The learning of English courses is not only a process for students to master language knowledge and skills, but also a process for improving students' comprehensive humanistic quality. The integration of moral education in English teaching can not only cultivate students' good study habits, improve the efficiency of English learning, but also help to cultivate students' excellent moral quality. Through the research on the organic integration strategy of primary school English teaching and moral education, this paper aims to provide an effective method for the effective integration of primary school English teaching and moral education, so as to promote the improvement of the level of primary school moral education and achieve the goal of building morality and cultivating people.

Doping by athletes is a serious problem plaguing competitive sports around the world. Reviewing history, the traditional British endurance race is the source of doping in modern sports. Science and technology is the main driving force of social development. The competitive level of human beings has reached the height close to the limit of human potential, and it is difficult to improve sports performance by using conventional training methods, which makes athletes seek external and powerful means to improve their performance, and the achievements of natural science just meet this demand. This has also become a seemingly unavoidable phenomenon. On the one hand, this practice has been condemned by the public, on the other hand, it has become a serious problem in sports.

The proliferation of digital literary discourse has led to a competitive, and often times antagonistic, relationship between this new form and its traditional paper-based counterpart. The success of this new critical literary media has come as a result of major global changes to social consciousness and societal pressures to utilize communication systems that can keep pace with the speed of social action. Discussions on the legitimacy of digital literary discourse are often limited by the use of conciliatory debates that merely present moderate viewpoints. This research addresses the issue using a socio-discursive lens, focusing on a critical exploration of the underlying reasoning for the technological wariness of paper-based literary practitioners. Contrary to the views of many traditionalists, digital literature does not derive its discursive identity, nor its legitimacy, from a combative relationship with paper-based criticism. Instead, this analysis indicates that the use of digital media marks a significant turning point in the institution of literary discourse, formed as a response to shifting individual and collective needs of an accelerating pace of life. Therefore, digital literary discourse is not simply a form or idea that can be accepted or rejected. Rather, it is a forced formation of a new and constantly evolving expressive and inferential space, created by the combination of existing and innovative media, producing new meanings that were impossible to generate under the dominance of old media.

This study investigates university students’ understanding of the mole concept and its implications for chemistry education, highlighting the critical role of mathematical education. A questionnaire was administered to 303 students from universities in Panama, Mexico, Cuba, Chile, and Spain. The results reveal that only 29.7% of participants recognize the mole as a fundamental unit, while 20.8% confuse the amount of substance with a non-existent “Chemical System.” Only 18.5% correctly identified the substance quantity symbol as “n” and 32.7% were aware that Wilhelm Ostwald introduced the term mole, indicating deficiencies in historical knowledge. The significance of these findings highlights major misconceptions and gaps in both conceptual understanding and historical knowledge, underscoring the urgent need for revised teaching strategies. Addressing these issues is crucial for bridging the gap between theoretical knowledge and practical application, thereby enhancing instructional methods and optimizing chemistry education to improve students’ comprehension of fundamental concepts.

Objective: To evaluate the clinical and radiographic results and complications of arthroscopic subcapital realignment osteotomy for the treatment of chronic and stable proximal femoral epiphysiolysis (PFE) in an initial series of patients. According to the literature review, the study presents the first description of an arthroscopic technique of this type of osteotomy. Methods: Between June 2012 and December 2014, seven patients underwent arthroscopic subcapital realignment osteotomy for the treatment of chronic, stable PFE. The mean age of the patients was 11 years and four months. Minimum follow-up ranged from 6 to 36 months (mean, 16.5 months). Patients were clinically evaluated according to the Harris Hip Score modified by Byrd and radiographically according to Southwick’s quantitative classification and the epiphyseal-diaphyseal angle. Postoperative complications were analyzed. Results: With regard to the evaluation of the Harris Hip Score Modified by Byrd clinical score, a preoperative mean of 35.8 points and a postoperative mean of 97.5 points were observed (p < 0.05). Radiographically, five patients were classified as Southwick grade II and two as grade III. A mean correction of the epiphyseal-diaphyseal angle of 40° was observed. There were no immediate postoperative complications. One patient developed avascular necrosis of the femoral head, without collapse or chondrolysis at the last follow-up (22 months). Conclusion: The arthroscopic technique presented by the authors for the treatment of chronic, stable PFE resulted in clinical and radiographic improvement of the patients in this initial series.

Strengthening the integration of elementary school mental health education and moral education is of great significance in comprehensively cultivating students' ideological and moral qualities as well as values. In order to fully implement quality education, schools need to carry out diversified teaching in conjunction with family forces to further optimize the integration effect of elementary school mental health education and moral education, cultivate high-quality talents for the country and society, and contribute to the construction of socialism with Chinese characteristics in the new era. This paper discusses the integration strategy of elementary school mental health education and moral education.