Four-year Course Research Articles

Teaching Pathographies of Mental Illness.

This paper describes the content and evolution of a fourth-year course for medical students on teaching pathographies of mental illness. (It is a follow-up to Nathan Carlin's Pathographies of Mental Illness that appeared as an Element in the Bioethics and Neuroethics series published by Cambridge University Press.) The course originally centered on classic (and some contemporary) memoirs; however, responding to student evaluations, newer material now ensures more diversity, with material written by women and people of color, and describes the difference that can make.

Unlocking Potential: Assessing Motivation, Learning Strategies, and Cognitive Load in Flipped Learning during Online Teaching in Higher Education

Flipped learning has become the focus in many educational contexts especially with the integration of technological tools in learning space for the last decade. In flipped learning, learners perform surface learning at home, whereas deep learning such as problem-solving, critical thinking exercises etc. is covered in the classroom which potentially increases motivation and satisfaction of learners. Cognitive load, the assumed load of the working memory caused by the processing of tasks, has also attracted attention in online learning settings which pose different processing demands. This study took place in the extraordinary settings of education during the Covid-19 pandemic which required online education for all education levels. A fourth-year course of an ELT program was delivered through a flipped learning approach during online education. Learners’ motivation, use of learning strategies, satisfaction and cognitive load levels were calculated at the end of the intervention and their perceptions regarding the experience were investigated through an open-ended questionnaire. The results showed that their motivation and satisfaction levels were quite high as well as their strategy uses whereas cognitive load levels were comparatively low. Inferential statistics showed that relationships exist between and among the motivation, learning strategies and cognitive load at various levels. Motivation emerged to be a significant predictor of course satisfaction whereas time spent for the flipped lectures predicted course achievement. Learners’ perceptions of flipped learning process were generally positive while they also articulated some drawbacks of it like instructional tools-related and individual learner-related problems.

Analysis of the Results of a Research Conducted on the Music Literacy of Students – Future Teachers

This article presents results of the musical notation skills of current students – future music teachers. The research was conducted at the beginning of the 2022/2023 and 2023/2024 academic year with students from Sofia University “St. Kliment Ohridskiˮ, Faculty of Educational Sciences and Arts, major “Elementary School Pedagogy and Foreign Languageˮ before studying Didactics of music. The bachelor’s degree provides the acquisition of a teacher’s license after successful completion of the four-year course of study. The diploma of the future pedagogues gives the opportunity to teach the subject of Music in the initial stage of the secondary (general) school. For practical purposes, the study was carried out before the start of the lecture course on the Didactics of Music.

Adopting Trauma-Informed Approaches to Teaching & Learning in Health & Exercise Sciences: a Case Study

The School of Health & Exercise Sciences at the University of British Columbia Okanagan offers a competency-based undergraduate program that prepares students for professional practice in kinesiology and allied health, clinical exercise physiology, and/or health behaviour change. In delivering this program, we aim to 1) provide a safe and inclusive learning environment for all students, and 2) intentionally prepare students for equity-minded and anti-oppressive professional practice. To support both of these goals, we have recently embarked on a multipronged initiative to implement trauma-informed approaches to teaching and learning across our program. Trauma-informed approaches are critical due to the high prevalence of trauma exposure in both the university student and general adult population. Since people from historically, persistently or systemically marginalized groups are more likely to have experienced trauma, trauma-informed approaches should be considered an essential tool for supporting equity and inclusion in higher education. Finally, trauma-informed practice is especially relevant in a discipline like ours, where learning activities and professional practice commonly involve close examination of the body, touching, and other potentially triggering interactions and events. We have taken several steps to support the adoption of trauma-informed teaching practices in our School. These include characterizing the need for trauma-informed approaches in our laboratory courses, selecting an appropriate framework to guide our recommendations, creating an educator guide for designing and facilitating trauma-informed learning experiences, and developing and launching a training program for instructors and teaching assistants. We have also made progress with integrating learning about trauma-informed approaches into our curriculum. To support backward design, we defined one program-level competency related to trauma-informed practice, with five associated learning outcomes. These learning outcomes have been mapped across the curriculum to support mastery of the competency by graduation. This year, we employed two different instructional approaches (large vs. small group and instructor-led vs. guest expert-led sessions) in one first- and fourth-year course (n=209 and 100 students, respectively). Formative assessments indicate that individual learning outcomes were attained by 72-91% of students. Summative assessments of learning and student evaluations of instruction and perceived learning are forthcoming. Here we describe a comprehensive effort to revise both pedagogy and curriculum in support of trauma-informed teaching and learning in health and exercise sciences. By sharing our process, early successes, and lessons learned, we offer a valuable example for educators and educational designers across disciplines related to human anatomy, physiology, and health. This work is happening on the traditional, ancestral, and unceded territory of the Syilx Okanagan people and is supported by the UBCO School of Health & Exercise Sciences and the UBCO Sexual Violence Prevention & Response Offce. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

On the history of domestic dentistry: professor Gilyariy Ivanovich Vilga and his attempts to reform dental education

One of the most prominent Russian odontologists of the early twentieth century, privat-docent of the Imperial Moscow University Gilyariy Ivanovich Vilga was engaged in the problem of dental education reforming all his life. Considering dentistry, a branch of medical science, equal to its other branches, he considered the optimal model of higher dental education in institutes with a four-year course of study. As the chairman of the Moscow Dentistry Society and the chairman of the board of the Russian Union of Dentists, he presented this initiative to the commission of the State Duma in 1914, but the project was rejected; as a member of the Scientific Dentistry Commission, he attempted again to present his model of dental education in 1918, but the project was rejected by the board of the Dentistry subsection of the People's Commissariat of Health. After his emigration to Poland, Vilga G.I. was a member of the board of professors and one of the directors of the State Institute of Dentistry, established in Warsaw in 1920 (since 1933, the Academy of Dentistry). In Russia, independent stomatological institutes also appeared, but much later.

Widening participation to sandwich courses: temporal challenges

ABSTRACT Within the UK, sandwich courses, i.e. degree programmes that include a year spent on a work placement, usually during the third year of a four-year course, are increasingly offered by higher education institutions to maximise the proportion of their graduates moving into employment and, particularly, jobs that are deemed ‘graduate-level’. Indeed, there is evidence of a strong positive correlation between participation in sandwich courses and employment. Although this positive impact is particularly marked for students from widening participation (WP) backgrounds, such students are also significantly less likely to undertake a sandwich course. The article draws on 50 interviews with higher education staff and students to argue that many of the most significant barriers experienced by WP students are related to various temporal challenges. In doing so, it expands the body of work on the frequent mismatch between hegemonic university time and the time of students from under-represented backgrounds. In addition, it argues that WP students are less able than their more privileged peers to take advantage of the ‘slow time’ necessary to undertake a work placement, and that the rhythms of external actors are also relevant when explaining the challenges faced by WP students.

A63The use of simulation based education (SBE) to improve recognition and management of patients in the transition from acute to end of life care

Recognizing and managing a deteriorating patient, in any setting, can be a challenging and distressing event for health care providers (HCPs). End of life care is a core component of nursing and medical education, yet historically has received minimal focus. Simulation Based Education (SBE) has been shown to be an effective tool for enhancing HCPs competence and confidence when involved with complex clinical scenarios and advocating patient-centred care [1]. The national drive to increase recognition and provision of timely, individualized end of life care is catalysing the need for multidisciplinary team education [2] [3]. To design, deliver and modify SBE programme to enhance quality of patient care as they deteriorate. SBE will be utilized to achieve this by increasing both confidence and competence of a cohesive multidisciplinary team when involved in the care of deteriorating patients. Three SBE study days are held each year which are booked through an online portal. The sessions are facilitated by HCPs from intensive care, palliative medicine, and the practice development team. A handbook outlining SBE scenarios and learning objectives is distributed in advance, this pre-brief allows learners to prepare and understand the format of the day. The teaching day is structured with three clinical scenarios following a patient through different stages of their illness: initially an acute assessment and escalation, leading to consideration of individual treatment escalation plans and ultimately their end-of-life care. Learning through simulation is multifaceted through evidence-based role play, with observers as learners and collective debriefing through facilitated feedback after every scenario. Online feedback provided by all learners has been collated throughout the four-year course development process. Evaluations revealed three main themes; learners valued SBE in terms of replicating practice, de-briefing discussions consolidated learning and enabled learners the opportunity to understand how it will improve their practice and value was placed on multidisciplinary team learning. SBE is an effective method of enhancing the quality of individualized and coordinated care delivered to a deteriorating patient in any setting by HCPs. As an effective tool it also stands aligned with the national drive to improve recognition of patients at the end of their life with proactive advance care planning discussions and holistic care for the dying and their families. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Changes in insight throughout the natural four-year course of obsessive-compulsive disorder and its association with OCD severity and quality of life.

Patients with obsessive-compulsive disorder (OCD) and poor insight show higher symptom severity, lower quality of life (QoL), and a reduced treatment response compared to patients with good insight. Little is known about changes in insight. This study explored the course of insight and its association with OCD severity and QoL among 253 patients with OCD participating in the prospective naturalistic Netherlands Obsessive Compulsive Disorder Association (NOCDA) Study. In 70% of the participants with available insight data, the level of insight changed during the four-year course. Insight was most variable in participants with poor insight. Improvement of insight scores was statistically significantly associated with improvement of Y-BOCS scores (r = 0.19), but not with changes in QoL scores. Change in insight in the first 2 years was not statistically significantly predictive of OCD severity or QoL at four-year follow-up. These findings suggest that patients' levels of insight may change during the natural four-year course of OCD and that improvement in the level of insight have a positive association with improvement in OCD severity.

Effect of Direct Costs of Education on Students’ Transition Rate in Public Boarding Secondary Schools in Kenya

Educational resources and facilities cost money. The government and families mostly cover these expenditures. Kenya has spent considerably in education to improve access and participation. Despite these attempts, many students enroll in secondary school in form one, but the numbers drop as they advance to form four. Some are unsuccessful in the four-year course. The study's main goal was to determine the effect of direct educational costs on the transition rates of students in public boarding secondary schools in Uasin Gishu County. This research employed a Convergent Parallel Mixed Methods Design. 34 principals and 3,917 parents were targeted. The sample includes all the 34 principals and 362 parents purposively and Yamane's Simplified formula-selected respectively. Proportional random sampling aided in the choice of parents. Interviews, questionnaires, and archive content analysis collected data. Thematic analysis helped interpret qualitative data while inferential and descriptive statistics interpreted quantitative data. The findings indicated that, in public boarding secondary schools, student transition is highly connected with direct educational expenses. Direct educational expenditures predict public boarding secondary school students’ grade to grade transition rate. They explain 81.8% of the variation with repairs, maintenance and improvement cost accounting for the highest (34.7%) and school meals was responsible for 0.1% of the variance. The study concluded that, direct costs of education affect students’ grade to grade transition. It recommends the government to: review and increase student capitation so as to cover boarding expenses, diversify funding sources to fully cushion the needy students and fully fund school projects and programmes in order to relieve parents/guardians of the cost burden and thus increase student participation in Public Boarding Secondary schools. Keywords: Direct costs of education, Boarding Expenses, Board of Management Salaries and Motivation Fees, Public Boarding secondary Schools, Student Capitation, Students’ Transition Rates

Tutor support as a pedagogical condition for the project activities implementation of university students

Introduction. The rapid development of modern society forces the labor market to impose constantly updated requirements on university graduates. However, higher education programs do not have the desired dynamics of change in their content, because they tend to meet the current needs rather than new, potentially possible employment terms at the end of four-year course of university study. This situation of uncertainty questions the long-term planning of graduates’ professional activities, which makes it necessary to set such an approach to educational process that will result in graduates’ developing the ability to define their own values, find resources to implement their goals, organize professional activities and reflect on them. The implementation of such an idea is possible through tutoring, which has the potential to facilitate the creation and development of the individual educational trajectory.Materials and Methods. The study is based on a theoretical analysis and interpretation of the pedagogical literature on the topic under consideration, the methods of synthesis, analogy, systematization in order to summarize and compare the data.Results. The need to meet modern standards and requirements has stimulated the introduction of project work in the curricular practice plans at Samara State Technical University. In this regard, tutoring is an important part of the university teaching and learning process, designed to improve students’ academic performance and enable them to achieve their professional goals. The tutoring experience was initially gained while working with the project team to create a virtual reality program for foreign language learning (2016-2019). Tutor support is considered as a pedagogical condition aimed at updating and creating the integrity of the educational content through an individual trajectory, taking into account the personal characteristics and needs of the learner. It is considered as a basic strategy for any model of learning, student guidance, individualization and control. Currently the project work is carried out on the basis of the following educational tracks – “Leader School”, “Technological Entrepreneurship” and “Higher Scientific School”, focused on the development of students’ project and research competencies, which can be fixed as their own competence growth.Discussion and Conclusions. The essence of tutoring as an effective practice of educational process individualization is revealed. The role of interactive position of a teacher in the implementation of tutoring practice is noted. It is concluded that since the tutor's task is to help the student with the optimal choice of resources for constructing his own educational trajectory, the practice of such interaction should be applied in universities to form a flexible approach for students to solve problems in future professional sphere. A large rate of independence during the learning process allows students to engage in goal-setting, self-improvement, reflection, so these components will not cause difficulties in their further professional life.

Burnout Among Saudi Radiological Sciences Undergraduate Students During COVID-19 Pandemic: A Cross-Sectional Study.

BackgroundThe novel Coronavirus Disease 2019 (COVID-19) pandemic has posed unprecedented new stressors and challenges to the applied health sciences’ education. This study explored the prevalence of burnout among Saudi radiological sciences students at King Saud bin Abdulaziz University for Health Sciences during the COVID-19 pandemic.MethodsA cross-sectional study was conducted between November and December 2020 among 176-Saudi radiological sciences students, using the 16-item questionnaire of Maslach Burnout Inventory-General Survey for Students and through non-probability convenient sampling technique. The 16 items of the questionnaire were scored on a 7-point frequency rating scale ranging from 0 (never) to 6 (every day) and consisted of three distinct burnout dimensions/subscales: a) emotional exhaustion (5-items), cynicism (5-items), and professional efficacy (6-items). The means of individual items that make up each scale of burnout were calculated, and statistical analysis was performed using the Mann–Whitney U-test.Results/Observations/FindingsFrom the 176-radiological sciences students approached, 96 (54.5%) completed the questionnaire. The percentage of students who were at moderate to high risk of burnout was 70.8% for emotional exhaustion, 75% for cynicism, and 74% for professional efficacy subscales. Emotional exhaustion was significantly higher among fourth-year students (P = 0.042), than third-year students. Cynicism was significantly higher among fourth-year female students (P = 0.035), than third-year female students. The professional efficacy was significantly lower among fourth-year female students (P = 0.007) than males.ConclusionOur study shows 73.3% moderate to high burnout rates among Saudi radiological sciences students during the COVID-19 pandemic. Burnout increases as students advance to the fourth year. A block/modular curriculum structure for fourth-year courses may be necessary to reduce burnout among fourth-year students. Academic counseling can ease students’ emotional stress and reduce burnout risk.

Developing experimental skills: A hands-on course in acoustical measurement techniques at the Norwegian University of Science and Technology

The course "Acoustical Measurement Techniques TTT4250," offered by the Acoustics Group at the Department of Electronic Systems, Norwegian University of Science and Technology, is a fourth-year course in the specialization of acoustics in the five-year master program "Electronics Systems Design and Innovation" or MTELSYS, and the two-year international master program "Electronic Systems Design" or MSELSYS. It is one of the four required courses for MTELSYS and one of the two required courses for MSELSYS. It offers a hands-on approach to acoustics. This paper outlines the topics covered in this course and the involvement of several academic staff members, as well as invited industry and research institute guest speakers, as teachers. The assessment of laboratory reports is described, and general lecture topics, including measurement uncertainty and statistics, the introduction of standards, and programming, are also described. All aspects of the course aim to maximize students' experience with a broad range of acoustic measurements and their interest in acoustics.

Effect of Optional Assessments on Student Engagement, Learning Approach, Stress, and Perceptions of Online Learning during COVID-19

Due to the COVID-19 pandemic, courses were forced into an online format as universities paused in-person learning and consequently, students were required to adjust to online learning. The objective of the current study was to determine the effect of optional assessments designed to promote engagement in a fourth-year asynchronous online nutritional science course. Seven optional engagement assessments were assigned and students’ stress levels, learning approach, and perceptions of online learning were assessed via surveys at the start and end of the semester. A total of 79.8% (n=210) students completed all seven optional engagement assessments. Further, 56.6% (n=149) reported that the assessments helped them feel more engaged with course content. Perceived stress levels did not change during the semester. Surface learning approach scores increased from the beginning to end of the semester, whereas deep learning approach scores remained unchanged. Surface learning scores were positively correlated with experiencing more stress from organizing and maintaining a schedule, more stress associated with time management, and finding time management more challenging. Deep learning approaches were positively correlated with students feeling engaged in the course, comprehending the course content, and stimulating new ideas/perspectives. Collectively, this data demonstrates that optional engagement assessments can improve student perceptions of online learning, however, these outcomes are related to students’ use of surface versus deep learning approaches.

Mind the 'GAPP': a pre-graduation assessment of preparedness for practice amid a pandemic.

Introduction 'Preparedness for practice' refers to a multifaceted concept, encompassing not only clinical skills, but also broader, non-clinical skills, such as communication and professionalism. Previous graduates have reported feeling less prepared for complex procedures, such as molar endodontics and surgical extractions. Dental students typically utilise their final year to refine their clinical skills, however, the COVID-19 pandemic has meant that newly qualified dentists will have had around six months where they have not performed clinical dentistry before beginning dental foundation training (DFT).Aims This study aimed to explore final year students' self-reported preparedness for practice, identify areas of relative weakness that may influence future training needs and to highlight any perceived impact of the pandemic on final year experience and potential impact on DFT.Materials and methods The current Graduate Assessment of Preparedness for Practice (GAPP) questionnaire was adapted for our specific research aims and piloted and the PreGAPP questionnaire distributed via the social media channels of dental school student societies. Analysis was carried out using IBM Statistical Package for the Social Sciences software using descriptive statistics and the Mann-Whitney U test for two unrelated variables.Results Responses were received from final year students across all 16 UK dental schools. Students reported increased preparedness across domains in which they had the most experience; for example, providing preventative advice and administering local anaesthesia. Male students reported feeling significantly more prepared than female students, mature students significantly more than younger students, and students on four-year courses significantly more than traditional five-year courses. The COVID-19 pandemic was expected to have a major-to-severe impact on undergraduate experience and future DFT prospects.Conclusion Dental graduates in the COVID-19 era may have significantly different training needs to those before them. Complex clinical procedures remain the areas where students feel they are least prepared for practice. The importance of a clinical passport to highlight current experience level to trainers, alongside the creation of a personal development plan at the beginning of DFT, will ensure that targeted and personalised training can be implemented where required.Supplementary InformationZusatzmaterial online: Zu diesem Beitrag sind unter 10.1038/s41415-022-4154-5 für autorisierte Leser zusätzliche Dateien abrufbar.

Changing Perspectives: Should We Integrate Pharmacology in the Clinical Phase?

Medical education has gone through tremendous evolution over the last few centuries. In the pre-Flexner and Osler era, medical education was mainly an apprenticeship-based model. After Flexner’s report in 1910, medical schools were more formalized in the West and became affiliated with universities. They ran four-year undergraduate courses comprising 2 years in preclinical basic science and two years in the clinical phase. Many other countries followed the British model, with five years of undergraduate training and one year of intensive internship training in the hospital. These knowledge-laden, didactic, teacher-centered courses could not produce skilled physicians to meet the challenges and health care needs of the 21st century. That is why innovative teaching methodologies were introduced in medical schools. Problembased learning, team-based learning, flipped classrooms, and integrated curriculum concepts were introduced. In Bangladesh, the medical education also going through a similar transition and heading towards an integrated medical curriculum. Pharmacology being a core preclinical science, is, in fact, at the cusps of clinical education. To produce competent physicians with good prescribing competency, knowledge of drugs is essential. In this perspective, pharmacology is a unique subject that should be integrated across all phases of medical education. Bangladesh Journal of Medical Science Vol. 21 No. 02 April’22 Page : 249-261

A decolonising approach to genre cinema studies

This paper examines the pedagogical and decolonial possibilities of teaching genre cinema through non-Western perspectives. As a sessional instructor teaching across multiple institutions in Vancouver, Canada, I elaborate on how I have taught genre cinema as a decolonial and pedagogical project. Through course design that recognises the way that the evolution of film theory in general, and genre theory in particular, has been encoded in Euro-Western-centrism and analysis, my teaching practice brings into conversation other knowledges and approaches to film-making and film studies that have often been excluded from film studies pedagogy. My pedagogical project is to decolonise film studies, including genre theory, as exemplified in such courses as: Re-Visioning Genre Theory, a fourth-year course at Emily Carr University of Art and Design; Genre Cinema: From Classical Hollywood to Global Contemporary, a third-year course at the University of British Columbia; and Refiguring Futurisms, a fourth-year film seminar at the University of British Columbia. Some of the questions explored in my research and teaching practice consider how genre cinema is adopted and subverted in contemporary non-Western films. In this paper, I use Latin American decolonial theory to focus on Brazilian cinema as an exemplar of non-Western and decolonial approaches to genre theory.

Conversations from the Shin Buddhist-Muslim-Christian Workshops, 2016–2019: Introduction

Conversations from the Shin Buddhist-Muslim-Christian Workshops, 2016–2019:Introduction Dennis Hirota In 2016, members of the Research Center for World Buddhist Cultures at Ryukoku University initiated a project that came to be titled "Conversations in Comparative Theology: Shin Buddhism, Christianity, Islam." The basic plan called for a small number of scholars of the three traditions to meet to present papers on shared themes and discuss vital topics in their own traditions. The hope was that participants would, through the presentations, reflect critically on issues within their own tradition in the light of the theological thinking of other traditions. The first meeting was held at Ryukoku University in 2016. The planning for the project was joined, at various stages, by Perry Schmidt-Leukel of Münster University, Peter Phan of Georgetown University, and David Matsumoto of the Institute of Buddhist Studies, all of whom hosted a meeting at their home institution. In all, four meetings were held in four consecutive years in Kyoto, Münster, Washington, D.C., and Berkeley. For the first three meetings, panels were organized around set themes, with one panelist presenting for each tradition. The themes for all the panels were largely determined at the outset of the project. They were intended to be topics of major significance with broad resonance across the traditions. It was anticipated that each topic would be viewed as harboring issues requiring current deliberation. In this respect, some of the panel topics were more fruitful than others. The panel topics for the first meeting were: (i) Buddha's teaching, revelation, truth; (ii) universality and exclusivism; (iii) myth and history; and (iv) Amida, Allah, Trinity. The panel topics for the second meeting: (i) karmic evil, sin, suffering, and predestination; (ii) practice, prayer, and transformation; (iii) repentance and forgiveness, aspiration, and hope; and (iv) human existence. The topics for the third meeting: (i) wisdom-compassion, divine love/mercy, and transcendence; (ii) shinjin, nembutsu, surrender/faith, remembrance, and the prophetic voice; (iii) Amida's directing of virtue; grace, justice, and moral life; and (iv) naturalness (jinen), fitra, spirit. [End Page 239] At the final meeting, participants presented revised or augmented papers reflecting their experience during the entire project. The eight articles gathered here were originally written as part of the project at various points during the four-year course of its proceedings. Readers will be able to determine the success of the project itself by the merits or limitations of the contributions. It may be useful, however, to offer a reflection on the meetings as a whole. Students of religion experienced in interreligious, intercultural, or comparative theological dialogue will recognize some of the difficulties surrounding the project. I will mention simply that a tension or polarity of concerns quickly emerged that might be characterized as the distance between "comparative" approaches, on the one hand, and more traditional "theological" practices, on the other hand. We learned that students of religion engage in comparison based on diverse hermeneutical presuppositions, and that theological reflection within religious communities of discourse can vary widely as well. Another challenge, at least initially, was limited knowledge of other traditions. This may have inclined presenters to focus on clarifying concepts in their own tradition or highlighting points of convergence with other traditions. This tendency seems heightened when three traditions are involved, although participants were not required to include all three in their research. The basic goal of the project was to foster work in constructive theological treatments of pressing issues in our respective traditions by means of critical engagement with another tradition. This goal may be ambitious, but we learned it is worth the effort. [End Page 240] Dennis Hirota Ryukoku University Copyright © 2022 University of Hawai'i Press

DEVELOPMENT OF THE SYSTEM OF PROFESSIONAL TRAINING OF THE FUTURE TRANSPORT SPECIALISTS IN EDUCATIONAL INSTITUTIONS OF UKRAINE (LATE XIX – EARLY XX CENTURIES)

The article on the basis of theoretical generalizations considers the main aspects of the development of the system of professional training of the future specialists of the transport industry in educational institutions of Ukraine in the late XIX – early XX centuries.The retrospective analysis of the development of professional training of the future specialists for the transport industry in Ukraine in the late XIX – early XX century was conducted on the example of the most progressive and highly paid at the time specialties in this sphere, namely: training of maritime specialists and railway workers.We found out that the period of the end of the XIX – 1917 is the time of creation of educational institutions for the training of the future specialists in maritime affairs. Thus, in the late XIX – early XX century there were more than 20 educational institutions in Ukraine, which provided training for the future sailors for the military and commercial fleet in the Black Sea. During this period, one of the key links in vocational education were maritime schools and long-distance sailing schools, in particular in the Kherson province, they were located in the cities of Beryslav, Oleshky and Hola Prystan, as well as Kherson. It is generalized that in the period of 1921–1941 the professional training of the future specialists for the fleet was done in corps (schools), in which the priority direction of professional training was defined as wide universalization.It is generalized that the development of railway transport took place in connection with the construction of the Kursk-Kharkiv-Azov railway in Slobozhanshchyna, which in turn needed qualified specialists of various professions who somehow interact with this industry. As a result, Kharkiv, an important railway junction, soon became a training center for the future railway specialists. Therefore, on December 1, 1870 at the station of Kharkiv opened a railway school for the training of technicians, which was reorganized into the Kharkiv Technical Railway School. In 1917, the Kharkiv Technical Railway School was reorganized into a Secondary Railway Vocational School. On its basis in 1921 the Kharkiv technical school of ways of a combination of a mechanical specialty with a four-year course of training was created.On its basis in 1921 the Kharkiv technical school of ways of connection of the mechanical specialty with a four-year course of training was created.In 1920, the Operational Technical School for the training of operational specialists was opened at the Southern Railway.On April 1, 1926, specialist training courses for engineers began to function in Kharkiv. On August 17, 1927, they were renamed into the Higher Technical Courses of the People’s Commissariat of Railways in Ukraine.In 1929, three railway technical schools (Technical School of Mechanical Railways, Operational Technical School and Evening Workers’ Mechanical Technical School) were merged into one professional technical institution - Kharkiv United Technical School of Railways.In the late 1920-s – early 1930-s the economy of the USSR gained momentum, but the transport industry did not keep up with the high rate of industrial development. Therefore, on March 23, 1930, the Kharkiv Institute of Railway Engineers began its work. Already in 1940–1941 academic year it became one of the largest railway institutions of higher education in the USSR.Thus, the retrospective analysis of the activities of educational institutions that provided training for the future transport professionals showed that during the period (late XIX – early XX century), in connection with the development of scientific and technological progress in society there was a need to train qualified future maritime specialists and railway workers. During this period, educational institutions were established, which actively developed in the system of professional training of transport specialists.

Increasing Motivation and Engagement in Advanced Literature Courses: Visions of Home: Johann Wolfgang Goethe’s Novel Die Wahlverwandtschaften (1809; Elective Affinities)

Goethe’s complex novel, Die Wahlverwandtschaften, with its focus on enhancing the home and its landscape, an activity that ends in chaos and destruction, allows for a problematization of the Enlightenment credo of perfectibility of humanity and its environment. To increase student motivation, I prefer thematic courses instead of relying on survey courses. In particular, I favor topics that lend themselves to comparing and contrasting the students’ contemporary experience with the historical context. Creating a link between the past and the present, thus offering both familiarity and alterity, facilitates access to the respective theme. At the same time, employing typical pedagogies used in the beginning language courses (images, activities beyond questions, worksheets, games) also in the advanced language, literature, and culture courses like the one described here, fosters stronger engagement with the literary text. This fourth-year course, taught in German, meets our “Learning Goals”, emphasizes transferable skills, and contributes to project-based learning.

The English lesson plan on the theme “English is like oxygen for young professionals”

This work presents a scenario of the introductory lessonto the four-year course «Profession-Oriented Foreign LanguageStudy (English)» which comprises a set of tasks for the first-yearstudents at the B1-B2 level at English classes. The suggestedactivities provide reading, speaking, listening and writing practicesand encourage the students of non-linguistic specialties to discussthe issue of the importance of learning English for their futureprofessional activity.