Course Of Integration Research Articles

„Ich küsse deine Augen, Oma!“ – Wertschätzung im Alter. Ein didaktischer Streifzug aus interkultureller Perspektive

Understanding social reality as well as political developments and contexts is not only an important part of our participatory life, but also one of the main tasks of teachers in language integration work. This fundamentally involves juxtaposing the familiar and the target culture, which often becomes a topic in the classroom. These confrontations are closely accompanied by ideas and feelings of belonging and attachment as well as perceived foreignness and otherness. The relationships between the generations and the connections to one's own family play an important role here, especially as they are characterised by emotionality. The article will therefore analyse how the position of older members of the family and society is presented in the textbooks for integration courses, with respect to both the linguistic and intercultural embedding. Based on the existing offer, ideas for supplementary materials will be developed and presented as examples. Particular attention is paid here to a constructive approach, which primarily looks for connecting. The emphasis is deliberately not placed on the differences, as is the case with the prevailing conception, but a narration of the points of contact is sought.

An Orthologics Study of the Notch Signaling Pathway

The Notch signaling pathway plays a major role in embryological development and in the ongoing life processes of many animals. Its role is to provide cell-to-cell communication in which a Sender cell, bearing membrane-embedded ligands, instructs a Receiver cell, bearing membrane-embedded receptors, to adopt one of two available fates. Elucidating the evolution of this pathway is the topic of this paper, which uses an orthologs approach, providing a comprehensive basis for the study. Using BLAST searches, orthologs were identified for all the 49 components of the Notch signaling pathway. The historical time course of integration of these proteins, as the animals evolved, was elucidated. Insofar as cell-to-cell communication is of relevance only in multicellular animals, it is not surprising that the Notch system became functional only with the evolutionary appearance of Metazoa, the first multicellular animals. Porifera contributed a quarter of the Notch pathway proteins, the Cnidaria brought the total to one-half, but the system reached completion only when humans appeared. A literature search elucidated the roles of the Notch system’s components in modern descendants of the ortholog-contributing ancestors. A single protein, the protein tyrosine kinase (PTK) of the protozoan Ministeria vibrans, was identified as a possible pre-Metazoan ancestor of all three of the Notch pathway proteins, DLL, JAG, and NOTCH. A scenario for the evolution of the Notch signaling pathway is presented and described as the co-option of its components, clade by clade, in a repurposing of genes already present in ancestral unicellular organisms.

ON THE 80TH ANNIVERSARY OF THE FOUNDATION OF THE BUKOVINIAN STATE MEDICAL UNIVERSITY: SCIENTIFIC ACHIEVEMENTS

Bukovinian State Medical University is a leading institution of higher medical education in Ukraine, which will celebrate its 80th anniversary in October 2024. The priority direction of the university activity is scientifi c. During the years of its existence the university has created research infrastructure and opportunities for training scientifi c and pedagogical personnel in the specialties «221 Dentistry», «222 Medicine», «223 Nursing» and «228 Pediatrics». The University publishes 7 scientifi c and practical journals, 2 of which are A-rated. The Student Scientifi c Society and the Council of Young Scientists are actively working at the Bukovinian State Medical University. Today the Bukovinian State Medical University confi dently pursues the course of integration into the world scientifi c space. International scientifi c projects, cooperation with the leading research centers of the world, exchange of experience and knowledge – all this makes the University a real fl agship of medical science and practice.

Genome Instability Precedes Viral Integration in Human Papilloma Virus Transformed Tonsillar Keratinocytes.

Approximately 70% of oropharyngeal squamous carcinomas (OPSCC) are associated with human papillomavirus (HPV). While patients with HPV-positive tumors generally have better outcomes than those with HPV-negative tumors, a subset of HPV-positive patients do have poor outcomes. Our previous work suggested that tumors with integrated virus exhibit significantly greater genome wide genomic instability than those with only episomal viral genomes and patients with HPV+ OPSCC with episomal viral genomes had better outcomes. To explore the causal relation between viral integration and genomic instability, we have examined the time course of viral integration and genetic instability in tonsillar keratinocytes transformed with HPV16. HPV-infected human tonsil keratinocyte cell lines were continuously passaged and every fifth passage some cells were retained for genomic analysis. Whole genome sequencing and optical genomic mapping confirmed that virus integrated in five of six cell lines while remaining episomal in the sixth. In all lines genome instability occurred during early passages, but essentially ceased following viral integration but continued to occur later passages in the episomal line. To test tumorigenicity of the cell lines, cells were injected subcutaneously into the flanks of nude mice. A cell line with the integrated virus induced tumors following injection in the nude mouse while that with the episomal virus did not. Implications: Genomic instability in HPV OPSCC tumors is not the result of viral integration but likely promotes integration. Moreover, transformants with episomal virus appear to be less tumorigenic than those with integrated virus.

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions

<p>Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.</p>

Macrophage heterogeneity in cardiometabolic disease

Abstract Metabolic diseases such as obesity and atherosclerosis are characterised by chronic inflammation that leads to the accumulation of immune cells in affected organs. Macrophages in the obese adipose tissue and the atherosclerotic plaque show transcriptional, phenotypic and functional heterogeneity. The accumulation of CD11c+ macrophages in atherosclerosis and obesity suggests the presence of conserved macrophage phenotypes in metabolic tissues. We aimed to characterise shared and distinct features of monocytes and macrophages in the aorta and adipose tissue in the context of metabolic disease using single-cell techniques. Single-cell RNA sequencing of the blood, aorta and visceral adipose tissue during a time course of metabolic disease progression (steady state, 12w western diet, 18w western diet) and data integration with murine aortic and adipose tissue community datasets revealed conserved and tissue specific features of metabolic disease. Resident macrophages in the aorta and adipose tissue displayed tissue specific transcriptional programs, highlighting that cell maintenance and function of tissue resident macrophages differ between metabolic tissues. Further, macrophages in the aorta and adipose tissue undergo disease associated compositional changes. For example, we uncovered distinct CD11c+ macrophage subsets that are conserved in the aorta and adipose tissue across multiple metabolic disease models and share core transcriptional signatures between both metabolic tissues. However, CD11c+ macrophage subsets showed tissue specific dynamics during metabolic disease progression. Overall, our analysis underscores that tissue niche affects macrophage composition as well as activation and transcriptional regulation patterns. Understanding similarities and differences between the two tissues will be important to inform identification of new therapeutic targets for cardiometabolic diseases.

Unmasking hidden challenges for migrant learners with few prior experiences with formal education: An exploration of language learning textbooks

AbstractThe German government requires all migrants without sufficient German language proficiency to enroll in integration courses. Many of these migrants had few prior experiences with formal education, yet, regardless of degree of literacy in any language, they are placed in classes based on language proficiency. How well do government‐approved language textbooks for integration courses meet the needs of migrant learners with few prior experiences with formal education and emergent literacy skills? We present a qualitative exploration of approved German language textbooks to identify hidden challenges. Results indicate that the textbooks require literacy practices, assume sociocultural practices, and demand ways of thinking largely unfamiliar to these learners. Moreover, promotion of a/n (ideal) German culture and western views of knowledge fosters deficit perspectives while rendering invisible the knowledges, and strengths of these learners. Thus, providing effective language education for these migrants requires a mind shift. The findings, discussion, and suggestions have relevance to educators globally.

Research on the Dilemma and Optimization Path of the Construction of Industry-Education Integration Accounting Major Course Group from the Perspective of Digital Empowerment

Nowadays, the importance of digital empowerment and industry-education integration in accounting education is self-evident. This paper analyzes the current situation and focuses on the dilemmas faced in the construction of industry-education integration accounting major course groups, such as the disconnection between industry demands and professional education, and the lack of systematization in industry-education integration courses. In response to these dilemmas, this paper proposes corresponding optimization paths, including target integration, and course group reconstruction. Finally, future research directions and trends are recommended.

Thou Shalt Not! – How the institutional afterlife of research misconduct scandals shapes research integrity training

ABSTRACT Scandals involving cases of research misconduct are often considered to be main drivers for policy initiatives and institutional changes to foster research integrity. These impacts of scandals are usually witnessed during scandals’ peak visibility. In this article we change this perspective by examining the way in which scandals continue impacting academic institutions long after the initial attention has faded. To do so, we empirically study research integrity courses at multiple Danish universities. We combine data from document analysis, participatory observations and interviews. In addition, this article makes a conceptual contribution by introducing the notion of the ‘institutional afterlife’ of a scandal. We use this notion to demonstrate how scandals can affect academic communities and practices long after their initial visibility has faded, by re-entering communities and institutions. We thereby contribute a novel approach to studying scandals and their wider implications in academia.

Refugees' integration and emotional distress over the course of 9 months.

High prevalence rates of mental disorders are reported in refugees due to experiencing substantial pre-, peri-, and post-migration stress. While long-term studies indicated that emotional distress of refugees either stagnates or ameliorates over time, long-term research on refugees' integration and its' interaction with emotional distress is limited. The examined long-term predictors for refugees' emotional distress and integration in this study were, amongst others, severe physical abuse in childhood, residence status and length of stay. The sample included 46 refugees, 91.3% male, mean age 20.8 years. Trained psychologists screened for emotional distress with the use of the Refugee Health Screener in a semi-structured interview. Integration progress was screened using the Integration Index with the subdimensions psychological, economic, political, social, linguistic and navigational integration. Longitudinal differences for emotional distress and integration sub-dimensions were evaluated by sign tests and t-tests. The longitudinal course of integration was evaluated with a Mixed ANOVA. Further, two hierarchical regression analyses were performed to analyze longitudinal predictors of emotional distress and integration. Overall, emotional distress decreased, and integration increased over time. In particular, the sub-dimensions of social, economic, and linguistic integration increased significantly over time. Two regression analyses determined significant predictors of (a) emotional distresst1 (adjusted R2 = 0.46): psychotherapy (ß = 0.35, p = 0.020), emotional distresst0 (ß = 0.34, p = 0.031), and integrationt0 (ß = -0.29, p = 0.043), and one significant predictor of (b) integrationt1 (adjusted R2 = 0.70): integrationt0 (ß = 0.89, p < 0.001). This is the first study to longitudinally examine the Integration Index with all subdimensions. Over the course of 9 months refugees' overall integration, and the sub-dimensions of social, economic, and linguistic integration increased. Whilst the emotional distress of initially highly distressed refugees ameliorated over the course of nine months, their symptom severity remained clinically significant. Results emphasize the importance of early integration for the long-term development of mental health and integration in refugees. Refugees' emotional distress and integration are intertwined and need to be addressed promptly after refugees' entry into the host country.

EMIGRATION OF UKRAINIANS TO THE EU IN THE CONTEST OF GLOBAL GEOPOLITICAL INTERESTS

The article examines the phenomenon of Ukrainian emigration to EU countries, starting from February 2022, caused by military aggression against Ukraine. Forced emigration is considered in the context of the geopolitical interests of the EU, USA, Great Britain and China. The influence of the mass emigration of Ukrainian citizens on the state of European integration of Ukraine is studied, the factors of a positive and negative nature that affect the European integration course of Ukraine are considered.

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The article examines the processes of management of land relations and environmental policy of Ukraine in the context of security challenges and the course of European integration. Prospects of Ukraine's agrarian policy in the context of land management and environmental policy, taking into account security challenges and the course of European integration, reflect the need for a comprehensive approach to the preservation and restoration of land resources, as well as environmental protection. Effective management of land relations requires not only consideration of economic aspects, but also the integration of European environmental standards, which contributes to achieving sustainable development and strengthening environmental security. Given the security challenges, the development of measures to restore war-affected lands, including the clearance of explosive ordnance and soil restoration, is of particular importance. Against the background of the European integration course, it is important to continue the adaptation of the national policy to the EU legislation, which will contribute to the creation of a transparent system of land resource management, ensuring the protection of biodiversity, sustainable land use and increasing the efficiency of waste management. Agrarian policy, focused on European integration standards, also provides for the development of modern technologies for precision agriculture and resource management. This creates opportunities for increasing the productivity of the agricultural sector and minimizing the environmental impact of agricultural activities. At the same time, it is important to develop environmental monitoring tools and early warning systems that will allow a better response to potential threats to the environment. Ensuring sustainable management of land resources and environmental protection is the basis for the further development of the agricultural industry, which meets international standards and contributes to the economic stability of the country. Taking into account security aspects related to land relations and ecology will allow to form an effective strategy that meets national interests and supports integration into the European community.

Research on the Development Model of Computer Course Resources in Vocational Colleges Based on the Integration of Industry and Education

China is currently experiencing a critical period of development in vocational education from a scale-based approach to a content-based approach. The integration of industry and education is considered the main theme of vocational education reform, and one of its core issues is curriculum construction. The traditional reform of computer courses has a series of problems in terms of matching the structure with talent training goals, matching the content with professional job requirements, and integrating the evaluation system with professional development. To address this challenge, this article focuses on the construction of integrated curriculum resources between industry and education, with student ability cultivation as the core, and is committed to strengthening the deep connection between talent cultivation and enterprise development. To this end, we have explored and proposed a development model for industry education integration courses based on the concept of "school enterprise coeducation - practical majors - industry connectivity - zero distance docking", in order to solve many problems faced by traditional computer course reform and promote vocational education to move towards a more connotation rich development stage.

Adaptation of Teaching Materials for Morality Cultivation in College English Courses

In order to achieve the goal of fostering morality cultivation, college English must be reformed to meet the new requirements of morality education in foreign language courses. This paper takes Unit 4 in Book 2 of New Target College English: An Integrated course as an example to demonstrate the requirements of adapting textbook content to serving morality education. Its basic principles and methods are as follows :1) to refine the morality themes and determine the teaching objectives; 2) use content-based teaching method to achieve theme-based teaching activities and naturally integrate language ability with morality goals; 3) arrange teaching content around morality themes, and connect online and offline learning activities to introduce and consolidate morality cultivation teaching.

STEM Learning in Higher Education: A Comparative Study of Science Curriculum in Singapore and Indonesia

This study aims to compare STEM education in higher education institutions in Indonesia and Singapore. This research is a systematic literature review with a PRISMA approach. Document searches were conducted using the PoP application in the Google Scholar database. Documents were analyzed from 2020-2024, resulting in 500 documents from the Google Scholar database. Further analysis based on research focus yielded 40 relevant documents. The analysis results show that STEM education in higher education institutions in Indonesia and Singapore has similarities and differences in terms of objectives, aspects, and implementation. The goal of STEM education is directed towards enhancing individual skills to face challenges and meet the demands of the workforce related to 21st-century skills. STEM education in Singapore and Indonesia includes similar aspects, such as support from government and non-government institutions, teaching aspects related to the integration of teaching with other learning models/techniques, efficacy aspects in terms of educators' confidence in their ability to implement STEM, and material aspects concerning the availability of facilities that support learning. The implementation of STEM education in Singapore and Indonesia has been optimally carried out by educators and students through clear learning frameworks and the integration of courses with STEM

Studying the legacy of second-chance adult education in Flanders

Every year, third-year bachelor students participating in a course on adult education at the University of Leuven (Belgium) conduct an interview with adult educators working within a particular setting of adult education, such as civic integration courses, detention education, etc. In this article, we elaborate on one particular case, viz., adult educators working in second-chance education for adults who still want to obtain their secondary diploma. We show how their profession as an adult educator can become a common concern for both third bachelor students of educational sciences and for adult educators in second-chance adult education celebrating in 2021 their 40 years of existence in Flanders. This means that our analysis in this article will also show how a university can become a place where their daily professional practice as adult educators, viz., their ambitions and doubts, ambiguities and contradictions, can fully materialize as collective study material.

The Curriculum Practice of Cross Domain Competence Oriented Aesthetic Education－Taking Height Measurement On The Tree

&lt;p&gt;本研究在探究國小低年級跨領域素養導向美感課程「身高樹」之實施歷程、困境、解決策略及實施成效。研究者以翰林版國小二級國語教材結合自編美感課程教材做為跨領域美感課程，以TSING國小2年級學生為對象，進行為期6個月的課程實踐，將課程設計理念及實踐經驗視為作品（works of art），辨析其美感性質。透過學生學習檔案、課程觀察紀錄、回饋單、省思札記、跨領域美感教學課程檢核表等，取得質性研究資料，進行分析與討論。本研究主要發現如下：一、以跨域統整架構情境化的課程，透過滾動式修正，可發展素養導向美感課程。二、跨領域素養導向教學美感課程發展時可透過教師營造生活美感體驗機會、小組合作、正向鼓勵、典範學習等進行有機整合，解決教學時數問題。三、跨領域素養導向美感課程「身高樹」，利用校園空間營造美學教育，探索體驗，增加學生對環境美的感知能力，能有效提升低年級學生學習興趣及成效。四、參與專業社群、增能研習等歷程，透過社群專業對話，認識核心素養，並進行課程實踐歷程探究，建立分享機制，與夥伴共同進行教學改良與精進，亦可促進教師專業成長。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;This study investigates the implementation process, challenges, solutions, and impacts of the &amp;ldquo;Height Measurement on The Tree,&amp;rdquo; a cross-disciplinary and competency-oriented aesthetic program designed for junior elementary school students. The researcher designed this cross-disciplinary aesthetic course by integrating the Hanlin version of the second-grade Chinese textbook with a self-compiled aesthetic course textbook and conducted a six-month teaching session with a group of second-grade Tsing primary school students. This study examines their aesthetic nature by treating the course design and practical experience as works of art. Qualitative research data were collected from students&amp;rsquo; learning files, class observation records, feedback sheets, reflection notes, and cross-disciplinary aesthetic teaching curriculum checklists. Based on the analysis and discussion of the data, this study reaches the following conclusions: 1.A cross-disciplinary, contextually adapted course framework with iterative corrections can facilitate the development of cross-disciplinary and competency-oriented aesthetic courses. 2.The issue of limited teaching hours can be addressed through the organic integration of courses, which includes creating an aesthetic experience of life, fostering group collaboration, providing positive reinforcement, and promoting model-based learning. 3.Participation in the &amp;quot;&amp;quot;Height Measurement on The Tree,&amp;quot;&amp;quot; a cross-disciplinary and competency-oriented aesthetic program, significantly enhances junior students’ learning interest and improves learning outcomes. 4.Teachers can advance their professional growth by engaging in professional communities and participating in enhanced programs. Effective course design can overcome the limitations related to scheduling and disciplinary constraints, aligning with actual learning contexts. Teachers can learn to integrate multimedia into their teaching by strengthening their expertise in art. By exploring the teaching process and establishing mechanisms for sharing, more educators can recognize the potential of a new curriculum. Administrators should consider a broader range of feedback to improve the curriculum.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

THE PSYCHOLOGY OF LANGUAGE AND LANGUAGE OF PSYCHOLOGY: CREATING AN INTEGRATIVE BILINGUAL ENVIRONMENT FOR TEACHING STUDENTS

Language acquisition and learning play a special part in any child’s cognitive and linguistic development. The younger the children are, the deeper insight into psychology it takes. Academic subject Foreign language learning at young learners’ age is grounded in psychology and psycholinguistics, as one of the EMI-based[1] courses within the ELM programme of the Faculty of Education in Belgrade. We investigated, through focus-group interviews, our students’ (N=32) experience with psychology and language teaching courses to see how they prepare for work with children. The results confirm that integrative courses largely support their personal and professional growth from academic bilinguals to responsible and caring teachers of young learners. [1] English Medium Instruction – the use of English to teach academic subjects other than English itself in countries where the first language of the majority of the population is not English. (https://www.education.ox.ac.uk › research-groups › emi) [Accessed February 2024]

Fostering AI literacy: overcoming concerns and nurturing confidence among preservice teachers

Purpose This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding of AI concepts and AI literacy education. Design/methodology/approach AI literacy lessons were integrated into a technology integration course for preservice teachers, and the impacts of the lessons were evaluated through a mixed-methods study. The Concerns-Based Adoption Model was employed as the analytical framework to explore participants’ specific concerns related to AI. Findings Findings revealed that participants initially lacked AI knowledge and awareness. However, targeted AI literacy education enhanced preservice teachers’ awareness and confidence in teaching AI. While acknowledging AI’s educational benefits, participants expressed ongoing concerns after AI literacy lessons, such as fears of teacher displacement and the potential adverse effects of incorporating generative AI on students’ critical learning skills development. Originality/value Despite the importance of providing preservice teachers with AI literacy skills and knowledge, research in this domain remains scarce. This study fills this gap by enhancing the AI-related knowledge and skills of future educators, while also identifying their specific concerns regarding the integration of AI into their future classrooms. The findings of this study offer valuable insights and guidelines for teacher educators to incorporate AI literacy education into teacher training programs.

Learning in context: Undergraduate students' knowledge and the content retention of anatomy between discipline-specific and integrated course approaches.

Undergraduate introductory human anatomy and human physiology courses are either taught as discipline-specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline-specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline-specific and integrated course approaches. The results suggest contextual learning-providing physiological context to anatomical structures-increases the anatomical content retention and academic achievement overall.