Course Of Preparation Research Articles

Ability to Understand German Language Spoken Text Through Musik Media at the German Language Education Studi Program FKIP Unpatti Ambon

Oral-text comprehension is one of the essential conditions that ensure interactive oral communication. Oral texts are not only understood as utterances delivered during oral communication but also in the form of announcements, notifications, discussions through audio media. In German language learning, Hörverstehen material is more focused on oral texts delivered through the media. This study aims to describe whether there is a difference in oral-text comprehension ability before and after using music media in learning. This research is an experiment involving 11 students who attended the B1 Preparation Course at the Pattimura University Language Study Center as participants. The activity began with a pretest and then continued with a treatment using music as a medium and then ended with a post-test. The results analysis show that the application of music as a medium in language learning, especially in understanding spoken text in German, contributes positively to the competence of understanding spoken text. The positive contribution is possible because the application of music in learning can condition two things at once, namely creating joyful learning and habituation of word sounds in song verses in students' hearing. The conclusion is based on the results of statistical calculations which show that the calculation value of t = (5.17) is greater than Ttab (1.81) at a significant level of 0.05. On the basis of this finding, it is hoped that this finding can be used as an alternative in improving the ability to understand German spoken text. Keywords: Oral text comprehension skills, music media, language learning, listening skills

Washback in English Education:

Testing is a crucial aspect of language teaching and learning, as it helps determine a learner’s proficiency. This study aims to identify the effects of ninth-grade students’ final examinations on their learning and to suggest procedures for both teachers and students to mitigate negative washback. Data were collected using a test and a questionnaire, and the results were analyzed quantitatively. The findings showed that students significantly improved their scores from the pretest to the post-test (final test). However, they received low scores on the final test due to the time gap between the preparation course and the final test, leading to a loss of motivation and intention. Additionally, most students agreed that thorough preparation before the final examination helped them better understand the test techniques and format. The researcher compared the students’ pretest and post-test results with their final test scores, revealing considerable improvement during the preparation course but negative washback in the final test. Based on these results, the study provides suggestions for further research and implications for language educators in Libya and beyond..

Empowering Medical Students to Address Patient-Initiated Mistreatment at the Transition to Residency: An Education Quality Improvement Study.

Mistreatment from patients is prevalent and has far-reaching negative consequences. To develop a practice-based curriculum on patient-initiated mistreatment and examine participant perceptions before and after the curriculum. Single medical school in the United States. 306 senior medical students from classes 2022 and 2023. A single patient-initiated mistreatment session delivered during specialty-specific residency preparation courses (RPCs) featuring a literature discussion, a response framework, and patient-actor skills practice. Between February 2022 and October 2023, 22 sessions occurred. Electronic surveys were delivered before, following, and approximately eight months after each session. A total of 257 (84.0%) and 174 (56.9%) participants completed pre- and post-session surveys, respectively. Significant increases in mean scores were noted for confidence in recognizing mistreatment (pre-session 4.25, post-session 4.68; p < 0.001) and comfort in addressing mistreatment personally (pre-session 2.86, post-session 4.30; p < 0.001) and as a bystander (pre-session 2.98, post-session 4.27; p < 0.001). In the follow-up survey, participants noted that the session was useful in preparing them for residency. A novel patient-initiated mistreatment curriculum empowered students, resulting in enhanced confidence in responding and sustained skill usage. Medical schools may consider including this training for all graduating students.

Marketization of Shadow Education in Switzerland: How “Edupreneurs” Promote Preparation Programmes for a Selective School Transition

Private supplementary tutoring (PST) is a flourishing market for edupreneurs whose services relate closely to mainstream education. While international research elaborates on geographical variations in PST and edupreneurs’ marketing strategies, the PST market in Switzerland has been largely understudied. This paper contributes to fill this research gap by presenting a thematic analysis of the websites of edupreneurs offering preparation programmes for the highly selective central entrance examination (CEE) to the academically focused public school track of Gymnasium in Zurich. Conceptually, we draw on “problematization” and “commodificiation” as key terms elaborated by “geographies of marketization”. With this performative conceptualisation of the education market, we examine the marketing strategies of the edupreneurs offering CEE preparation courses. We offer two contributions to the existing research. First, the analysis elaborates that private CEE preparation courses are advertised as a market solution that compensates for an omission caused by public education. Second, we show how edupreneurs use rational and emotional arguments to convince families of the need of booking CEE preparation courses for their children. In the discussion, we engage with the findings of our local case study and argue that selective educational transitions have much wider relevance for policy and society elsewhere.

Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study

Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study

International online mentorship for translational researchers

BackgroundTranslational researchers (TRs) fulfill various roles across clinical, educational, and research domains with the ultimate goal of positively impacting patients. Mentorship has been recognized as an important means of career support for TRs, particularly when navigating the complex translational research pipeline and adapting to evolving roles. In response, the Erasmus + PATHWAY project developed and piloted an extra-curricular online preparatory course and mentorship program in 2019 and 2020 to help TRs build mentorship skills, develop their careers, and create online peer-to-peer learning opportunities.MethodsTo assess the pilot online mentorship program, a longitudinal exploratory mixed method study was conducted.ResultsMentees and mentors from both years reported that they joined the program to learn mentorship skills, gain career support, and expand their (international) network. Analysis of evaluation forms indicated that the online preparatory course was evaluated largely positively, with participants suggesting improvements for future iterations. Results of a follow-up survey in 2022 revealed that mentorship was considered helpful in supporting TRs’ work in translational research, and an online mentorship program was useful, provided it included interactive online training, multiple mentee-mentor matching rounds, compatible time zones and professional experience for matched pairs, active program moderation with offline activities, and effective online tools.ConclusionsThis study revealed the mentorship needs of TRs and their recommendations for international online mentorship. The innovative PATHWAY program’s online format, mentee-driven matching, and preparatory training for both mentees and mentors contribute to the development of mentorship for the general translational community that could potentially have broader applications, especially in a post-COVID-19 environment.

Metacognitive instruction: central aspects of pre-service and novice in-service teachers’ knowledge and professional development

ABSTRACT This study addressed the challenges faced by pre- and novice in-service teachers coping with metacognition in the context of teaching higher order thinking (HOT). Our purpose was to reveal and characterize the participants’ metacognitive knowledge and pertinent pedagogical knowledge. We followed pre- and novice in-service teachers who participated in a preparation course for teaching HOT and metacognition, examining both their planning for and actual application of metacognitive instruction in the classroom. We used mainly qualitative research methods, including an open-ended questionnaire, and a thematic analysis of lesson plans, classroom observations, and interviews. we found that most of the participants were able to apply the knowledge studied in the course to develop new learning activities aimed at promoting students’ metacognitive thinking. Novice teachers were also able to apply metacognitive instruction in their classrooms. Participants tended to integrate metacognitive instruction in familiar, traditional teaching patterns rather than in more progressive ones and exhibited several additional challenges that are specific to metacognitive instruction. The implications for preparing and supporting prospective and beginning teachers for metacognitive instruction are discussed.

Young Gamers Outside Education, Employment or Training: Translating Computer Gaming Skills to Job Relevant Competencies

9.5 per cent of people aged between 15 and 29 in Norway are ‘not in education, employment or training’ (NEET) (Statistisk sentralbyrå, 2022). NEET status is generally associated with several negative factors, such as lack of social mobility, poverty, negative socioeconomic status and persistent exclusion from education and work life (Wrigley, 2017). Work exclusion represents a significant challenge on both a macroeconomic level and for the individuals who experience work exclusion. The perspective of computer games as learning tools has resulted in an increased interest in how games can generate positive changes in the player (Gee, 2007; McGonigal, 2012). From the perspective of career guidance, it is central to look at whether the positive changes and the learning such change implies can be used to develop career competencies and skills that are attractive for the world of work. This paper reports on a project to develop, conduct, study and evaluate an occupational training program for 15 young gamers between the ages of 18 and 30 classified as NEET. The research question for the project is how participants in a work preparation course experience computer gaming as an arena for developing career competencies and skills and how these skills and competencies may contribute to the participants’ employability

Clinical Anatomy of Vessels of Popliteal Region

INTRODUCTION: A modern standard for noninvasive diagnostics of the vascular system is duplex scanning. The knowledge of variability of vascular anatomy is essential for ultrasound doctors. AIM: To clarify variants of the clinical anatomy of vessels of the popliteal region using duplex scanning and anatomical preparation. MATERIALS AND METHODS: The work used data of duplex scanning of the arteries and veins of the lower extremities of patients without pathology of the vascular system of the lower extremities, who underwent examination of the vascular system: 200 patients aged from 18 to 92 years. As control, the data of anatomical preparation of 50 amputated lower extremities were taken, with preliminary filling the venous system with a blue synthetic gel. RESULTS: In the course of anatomical preparation, two trunks of the popliteal vein were identified in the distal popliteal region in 86.0% of observations. A typical drain of the small saphenous vein with formation of the saphenopopliteal junction was encountered in 60.0% of cases. In duplex scanning, a high bifurcation of the popliteal artery was detected in 1.9% of observations. The two trunks of the popliteal vein in the distal part of the popliteal region were encountered in 82.4% of cases, and the medial trunk was almost always larger than the lateral one. The small saphenous vein drained into the popliteal vein in 63.0% of cases. In 7.2% of observations, it drained into one of the intramuscular veins. In 0.95% of observations, a perforator vein was identified in the popliteal region. The sural veins were identified in all the patients — two on the medial and lateral surface positioned at the sides of the two trunks of the sural arteries, forming a single trunk before confluence with the popliteal vein. CONCLUSIONS: TThe study revealed the following anatomic variants of vessels of the popliteal region: two trunks of the popliteal vein below the knee joint cleft in 85.7% to 86.0% of observations; a high bifurcation of the popliteal artery in 1.9%; saphenopopliteal junction in 60.0% to 63.0%; perforator veins of the popliteal region in 0.95% of observations; upon that, the small saphenous vein does not form the saphenopopliteal junction.

Prediction of Utilization of Psychological Support During Vocational Rehabilitation

Comprehensive psychological support is a distinctive feature of vocational retraining centers, pivotal in stabilizing the health of the rehabilitants, reducing dropout rates and facilitating return to work. For optimal resource planning within the vocational retraining centers, and thereby ensuring the best possible psychological support during vocational rehabilitation, it is crucial to be able to estimate the number of appointments of the rehabilitants in advance. Even though routine data is available, predictions using regression analysis have not been undertaken previously. To predict the number of appointments in the psychological service, a hierarchical linear regression analysis with 25 potential predictors was conducted using retrospective routine data from 404 rehabilitants. In specifying the regression model, data-driven methods and theory were combined. The Andersen healthcare utilization model served as the theoretical background. The final regression model accounted for 39.5% of the variance in the utilization of the psychological service. Ten variables predicted a higher number of appointments: female gender, boarding status, low resilience, desire for psychological support, past psychological treatment, intake of psychotropic drugs, absence of two specific professional fields, Federal Employment Agency/Jobcenter as the paying institution, and non-participation in a specific preparatory course. The routine data available at the beginning of vocational rehabilitation in a vocational retraining center is generally suitable to predict the number of appointments in the psychological service. As such, it can be utilized for resource planning. Various factors prove to be informative, suggesting that a focus on single factors (e. g., the presence of an ICD-10 F-diagnosis) seems disadvantageous. Limitations of the regression-analytic approach are highlighted.

Sub-Internship Academy: Implementation and Evaluation of Single-Day Resident-Driven Focused Sub-Internship Preparation Course

ObjectiveStrong performance in neurosurgical sub-internships is a vital component of a successful residency application and requires adequate familiarity with clinical knowledge and technical skills that may not be covered in standard medical school curricula. Accordingly, a need exists for immersive and comprehensive sub-internship preparation programs that respect time and resource limitations, are optimized based on longitudinal student feedback, provide opportunities for mentorship, and foster enthusiasm for neurosurgery. Therefore, residents at a single institution designed and implemented a comprehensive curriculum for a one-day sub-internship academy. MethodsAcademy curriculum involved hands-on and discussion-based elements split into three workshops. Anonymous surveys were conducted immediately following the academy and upon completion of sub-internships to evaluate participant perceptions on the utility of the academy. ResultsTwelve medical students participated in the inaugural neurosurgery sub-internship academy. Nine responded to the immediate post-survey, which revealed the following ratings: the overall program was rated as having maximal impact on sub-internship readiness and enthusiasm for neurosurgery by eight (88.9%) and seven (77.8%) respondents, respectively. A largely positive impact on access to mentorship was observed. Six participants responded to a post-sub-internship survey, and all six indicated they agreed or strongly agreed that the academy prepared them to perform well. ConclusionsStudent perceptions of the relevance and utility of the sub-internship academy were positive, and the program fostered enthusiasm for neurosurgery and provided opportunities for mentorship. The participants indicated the academy positively impacted their sub-internship performance, and areas for improvement to guide future iterations of the academy were identified.

Концептуальные аспекты противодействия электоральному экстремизму

Manifestation of extremism elements in the course of preparation for and holding of elections and referendums can trigger destructive consequences irreversible for the state and society: from social upheavals and "orange revolutions" to disruption of the constitutional order and forced seizure of power. The electoral system of any civilized state not only creates conditions for the democratic transition of power in accordance with the will of the people but is also aimed at maintaining stability and law and order in complicated conditions of the transitional electoral cycle including combating manifestations of extremism in the course of electoral procedures and prevention of election of extremists to positions of authority. Extremism that is most aggressively, strongly and dangerously manifested in electoral procedures requires government authorities to take precise and coordinated action to assure and protect electoral rights and freedoms of citizens from illegal encroachments. Legally consolidated authorities and functions of election organizers in the extremism combating issue give an opportunity to suggest a new form of manifestation of political extremism during preparation for and holding of elections and referendums, which is electoral extremism. In this publication, the author makes an attempt at conceptual justification of electoral extremism and giving an author’s definition thereof for the purpose of further analysis of ways of combating electoral extremism to assure free elections and electoral sovereignty of the state from encroachments of political radicals who are often sponsored by intelligence services of hostile foreign states.

Transition Words and Phrases: Logical Fallacy in Saudi Premedical English as a Foreign Language Learners’ Written English

This study investigates the use of transition words and phrases in the writing samples of premedical EFL learners enrolled in a preparatory English course at a university in Saudi Arabia. The study employed an empirical research design and mixed-methods research methodology to investigate the factors behind learners’ perplexity about the semantic contexts for using transition words in written English. Thirty male premedical EFL learners with B1 proficiency levels participated as subjects in the study. Learners’ comprehension of the context of the use of transition words was checked using tests. The test responses were cross-checked through a survey questionnaire. The results show that, in general, these learners are perplexed about the exact semantic connotations of transition words and the complexity in the transition of ideas from one sentence or paragraph to another. This may at times result in a loss of meaning, or a mismatch in the transition word and the context sentence the word is used in. The study’s findings suggest that Saudi pre-university EFL learners use transition words and phrases incorrectly or unnecessarily, and therefore, need intensive training in the use of transition words focused on semantic contexts to enhance their writing skills.

Corticospinal excitability during motor preparation of upper extremity reaches reflects flexor muscle synergies: A novel principal component-based motor evoked potential analyses.

Previous research has shown that noninvasive brain stimulation can be used to study how the central nervous system (CNS) prepares the execution of a motor task. However, these previous studies have been limited to a single muscle or single degree of freedom movements (e.g., wrist flexion). It is currently unclear if the findings of these studies generalize to multi-joint movements involving multiple muscles, which may be influenced by kinematic redundancy and muscle synergies. The objective of this study was to characterize corticospinal excitability during motor preparation in the cortex prior to functional upper extremity reaches. 20 participants without neurological impairments volunteered for this study. During the experiment, the participants reached for a cup in response to a visual "Go Cue". Prior to movement onset, we used transcranial magnetic stimulation (TMS) to stimulate the motor cortex and measured the changes in motor evoked potentials (MEPs) in several upper extremity muscles. We varied each participant's initial arm posture and used a novel synergy-based MEP analysis to examine the effect of muscle coordination on MEPs. Additionally, we varied the timing of the stimulation between the Go Cue and movement onset to examine the time course of motor preparation. We found that synergies with strong proximal muscle (shoulder and elbow) components emerged as the stimulation was delivered closer to movement onset, regardless of arm posture, but MEPs in the distal (wrist and finger) muscles were not facilitated. We also found that synergies varied with arm posture in a manner that reflected the muscle coordination of the reach. We believe that these findings provide useful insight into the way the CNS plans motor skills.

Early Adopters: Navigating AI Integration in Special Education Teacher Preparation

Exploring the role of artificial intelligence (AI) in education is important as it challenges traditional teaching practices and shapes how educators may approach them in the future. In this article, we document the transformative integration of AI in special education teacher preparation, highlighting how we, as early adopter professors, attempted to navigate this journey, offering practical applications for AI use. Practical applications of generative AI tools include aligning course objectives, developing modules, and creating assignments and assessment measures. Additionally, we describe innovative uses for AI, such as incorporating chatbots in teacher preparation courses, navigating curriculum development, generating case studies, and aligning individualized education program (IEP) goals with curricular standards. We also explore how AI can be employed as a reflective coaching tool for teaching practice. Ethical considerations are emphasized, focusing on transparent communication about AI use and documenting the learning process to humanize assessment experiences and mitigate potential risks.

Enhancing Educational Practices through AI and Data Visualization: Insights from a Community Engagement Workshop

This community engagement explores the application of Artificial Intelligence (AI) and data visualization in the context of education through an interactive workshop. The workshop aims to enhance the capacity of high school teachers in Jakarta to utilize technology for data analysis using applications like Tableau. Participants engage in hands-on practice with four case studies: analysis of student performance by gender, the influence of parental education on student outcomes, evaluation of the effectiveness of exam preparation courses, and analysis of the impact of lunch programs on student achievement. Results indicate a significant improvement in participants' understanding and skills in using data to support evidence-based decision-making in educational settings.

ЭФФЕКТИВНЫЕ ОБРАЗОВАТЕЛЬНЫЕ УСЛОВИЯ ДЛЯ ОБУЧЕНИЯ ИНОСТРАННЫХ СТУДЕНТОВ РУССКОМУ ЯЗЫКУ

The article discusses some aspects of the practical study of the Russian language by foreign students and students in preparatory courses. Practice has shown that special attention should be paid to spelling issues. It is suggested of using algorithmized rules of the Russian language, including graphically presented ones. It is emphasized that the algorithms presented graphically have both clarity, simplicity and convenience of solving spelling problems, as well as additional communication capabilities. The features of the algorithmic approach in the training of students from Ghana, Congo, Yemen, Iraq, as well as Uzbekistan and Turkmenistan are reported. The flowcharts of specific spelling rules of the Russian language are given. Aspects of the organization of cultural and linguistic work with foreign students are also considered. Attention is drawn to examples of events in which, in a creative learning atmosphere, foreign students solve problems of Russian spelling adapted to language training. The article draws attention to a certain difficulty associated not only with the complexity of Russian spelling, which is quite understandable, but also with the difficulty of writing Russian letters unusual for foreign listeners.

STUDY THE ACHIEVEMENT OF INTEGRATED PREPARATION FOR COOPERATIVE EDUCATION, FACULTY OF ARCHITECTURE AND DESIGN, RAJAMANGALA UNIVERSITY OF TECHNOLOGY PHRA NAKHON

In this research, there are the outcomes of integrated and to assess the achievement for renew the design a teaching model in the subject of preparation for integrated cooperative education, among 3rd-year Industrial Product Design and Department of Packaging and Printing Design major students and 4th-year Architecture major students at Faculty of Architecture and Design, RMUTP, who participated in the cooperative education preparation course. Methods for conducting research involved studying cooperative education preparation issues, followed by an analysis to determine the appropriateness value and the components necessary for creating an appropriate teaching model. This was done using questionnaires and interviews from 5 teachers and staff members at Faculty of Architecture and Design, RMUTP, and assessing the achievement of preparing for integrated cooperative education for 50 people using the 5-level estimation scale technique. The results indicated that the study of cooperative education preparation issues, involving a total of years 3rd student 63 participants, was at a high level, average (x̄ = 3.97, SD = 0.72). As for the format of teaching in the subject of preparation for integrated cooperative education by 5 design experts was overall at the highest level, average (x̄ = 4.83, SD = 0.26) and satisfaction evaluation results of personnel staff, establishment owners or mentors who supervised or worked with 50 cooperative education students from each establishment were overall at a high level, average (x̄ = 4.20, SD = 0.63).

Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context

This paper employs a mixed-methods design to investigate the supportive roles of the translanguaging practice, specifically the use of students' First Language (L1), and English for Specific Purposes (ESP) courses within the context of English Medium Instruction (EMI) in a Transnational Education (TNE) program in China. It involved collecting questionnaire responses from 268 undergraduate Chemical Engineering students and conducting 17 follow-up semi-structured interviews. The hierarchical multiple regression analysis revealed students' academic language-related challenges and ESP course performance were two statistically significant predictors of their EMI academic success; academic linguistic challenges and students' L1 use attitudes emerged as significant indicators of their EMI learning self-efficacy. Qualitative data analysis further uncovered students' positive beliefs regarding the bridging effects of L1 use on facilitating their EMI learning and the foundational role of ESP courses in linguistic preparation. These empirical findings lead to significant pedagogical implications, aiming to scaffold effective EMI learning in the investigated context.

Toward Culturally Responsive Instructional Leadership from Structured Critical Self-Reflection (CRILS)

ABSTRACT This study analyzes a principal preparation course structured by Culturally Responsive School Leadership (CRSL) and critical educational leadership research. Introducing CRILS (Culturally Responsive Instructional Leadership Structured by critical self-reflection), the methodology aims to humanize school experiences for Black and racially minoritized students. Through qualitative inquiry, including interviews and analysis of racial autobiographies, the study found that critical self-reflection helped participants recognize biases and confront negative emotional responses. CRILS extends CRSL by incorporating lessons from pre-Brown practices and emphasizes reflective practices among all school-affiliated adults to foster student learning and guidance opportunities.