Articles

<b>Introduction:</b> Pain is considered as the fifth vital sign that should be considered in assessing patients. For clinicians to evaluate and determine the right pain interventions, there should be parameters such as pain scale. Our objective in this study is to determine factors affecting pain scale preferences in suburban and rural populations. The pain scales used in this study are FPS-R (Faces Pain Scale-Revised), VRS (Verbal Rating Scale), VAS (Visual Analogue Scale), and NRS (Numering Rating Scale). <b>Method:</b> This study uses observational design with an interview approach and a cross-sectional study. Areas covered are within Indonesia, which are marginal areas of Tangerang district border, and two rural areas in Serukam, West Kalimantan, and Soe, East Nusa Tenggara. Data collected will be analyzed using SPSS 25 software. <b>Result:</b> Populations within the suburban areas prefer NRS (52.08%) as their pain scale, and populations in rural areas prefer FPS-R 76.92%). Factors affecting pain scale preferences are location areas, as well as last education, with statistical significance of p<0.05. <b>Discussion:</b> Our study showed that the choice of several pain scales is not appropriate for specific demographics due to the complexity of these scales. Factors that should be considered are the location areas and education level, as some population in remote areas have better understanding of simpler pain scales. <b>Conclusion:</b> Complexity or simpler components may be an underlying reason for the preference of score selection to assess pain scales in some population. Therefore, the selection of pain scales should be adjusted to specific demographics so that clinicians can provide appropriate management with appropriate pain scales.

Qualitatively, the study adopted a case research design. The population of this study comprised the last batch of Diploma in Basic Education (DBE) and the current first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education. Simple random and stratified sampling techniques were used to select 15 long essays from the final year, while 30 assignments were chosen from the first year. Nine (9) long essays from the English language, five (5) essays from Social Studies and one (1) essay from Mathematics. The main tools used for the study were students' assignment items and copies of long essays. Through an interpretative lens, the data were analysed into themes. The data and the analysis largely showed that students employed different kinds of modal verbs in their writing, including complete and periphrastic modal verbs. There was evidence that students have used these modal verbs in different ways that sometimes affected the intended meaning. These inappropriate choices are evident in both written texts and oral presentations. Findings showed that students employed modal verbs indiscriminately with little attention to contexts. It would be recommended that language teachers deal with the issue by giving written feedback on the use of modal verbs to students in their texts anytime they are given assignments.

The study adopted a mixed-method research approach. The population size of this study constitutes the last batch of Diploma in Basic Education (DBE) and the current first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education. Purposive and random sampling techniques were used to select seven hundred and seventy-nine (779) respondents for the study. A purposive sampling technique was used to select final year Diploma in Basic Education (DBE), made up of 312 and first-batch first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education, made of up 467 were used for data collection. A simple random technique was used to select 15 long essays from the final year Diploma in Basic Education while 30 assignments were selected from the first batch Bachelor in Basic Education students. Documents and interview guides were used for data collection. With an interpretative lens, the data were analysed in themes. The challenges in writing are the substitution of one modal verb for another, forceful insertions of modal verbs and improper modal forms. There was also proof that students were found to have used modal verbs in sentences that lacked the corresponding relationship with other clausal elements, making such constructions grammatically and pragmatically non-harmonious. It is recommended that there is a need to have a run-on design of the curricula by making sure that, a gradual introduction of modal verbs begins from the basic and low-grade level of the educational system to the highest. As these learners move up, they will correctly apply the verbs, changing from the core meaning of the modals to more complex uses. This concerted effort though will not be a panacea to the modal verbs challenge; it could mitigate he problem to a large extent.