Effectiveness Of Course Research Articles

A Scoping Review of 20 Years of College Fitness/Wellness Courses

ABSTRACT Ninety percent of higher education institutions in the US offer conceptually based fitness and wellness (CBFW) courses to improve students’ knowledge and behavior relative to physical and mental health. This literature review investigated CBFW course content, structure, and the effectiveness of courses or programs that sought to improve knowledge (K), perceived health/fitness (PHF), physical health (PH), and mental health (MH). Twenty-three articles, published in English between 2003 and 2023 with 8059 subjects, met our inclusion criteria. The majority of research (65%) focused on courses addressing PHF, K, and PH outcomes; some offered physical activity (PA) labs and reported positive physical outcomes such as increased PA. The remainder (35%) focused on MH strategies and improved MH outcomes (e.g. reduced perceived stress). With the variety of positive benefits reported in these studies, higher education institutions should continue to examine ways in which CBFW courses can be used to improve physical and mental health.

Sexual behaviours and contraceptive usage among Nigerian undergraduates: Moderating effects of course of study and school type

Sexual behaviours and contraceptive usage among Nigerian undergraduates: Moderating effects of course of study and school type

Effectiveness of Electronic Learning Courses on Neurologist Knowledge of Epilepsy Classification: A Study Based on the Kirkpatrick Model

Background: Nowadays, it is generally accepted that focusing on in-service training can lead to organizational progress and improvements in the training process. Objectives: Considering the high prevalence of epilepsy in children and the use of new technologies in education, the purpose of this study was to conduct an electronic educational course on epilepsy classification guidelines based on the guidelines of pediatric neurologists and to evaluate the effectiveness of the course using the Kirkpatrick model. Methods: This study was conducted in 2020. The study population comprised pediatric neurologists from universities of medical sciences throughout the country. Inclusion criteria included participation in the course during the semester, availability, and willingness to participate in the study. Participants entered the study according to their personal preference and provided informed consent, and those who were absent from two or more sessions related to these topics were excluded from the study. The study involved participation in the e-learning course on epilepsy classification according to the guidelines (ILAE 2017). The sample size was calculated using Cochran's formula, which resulted in 74 participants. Nineteen of them did not meet the inclusion criteria, and a total of 55 physicians were included in the study. Reaction and learning were the levels considered to evaluate the efficacy of the Kirkpatrick model. To analyze the data, paired t-test and linear regression were used at a significance level of 0.05, using SPSS version 22 statistical software. Results: The results showed that most participants were satisfied with the e-course. The mean learning and behavior level score was 27.51. The findings indicated that the e-learning of epilepsy classification guidelines according to the guidelines (ILAE 2017) improved the performance of pediatric neurologists (P-value ˂ 0.001). Conclusions: The results indicate that e-learning guidelines for the classification of epilepsy according to the guidelines (ILAE 2017) can be an effective tool in improving the clinical performance of pediatric neurologists. Applying newer methods such as the Kirkpatrick model would be an effective approach in other fields of health as well. It is recommended to use up-to-date and efficient models, such as the Kirkpatrick model, in the field of health sciences.

Hands-on sustainability: designing an engaging undergraduate sustainable business course

Purpose This paper outlines the active learning methods used to develop and deliver a sustainable business course to undergraduate students. Moreover, the paper aims to investigate the effect of the sustainable business course on the students’ engagement in sustainable consumption. Design/methodology/approach From a pedagogical perspective, the paper describes the active learning methods applied in a newly introduced sustainable business course via numerous distinctive assessment techniques. On the empirical front, the research investigates the impact of the sustainable business course on the students’ engagement in sustainable consumption. To test such impact, an online survey was distributed among students who completed the sustainable business course, and as a control group for comparison, students who did not take the course. Findings The research results indicate a positive relationship between completion of the sustainable business course and engagement in sustainable consumption. Furthermore, the data revealed that female students exhibited more engagement in sustainable consumption than male students. Research limitations/implications The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Practical implications The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Pedagogically, the nonconventional course curricula and assessment methods described in this study can be used as a reference by instructors aiming to integrate active and experiential teaching methods into their sustainable business curricula. For decision makers in higher education who are working in line with the global direction to achieve sustainability, this research provides preliminary evidence that students’ engagement with sustainability is influenced by their course curricula. Originality/value By depicting innovative approaches to teaching sustainability in business, the research enriches the field of sustainable business pedagogy which remains under-researched in many countries. Furthermore, the research goes further by investigating the effect of the course on students’ sustainable consumption. This acts as evidence of the effectiveness of teaching sustainable business in changing future leaders’ perspectives and priorities to include environmental and social aspects, which has become a global goal. Accordingly, the research has the potential to encourage more business schools to make sustainable business education mandatory.

Analysis of the Influencing Factors of Blended Learning on the Effectiveness of Courses in Universities: A Case Study of China

Analysis of the Influencing Factors of Blended Learning on the Effectiveness of Courses in Universities: A Case Study of China

The influence of a course of complex application of supravenous laser irradiation of blood and phototherapy on indicators of the neurohormonal status of patients with true eczema

BACKGROUND: In the pathogenesis of true eczema, an important place is occupied by stress, under the influence of which stimulation of the hypothalamus and brain stem occurs, as well as activation of the hypothalamic-pituitary-adrenal axis and the autonomic nervous system. Stress-induced secretion of neurotransmitters impairs the barrier function of the epidermis, slows wound healing, increases itching and inflammation, and suppresses immunity by changing the immune response of T-helper cells. AIM: Assessment of the severity of the corrective effect of a course of application of supravenous laser irradiation of blood and broadband medium-wave phototherapy on the blood levels of adrenocorticotropin, cortisol and beta-endorphin in patients with true eczema with a moderate form of the course. MATERIALS AND METHODS: The study was carried out with the participation of 120 patients with a moderate form of true eczema. Using simple fixed randomization, all patients were divided into 4 groups. The first group (control, n=30) received only basic drug therapy, including the use of detoxification, hyposensitizing, antihistamines and topical glucocorticosteroids. Patients of the second group (comparison group 1, n=30) additionally underwent a course of supravenous laser irradiation of blood. In the third group (comparison group 2, n=30), broadband medium-wave phototherapy was performed against the background of basic therapy. Patients of the fourth group (main group, n=30) in addition to basic therapy received a course of combined exposure to supravenous laser blood irradiation and phototherapy. The concentrations of adrenocorticotropin, cortisol and beta-endorphin were determined in the blood of patients twice (before the start of treatment and 1 month after the start of therapy) using ELISA. The clinical condition of patients in the groups was assessed by changes in the EASI index. Additionally, we studied the dynamics of the level of reactive and personal anxiety using the Spielberger–Khanin questionnaire. RESULTS: Positive dynamics of adrenocorticotropin, cortisol and beta-endorphin were noted only in the comparison groups and the main group, which proves the high efficiency of correction of the neurohumoral status of patients through a course of complex use of supravenous laser blood irradiation and broadband mid-wave phototherapy. Quantitative changes in the assessed parameters during complex therapy with therapeutic physical factors indicate a supra-additive version of their interaction, realized through different modalities, points of application and mechanisms for realizing the biological potential of physiotherapeutic effects. CONCLUSION: The results obtained convincingly prove the effectiveness of an additional course of use of supravenous laser irradiation of blood in combination with broadband medium-wave phototherapy when correcting the neuroendocrine status in patients with true eczema. The close correlation between neurohumoral indicators and clinical and psychological patterns of the disease proves the pathogenetic significance of the studied neuroendocrine indicators, which allows us to consider their dynamics as informative criteria for the effectiveness of the treatment.

Student Performance and Perceived Effectiveness and Management of CUSTAR 425 (Customs & Tariff) Course

With the objective to produce efficient workforce, the primordial goal of the Bachelor of Science in Customs Administration (BSCA) educational program is to produce ethical and socially responsible customs broker professionals whose skills and competence conform to, and are compliant with, international standards and best customs practices (CHED, 2017). Prior to putting all the basic and fundamental knowledge of customs into practice, students ought to attend a technical course to review the essential aspects of the customs profession. As such, this course serves as a preparation for students in taking the Customs Broker Licensure Examination (CBLE). At the Asian Institute of Maritime Studies (AIMS), this is covered under the Customs and Tariff (CUSTAR 425) course. There are essential aspects that may affect the performance of students in engaging with this course: learning materials, and effective professors. Right (2018) reiterated that learning materials are crucial to the success of student achievement while the biggest opportunity for faculty members to impact, inspire, and engage students (Koproske, 2016) is by mapping concrete skills and outcomes to the syllabi in order to help their departments systematically measure and improve the learning experiences of their students over time. This led the researchers to examine the performance, effectiveness and management of the Customs and Tariff course (CUSTAR 425) of AIMS. Applying the tenets of descriptive-survey design, the study gathered data from 198 BSCA students of AIMS who were enrolled in CUSTAR 425 during SY 2015-2016 to 2017-2018. Employing total enumeration as sampling technique, all members of the population were measured in terms of their performance (using final grade as data) in CUSTAR 425, as well as their assessment on the effectiveness and management (utilizing a self-made questionnaire) of the above course. With the aid of SPSS (version 23), data were derived using mean (for grades) and average weighted mean (for effectiveness and management). In terms of performance, majority of the students earned “Good” grades (83 to 85) in CUSTAR 425 while the effectiveness of the course was also favorably rated by the respondents specifically on the following indicators: Course Content (M=4.12) and Course Materials (M=3.94). However, though generally perceived that the Course Timeline aspect have helped them in preparing for the exam, a fraction of students however thought otherwise (neutral and/or disagree) as indicated by the slightly low mean of 3.78. Perhaps, two issues can be raised on this part: insufficient time allotted to complete the course; or, time management skill of students. Lastly, yielding a composite mean of 4.20 (Agree), the students generally agreed that the Customs Administration Department has efficiently managed the CUSTAR 425 course. In consideration of the results, it is recommended that the Customs Administration Department shall strategically set reasonable course timeline to facilitate learning and enhance students’ knowledge. Perhaps, course topics shall also be revisited and calibrated in order to streamline course contents and make fit with the allotted timeline. Students who are planning to take a licensure examination are also advised to enhance their time management skills and learn to properly schedule their school activities especially extending priority to requirements that need more time and attention. Lastly, AIMS, through the Customs Administration Department, shall maintain the good management of the course as majority of its elements was favorably assessed.

Development and implementation of a high-fidelity simulation training course for medical and nursing collaboration based on the Fink integrated course design model.

The purpose of this study is to examine the design and implementation of a high-fidelity simulation training course for medical and nursing collaboration, based on the Fink integrated course design model. Additionally, the study aims to validate the teaching effectiveness of the course. Previous empirical studies have highlighted the effectiveness of collaborative healthcare education in institutional teaching and hospital training. However, the development of healthcare collaborative education in China has been slow to develop in China. In recent years, Chinese nursing educators and researchers have shown interest in utilizing high-fidelity simulators for healthcare collaborative education. These simulators help address the limitations of traditional nursing teaching and healthcare separation simulation. Nevertheless, a standardized simulation interprofessional education curriculum is still lacking. Therefore, nursing educators need to develop a standardized high-fidelity simulation training curriculum for healthcare collaboration, guided by established science curriculum development theories. A high-fidelity simulation training course on healthcare collaboration was designed based on the Fink integrated curriculum design model. The course was taught to 14 nursing students and 8 clinical medicine students from March to July 2022. To comprehensively evaluate the effectiveness of the healthcare collaboration high-fidelity simulation training course, several assessment tools were used. These included course grades, satisfaction and self-confidence scales, simulation teaching practice scales, healthcare collaboration attitude scales, critical thinking skills scales, and semi-structured interviews. After the course was implemented, students demonstrated high overall scores (79.19 ± 5.12) and reported high satisfaction ratings (4.44 ± 0.37). They also exhibited increased self-confidence (4.16 ± 0.33). Additionally, students evaluated all four dimensions of the course teaching practice scale positively. Furthermore, the study demonstrated significant improvements in various aspects, such as attitudes toward medical and nursing collaboration (t = -7.135, P < 0.01), shared education and teamwork (t = -3.247, P = 0.002), job autonomy for nurses (t = -1.782, P = 0.000), and reduced physician dominance (t = -6.768, P = 0.000). The critical thinking skills of the students showed significant improvement, with higher scores in truth-seeking (t = -3.052, P = 0.004), analytical ability (t = -2.561, P = 0.014), systematic ability (t = -3.491, P = 0.001), self-confidence in critical thinking (t = -4.024, P = 0.000), and curiosity (t = -5.318, P = 0.000) compared to their scores before the course (all P < 0.05). The interviews showed that the course's student-centered approach enabled active learning. Students suggested enhancing teaching cases and allocating more time for reflection and summarization. The study successfully designed a high-fidelity simulation training course for healthcare collaboration by utilizing the Fink integrated curriculum design model. The findings provide valuable insights for the development of standardized curricula and healthcare collaboration education in China. Moreover, the course adheres to best practice principles, fostering improved attitudes toward healthcare collaboration and enhancing students' healthcare collaboration and clinical thinking skills.

Evaluation of cost-effectiveness of single-credit traffic safety course based on Kirkpatrick model: a case study of Iran

BackgroundTraining plays a role in reducing traffic accidents, and evaluating the effectiveness of training programs in managers’ decision-making for training continuation is important. Thus, the present study aimed to evaluate the cost-effectiveness of a single-credit traffic safety course based on the four levels of the Kirkpatrick model in all Iranian universities.MethodsThis interventional study aimed to evaluate the cost-effectiveness of a single-credit traffic safety course based on the Kirkpatrick model from 2016 to 2020 in Iran. The data were collected in three stages: (1) calculating the costs of offering traffic safety courses, (2) determining the effectiveness of providing such courses based on the levels of the Kirkpatrick model, and (3) evaluating the cost-effectiveness of administering traffic safety courses. Data were collected through researcher-made and standardized questionnaires. The research population included traffic safety course instructors and university students who could take this course. Finally, the data were analyzed with SPSS v. 23 and also calculations related to ICER, which shows the cost effectiveness of providing single credit course.ResultsScores of the students’ reaction level to the traffic safety course was 41.8% before the course; this score was estimated at 67% after the course. At the level of learning, students’ knowledge was 43.6% before the training course, which reached 73% after the course. At the level of behavior, the state of students’ desirable traffic behaviors was 54% before the course, which reached 66.1% after the course. The educational effectiveness of the course presentation at the level of results was 58.2% before and 74.8% after the course. While assuming that the weights of all model levels were constant, the cost of a 1% increase in the overall educational effectiveness by using the Kirkpatrick model, compared to not providing the course (not administering the intervention) was 486.46 USD.ConclusionThe results showcased the effectiveness of the traffic safety course in all four levels of The Kirkpatrick model. Therefore, policy-makers and officials in charge of delivering this program should strengthen it and resolve its deficiencies to realize all its educational goals at the highest level.

Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity

BackgroundStudents’ academic self-efficacy maximizes likelihood for success and retention, yet prior research suggests that historically underrepresented (minoritized) undergraduate students in higher education and in college-level engineering show lower self-efficacy, which has been linked to histories of systemic exclusion. To address such gaps in student success, this work examines the effect of a new first-year undergraduate engineering design course on students’ self-efficacy, as measured by students’ assessment of their ability to achieve engineering design goals, and their confidence in their professional skills such as teamwork, communication, and leadership. It draws upon two aligned survey studies that examine this development (a) among the students participating in the course during the academic semester and (b) among both course participants and non-participants in the year following the course. Survey results for all students were considered, with attention to specific demographic subgroups traditionally underrepresented in engineering.ResultsAnalyses indicate effect of the course on self-efficacy and other examined constructs, such as communication and teamwork, during the course semester and continued effects in engineering design self-efficacy and tinkering self-efficacy in the year following course participation. Results also reveal differences for specific racial/ethnic and gender/sex subgroups in numerous constructs, including suggestion of specific effect for female students.ConclusionsThis study’s focus on the implication of engineering design education on self-efficacy and other critical professional outcomes, as well as its attention to specific demographic subgroups, adds to research on engineering education and the effect of design-focused coursework using project-based learning. The study indicates an increased potential role for such coursework, as early as the first year of a university trajectory, in fostering student growth and increased representation in the field. Findings on differences by gender/sex and by racial/ethnic groups, including clearer positive effect for female students but more complexity in effect for underrepresented racial/ethnic groups, support added research probing experience and outcomes within and across these groups.

Exploring the Path of Ideological and Political Construction in Courses under the “One Body, Two Wings” Model - Taking the Course of Engineering Law Principles and Practice as an Example

The comprehensive advancement of ideological and political construction in university courses is a significant strategic move to thoroughly implement the important educational directives of General Secretary Xi Jinping and to fulfill the fundamental task of moral education. Universities should deepen educational and teaching reforms, thoroughly explore the ideological and political resources of courses, fully leverage the educational role of each course, and comprehensively improve the quality of talent training. The course on Engineering Law Principles and Practice has explored and practiced the path of ideological and political construction in courses. With the “One Body, Two Wings” model as the construction approach, it explores the path of ideological and political construction in this course. Focusing on student development, the course unfolds teaching through innovative application in teaching and value shaping for students as two wings. In terms of value shaping, it emphasizes not only exploring the ideological and political elements of the course in line with the actual situation of students but also requires teachers to lead by example and set a model for moral education. Additionally, establishing a scientific and effective evaluation system for the teaching effects of course ideological and political education ensures the effectiveness of the entire course’s ideological and political education. The teaching of the entire course enables students to not only learn knowledge and skills but also cultivate integrity, achieving the educational goals of the course.

Modeling the effect of postgraduate courses on soft skills: a practical approach.

Over the last decade, Higher Education has focused more of its attention toward soft skills compared to traditional technical skills. Nevertheless, there are not many studies concerning the relation between the courses followed within an academic program and the development of soft skills. This work presents a practical approach to model the effects of courses on soft skills proficiency. Multiple Membership Ordinal Logistic Regression models are trained with real data from students of the 2021, 2022, and 2023 cohorts from the general engineering program in a French Higher Education institution. The results show that attending a postgraduate course in average increases the odds of being more proficient in terms of soft skills. Nonetheless, there is considerable variability in the individual effect of courses, which suggest there can be huge differences between courses. Moreover, the data also suggest great dispersion in the students' initial soft skill proficiency.

Implementation of Blended Learning in Tertiary Education of Health and Social Care Professionals During Covid-19 Pandemic

Blended learning is a relatively new e-learning method that combines traditional classroom learning with computer-mediated instruction. Its roots can be traced back to the 1840s when Sir Isaac Pitman sent tasks to his students on postcards for evaluation. It represents a new way of teaching, employing modern technologies and the online environment, whilst simultaneously emphasizing the importance of traditional teaching methods and personal contact between students and teachers. Blended learning has proven to be an effective way to combine scheduled and self-paced classwork, ensuring its better accessibility and flexibility. This article discusses the implementation and effectiveness of a blended-learning course designed to train communication skills in students studying healthcare-related programmes at the Faculty of Health and Social Sciences of the University of South Bohemia, Czech Republic. The course uses a combination of face-to-face instruction, individual student work, and multimedia online materials. It is divided into modules specific to the student's field of study, such as nursing, nutritional therapy, and civil protection. Each module includes theoretical and practical sections, and the course covers communication skills with seniors, adults, children, and disabled clients. A questionnaire survey was conducted to assess the effectiveness of the course and student satisfaction in order to obtain feedback for further development and improvement of the course. The data obtained from the survey were analysed using descriptive statistics and the Gini index. The results show that the blended-learning course was effective in training communication skills and reducing the number of failures.

Instructional Design for Systems Thinking Education in Health Systems Science

Systems thinking, a linking domain of health systems science (HSS), is an approach that investigates specific problems from a holistic perspective. It supports improving patients’ health, fulfilling their health needs, and anticipating issues that threaten patient safety within the healthcare system. It also helps solve problems through critical thinking and reflection. This study aimed to develop an curriculum on systems thinking, explore the effectiveness of the course, and investigate the applicability of HSS education at individual universities. In this study, the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was utilized to design, develop, implement, and evaluate an elective course on systems thinking. In the design process, learning outcomes and goals were developed, and educational content, teaching-learning methods, and student evaluation methods were linked. In the development process, class materials and evaluation materials were prepared. In the implementation process, the course was implemented, and the evaluation process analyzed the results of learning performance and curriculum assessments. The evaluation found the following results. First, the students in the study realized the importance of systems thinking and experienced the need for systems thinking through non-medical and medical situations. Second, the students were very satisfied with the learning activities in the course (mean=4.84), and the results of the self-competence evaluation, conducted before and after the course, also showed a significant improvement. This study confirmed the effectiveness of the elective course, and its results can serve as a reference for developing an HSS curriculum .

Development of a national point-of-care ultrasound training course for physicians in Japan: A 3-year evaluation.

Purpose: Point-of-care ultrasound (POCUS) allows bedside clinicians to acquire, interpret, and integrate ultrasound images into patient care. Although the availability of POCUS training courses has increased, the educational effectiveness of these courses is unclear. Methods: From 2017 to 2019, we investigated the educational effectiveness of a standardized 2-day hands-on POCUS training course and changes in pre- and post-course exam scores in relationship to participants' (n = 571) clinical rank, years of POCUS experience, and frequency of POCUS use in clinical practice. Results: The mean pre- and post-course examination scores were 67.2 (standard deviation [SD] 12.3) and 79.7 (SD 9.7), respectively. Higher pre-course examination scores were associated with higher clinical rank, more years of POCUS experience, and more frequent POCUS use (p < 0.05). All participants showed significant changes in pre- to post-course exam scores. Though pre-course scores differed by clinical rank, POCUS experience, and frequency of POCUS use, differences in post-course scores according to participant baseline differences were non-significant. Conclusion: A standardized hands-on POCUS training course is effective for improving POCUS knowledge regardless of baseline differences in clinical rank, POCUS experience, or frequency of POCUS use. Future studies shall evaluate changes in POCUS use in clinical practice after POCUS training.

Tinjauan Keberkesanan Kursus Kompetensi Pensijilan Profesional Fiber Optic Cable -Internal Network CA1C Dan External Network CA2C Di Jabatan Kejuruteraan Elektrik, Politeknik Sultan Azlan Shah

The graduate marketability aspect is one of the main issues discussed at the local Higher Education Institution (HEI) level, which is closely related to the country's economic performance and job market. Among the initiatives of the Ministry of Higher Education (KPT) is to carry out a program with the concept of skills training and professional certification to help improve the marketability of graduates. This study focuses on the effectiveness of the Fiber Optic Cable Professional Certification Competency Course - Internal Network CA1C and External Network CA2C for prospective graduates in the Department of Electrical Engineering (JKE), Sultan Azlan Shah Polytechnic (PSAS). The three main objectives of this study are to see the effectiveness of the course on the professional certification results of students, identify the level of student knowledge after the course and identify the content of the course taught in accordance with the professional certification of Fiber Optic Cable - Internal Network CA1C and External Network CA2C. This study was conducted at JKE, PSAS by using a questionnaire instrument to 10 students who took this course in session 2: 2021/2022. The findings of the study found that 10 aligners passed and got the Fiber Optic Cable - Internal Network CA1C professional certification and 9 out of 10 students passed and got the External Network CA2C professional certification. More than 90% of students agree that their knowledge level increased after going through this course. Furthermore, the majority of students agree that the content of this course is very relevant to the professional certification they are pursuing.

The Application and Research of Exploratory Music Teaching Mode in General Education Elective Courses

General education, also known as general education, general education, and general education, refers to the teaching content aimed at all college students. The general education curriculum, abbreviated as general education curriculum, is opposite to the concept of professional courses and generally refers to courses used outside of professional courses, with universality, universality, and practical value. Music courses have the effect of pleasing the body and mind, enhancing cultivation, and are also popular general education elective courses among students in major universities. As an elective course in general education, most registered students do not possess strong music cultivation, and the difficulty of course design is not high. This situation leads to the teaching effect of music general education courses being far from what teachers expected. To improve the teaching effectiveness of the course, teachers can use exploratory teaching models to improve the quality of the classroom. This article combines the design characteristics of general education elective courses to discuss the application value, application difficulties, and application strategies of exploratory music teaching mode in general education elective courses.

Barbara Pym’s Last Title

A STORY IS TOLD by Hazel Holt, junior colleague of Barbara Pym at the International African Institute, then close friend for life, then editor and biographer (while herself a good novelist). She records how late she was in coming to read her future colleague’s first published novel, Some Tame Gazelle. She had assumed that it was some repulsive account of big-game hunting in Africa. When she at last opened it, she was entranced.1 I like this story because my own experience was so similar. Clearly, Pym’s titles may sometimes be rather special. It would be safe to suppose that this wasn’t from mere whim or incapacity. Pym was a born writer, who would probably have liked to be a poet, as the more glamorous calling. But her gifts were for that real human world of small things that gave the novel its character, as far back as Defoe. Richly accurate as she could be, she yet worked through the excellent and unpretentious medium of ‘entertainment literature’ or romance, as a good number of the best literary artists in Britain before her had done. But loving poetry as she did, she would take a title from nineteenth century verse (Some Tame Gazelle) or seventeenth (A Glass of Blessings) even when she had to adapt it (No Fond Return of Love). These articulate memories of a classic past bring a certain half-ironic authority to the often extremely funny if touching romances that follow the titles, an effect of course increased by the frequent counterpoint of verse quotations inside the story.

New possibilities of multimodal correction of disorders of central nervous system functions in elderly persons

NEW POSSIBILITIES OF MULTIMODAL CORRECTION OF DISORDERS OF CENTRAL NERVOUS SYSTEM FUNCTIONS IN ELDERLY PERSONS Victor V. Kuznetsov, Serhiy H. Burchynskyi, Kostiantyn O. Apykhtin D. F. Chebotarev Institute of Gerontology of the National Academy of Medical Sciences of Ukraine, 67 Vyshgorodska Str., Kyiv 04114, Ukraine Introduction. The increase in the share of elderly and senile people in the population adds urgency to the problems of various forms of cognitive dysfunction and closely related psycho-emotional disorders and disorders of cerebral circulation. Real success in solving these problems is possible only with the application of therapeutic effects at the earliest possible stage of the disease, as well as with the possibility of implementing a pharmacological prophylactic approach. At the root of the weakening of cognitive functions is a violation of the neurotransmitter balance in the brain. An effective way to prevent it is the use of nootropics. Nootropics affect the biosynthetic energy, neurotransmitter processes in the brain, the blood supply to the brain by exerting a protective effect on the vascular wall, inhibiting the thrombus formation reaction, normalizing blood viscosity, etc. The drug MemoProve is a unique combination of neurotropic peptone polypeptides (N-PEP-12), which is able to reproduce the effects of natural neurotrophic factors in the central nervous system (NGF), as well as improve cholinergic neuromediation by activating the main enzyme of acetylcholine biosynthesis – choline acetyltransferase. The aim is comprehensive analysis of the effect of a course of MemoProve on the psycho-emotional state, the structure of the state of bioelectrical activity of the brain, and the state of cerebral blood circulation in the elderly. Materials and Methods. A comprehensive clinical and instrumental examination of 20 elderly patients (average age 68.2 ± 3.2 years) with initial manifestations of dyscirculatory atherosclerotic encephalopathy was conducted. Before conducting an analysis of the effect of course (1 month) use of MemoProve on the functional state of the brain in elderly patients, an EEG study was conducted before and 24 hours after taking 2 tablets of the drug in order to determine the sensitivity of the brain to MemoProve. Results and conclusions. Three variants of the EEG reaction to MemoProve were identified. Common to these options is an increase in the total power of electrogenesis of the brain (by 15-25 %), an increase in the frequency of the -rhythm – the main, basic rhythm of the EEG. The type of influence of MemoProve on the power of slow rhythms (delta, theta) has features depending on the EEG variant. In elderly patients, MemoProve caused an increase in the linear systolic blood flow velocity in the two middle cerebral arteries, the vertebral arteries and the main artery. The results of a comprehensive analysis of the effect of course therapy of MemoProve indicate its positive effect on the functional state of the brain (in terms of emotional and cognitive indicators, bioelectrical activity of the brain, the state of cerebral hemodynamics) in elderly people and give grounds for recommending MemoProve for use in the system of geriatric pharmacological correction of emotional and cognitive processes. Keywords: cognitive dysfunction, neurotransmitter balance, nootropics, peptone polypeptides, MemoProve, EEG.

Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course

Systems thinking and modeling are two critical 21st-century skills that teachers and educators are expected to impart to students, and students are expected to acquire and master them as part of their preparation to become literate citizens of a society and environment that is becoming ever more complex. Systems thinking is a thought process in which assumptions about interactions among interconnected elements of a system or a phenomenon can help predict the system’s behavior, outcomes, and in the case of human-made artifacts, the value to its beneficiaries. Conceptual modeling involves the simultaneous visual and textual representation of one’s ideas about a phenomenon or system in science or engineering. The qualitative study described here aimed to examine the effect of an online interdisciplinary asynchronous course on the development of systems thinking and conceptual modeling skills among pre- and in-service science and engineering teachers. Engaging in a qualitative case study with an exploratory orientation, we investigated how science and engineering teachers and teacher educators coped with (a) online learning of conceptual modeling and systems thinking using Object-Process Methodology in a food and sustainability context, and (b) developing an online assignment for teaching those skills to their students and assessing them. Research tools included the online assignment that the participants developed, a dedicated rubric for analyzing their assignments, accounting for use of modeling and systems concepts and the integration of sustainability and COVID-19 issues, a variety of thinking skills, visualizations and disciplines, and a mix of closed- and open-ended questions. Additionally, the participants’ reflections were analyzed to characterize their sense of self-efficacy and academic progression. We characterize five teacher-developed assignment cases along with the related teachers’ reflections, which exposed the benefits they had gained from the online course, as well as the systems thinking and modeling challenges they had faced. Analysis of the effect of the course with emphasis on the final task reveals that this approach is effective for developing the systems thinking and modeling skills of the teachers and serves as a catalyst for their professional development. The study offers a methodological contribution by providing a basis for evaluating teachers’ assessment knowledge and skills using a six attributes rubric.