to their students-listeners-spectators. Thus, this article is divided into 3 major sections: a. The criteria for a good teacher, and the role of university and other training facilities; b. The communication skills of a teacher in a classroom in terms of verbal and non-verbal communication; c. The student-teacher relationship.