Separate Courses Research Articles

Studying financial literacy of university students of non-economic specialties

Introduction. The urgent and complex issue of ensuring personal financial security is currently being addressed in a variety of ways, including in the form of various financial literacy training activities introduced in the educational process of higher education institutions. The aim of the research is the analysis of financial literacy of non-economic profile university students and their relevant competences in the field of personal security and online shopping. Materials and methods. The research material is represented by the questioning data obtained from 427 full-time 3rd and 4th year students of non-economic profile, as well as the data of continuous observation of academic performance of 693 non-economic profile students of Immanuel Kant Federal Baltic University (Russian Federation) trained in 2019-2022 in financial security within the framework of disciplines in basic economics and entrepreneurship which included a distance course “Money and its management”. Results. The analysis of data obtained in the course of the survey is evident of the demand for knowledge and competencies in financial literacy in the students of non-economic specialties (more than 60% of the respondents), demonstrates a sustainable aspiration to improve its level (90% of the respondents). The research confirmed the assumption that the students without special training have no due system of knowledge and competencies in the field of personal financial security and safe online shopping. In particular, 68% of the respondents did not have even a general idea about the system to ensure financial security in Russia; most of the respondents did not know about online shopping site checking services (96%) and 25% of the respondents did not think about online shopping security at all. The analysis of students’ opinions enabled the authors to update the materials on the subject of the research by adding relevant content. Conclusion. The system of personal financial security is an important component of the country’s economic security to be maintained by the younger generation. It is advisable to make separate training course on the basis of the financial literacy section included in the disciplines covering the fundamentals of economics and entrepreneurship. Keywords: students of non-economic profile, financial literacy, personal financial security, “safe online shopping” competence

A professionally oriented distance learning course in a foreign language as the basis for the formation of undergraduate students’ research skills

Introduction. Nowadays society is in demand for skills required to conduct scientific research using a foreign language, among other things, but the problem is that students do not have well-formed research skills. In addition, the undergraduate curriculum does not provide for a separate learning course for the formation of such skills. The purpose of the study is to theoretically and practically substantiate the effectiveness of the application of a professionally oriented distance learning course in a foreign language to the formation of research skills in university students of non-linguistic degree courses. Materials and methods. The study involved second-year students (N = 34) pursuing a degree in “Pedagogical education” (main subjects “History, Social science subjects (Social science, Geography)”, “History, Social science”) at Bunin Yelets State University. For statistical data processing before and after the experiment, methods of mathematical statistics and Mann–Whitney U test, in particular, were used. Research results. It was revealed that the proposed authors’ course is effective for the formation of research skills in students of non-linguistic degree courses at a university. The data obtained at the control stage of the experiment after training indicate that the level of formation of research skills in students in the experimental group is much higher than in the control group (U = 70; p < 0,01). Conclusion. The data on the methods for the formation of research skills in university students are systematized and summarized; the formation of research skills in undergraduate students of non-linguistic degree courses while implementing the authors’ specialized distance learning course in a foreign language is experimentally verified; the effectiveness of this course for the formation of students’ research skills while working with foreign language material was proved. Keywords: distance learning course, professional orientation, research skills, foreign language, nonlinguistic degree course

Investigation of the knowledge, experiences, and opinions of Speech and Language Pathologists on assessments and therapies for cognitive communication disorders in people with Alzheimer's disease - A cross-sectional survey in Turkey

Objective: To examine the knowledge, experiences, and opinions of Speech and Language Pathologists’ (SLP) in Turkey concerning cognitive communication assessments and therapies applied in Alzheimer's disease (AD).Materials and Methods: This study conducted a cross-sectional survey consisting of 24 questions, 17 of which were answered by all participants and 7 answered only by people who have worked people with AD. Questionnaires were sent to the graduated SLPs via social media and mail groups.Results: A total sample was obtained from 145 individuals (130 females, 15 males) with a mean age of 21.4 ± 6.288 years. Of the SLPs, 82.1% had never given therapy to an individual with AD. In addition, 89% of SLPs stated that they did not know that other occupational groups were working with AD. Of the SLPs, 92.4% stated that patients in the mild stage, 89% of patients in the intermediate stage, and 45.5% of patients in the advanced stage could benefit from therapy.Conclusion: This is the first study in Turkey to examine the knowledge, experiences, and opinions of SLPs about assessments and therapies for cognitive communication disorders in people with AD. In this study, it was observed that SLPs lack general knowledge, assessment, therapy practice, and experience with cognitive communication disorders in the AD population. In particular, if a separate course for cognitive communication disorders is not offered in the undergraduate curriculum, this could be arranged in the educational content of cognitive communication disorders, such as dementia, and be explained in detail. Thus, SLPs’ knowledge levels would be increased.

Treatment Rechallenge With Immune Checkpoint Inhibitors in Advanced Urothelial Carcinoma.

To examine patient and disease characteristics, toxicity, and clinical outcomes for patients with advanced urothelial carcinoma (aUC) who are rechallenged with immune checkpoint inhibitor (ICI)-based therapy. In this retrospective cohort, we included patients treated with ICI for aUC after having prior ICI treatment. Endpoints included the evaluation of radiographic response and disease control rates with first and second ICI courses, outcomes based on whether there was a change in ICI class (anti-PD-1 vs. anti-PD-L1), and assessment of the reasons for ICI discontinuation. We identified 25 patients with aUC from 9 institutions who received 2 separate ICI courses. ORR with first ICI and second ICI were 39% and 13%, respectively. Most patients discontinued first ICI due to progression (n=19) or treatment-related toxicity (n=4). Thirteen patients received non-ICI treatment between the first and second ICI, and 12 patients changed ICI class (anti-PD-1 vs. anti-PD-L1) at rechallenge. Among 10 patients who changed ICI class, 8 (80%) had progressive disease as best response with second ICI, while among 12 patients re-treated with the same ICI class, only 3 (25%) had progressive disease as best response at the time of rechallenge. With second ICI, most patients discontinued treatment due to progression (n=18) or patient preference (n=2). A proportion of patients with aUC rechallenged with ICI-based regimens may achieve disease control, supporting clinical trials in that setting, especially with ICI-based combinations. Future studies are needed to validate our results and should also focus on identifying biomarkers predictive of benefit with ICI rechallenge.

FORMATION OF SOFT SKILLS IN PUPILS THROUGH THE CONTENTS OF “CIVIC EDUCATION” COURSE

The article researches the didactic resource of the subject field “Civic Education” regarding the possibilities to form a complex of soft skills at high-schoolers. The means of analysis of the methodological tools of the course revealed that the main components of soft skills, which were summarized in four groups in the study, namely: educational, literacy skills, social and personal skills, can be acquired at the lessons; groups of methods that can be used as trainings to form comprehensive skills at pupils were proposed. In the course of the study, it was established that some universal skills, such as leadership qualities, time management, flexibility, need to be specified through separate courses, which was the area of mutual responsibility of the subjects of the educational process. It was confirmed that teaching should take place on the basis of a balance between the formation of hard skills and soft skills, which corresponded to the conceptual principles of the New Ukrainian School reform and the new challenges of a globalized society. The relevance of the idea of a holistic approach to education grounding on the principle of balance, which involved a harmonious combination of mental development with emotional, creative, and spiritual one was determined; inclusiveness, which meant building an educational process based on dialogicity, partnership and connection of knowledge and experience. It was confirmed that the search for effective strategies for the formation of soft skills and forms of their implementation by means of subjects of various educational fields remained a promising direction of research in pedagogical theory and practice, requiring reflection and dissemination of experience at various levels of education.
 Keywords: soft skills; universal competences; educational process; civic education; comprehensive skills; methods of soft skills formation; holistic approach to teaching; educational practices.

Thematic analyses of participant survey responses following dermatology ECHO programs with dermoscopy: Practical tips and lessons learned.

Skin cancer is a major public health concern in the United States, reflecting approximately one in every three cancer diagnoses. Despite the high incidence of skin cancer, access to dermatologists is limited, especially in rural areas. Primary care physicians play a pivotal role in the evaluation of skin conditions, but dermatology training gaps exist in primary care training programs. This study examines the use of the Project ECHO (Extension for Community Healthcare Outcomes) knowledge-sharing framework to provide dermoscopy and skin cancer detection training to primary care providers (PCPs). Responses to surveys administered to participants in two separate dermoscopy-focused Project ECHO courses were analyzed. Survey responses were collected over a 4-year period for the two courses, which were delivered in Maine and Texas. Thematic analysis of the qualitative data was performed, revealing codes and subcodes that indicated several overall trends. Overall, most respondents indicated the ECHO sessions to be helpful, reporting an increase in confidence and knowledge in dermoscopy. Other codes reflected a positive reception of the learning materials and teaching styles. Furthermore, participant survey analyses highlighted areas of improvement for future ECHO course sessions. This thematic analysis of Project ECHO courses in dermatology with dermoscopy demonstrates the feasibility of using virtual educational platforms to effectively teach PCPs about dermoscopy and skin cancer, with high levels of participant satisfaction. The need to keeping the educational sessions brief, avoid scheduling sessions on high-volume patient care days, and provide a means for participants to obtain hands-on training in the operation of a dermatoscope were among the top lessons learned.

Phase Equilibria and Structure Formation in the Polylactic-co-Glycolic Acid/Tetraglycol/Water Ternary System

This paper concerns a detailed study of the phase separation and structure formation processes that occur in solutions of highly hydrophobic polylactic-co-glycolic acid (PLGA) in highly hydrophilic tetraglycol (TG) upon their contact with aqueous media. In the present work, cloud point methodology, high-speed video recording, differential scanning calorimetry, and both optical and scanning electron microscopy were used to analyze the behavior of PLGA/TG mixtures differing in composition when they are immersed in water (the so-called "harsh" antisolvent) or in a nonsolvent consisting of equal amounts of water and TG (a "soft" antisolvent). The phase diagram of the ternary PLGA/TG/water system was designed and constructed for the first time. The PLGA/TG mixture composition with which the polymer undergoes glass transition at room temperature was determined. Our data enabled us to analyze in detail the structure evolution process taking place in various mixtures upon their immersion in "harsh" and "soft" antisolvent baths and gain an insight into the peculiarities of the structure formation mechanism active in the course of antisolvent-induced phase separation in PLGA/TG/water mixtures. This provides intriguing opportunities for the controlled fabrication of a wide variety of bioresorbable structures-from polyester microparticles, fibers, and membranes to scaffolds for tissue engineering.

Effects of a Spiral Curriculum With Application-Based Project and Lab Components on Motivation and Achievement of Engineering Students in an Urban University

Background: Engineering curricula often consist of separate courses that do not form a cohesive learning experience. Researchers revised an undergraduate computer engineering curriculum at an urban university, seeking to improve motivation and achievement in an important population that is traditionally underrepresented in STEM fields. Contribution: The university serves a diverse student body with a high percentage of first-generation college students. Curriculum reform is important for improving student learning experiences and retaining students in STEM fields. This study provides evidence for benefits of such curriculum reform with this population. Research Questions: The purpose of the study was to determine if the revised curriculum improved student motivation and achievement, and to what extent students felt it prepared them for their future careers. Methodology: This was a mixed-methods, quasi-experimental study, using both within- and between-subjects designs. Quantitative data collected were pre- and post-motivational inventories and grades. Qualitative data included interview data and open-ended survey responses. Findings: Analyses revealed that post-course motivation, when controlling for precourse motivation, was significantly higher for the experimental group in three motivation subscales and students in the experimental group had significantly higher grades in the course than those in the control group. Qualitative data showed participants felt the revised courses built off of each other and helped them learn skills they would need in their careers.

РАЗРАБОТКА КОМПЕТЕНТНОСТНОЙ МОДЕЛИ ТРЕБОВАНИЙ К РЕЗУЛЬТАТАМ ОБУЧЕНИЯ СПЕЦИАЛИСТОВ СФЕРЫ КОМПЬЮТЕРНОЙ ГРАФИКИ И ИГРОВЫХ СПЕЦЭФФЕКТОВ

Today, the industry of computer graphics and game special effects and its application in the development of computer games, virtual/augmented reality (Ar / Vr) occupies a leading position in all areas of life. The training of specialists for the computer graphics and animation industry is very important. However, today, in higher educational institutions there are no disciplines that consider the knowledge and skills of working with computer graphics and special effects for game development and Ar / Vr. The computer games industry is mainly self-taught, who study independently in certain areas of graphics from separate courses. There is no complete course in computer graphics for the computer games industry, Ar/Vr. We have decided to develop an electronic course on the discipline “Fundamentals of creating computer graphics and game special effects for the industry of computer games and virtual/augmented reality”. We have presented in detail the description of the development of a computer model of requirements for the results of training of specialists in the field of computer graphics and game special effects in the gaming industry. After analyzing the theory, a list of professions of people who are employed in the industry was described and their functionality was highlighted. Based on previously identified professions, using international standards, the requirements for the competencies of IT specialists in the field of computer games, computer graphics and animation have been formed. From the identified competencies, a competency-based model of requirements for learning outcomes in the subject areas of the computer graphics and animation industry in the computer games industry was synthesized.

Towards a green university: case of Lithuanian higher education institutions

The diversity of research on sustainable development shows that the analysis of the field of sustainable development is relevant and timely. Based on the paradigm of sustainable development, which states that it is necessary to live in such a way that the present resources are sufficient for future generations, the issues of social education for sustainable development are an important factor. The question arises whether there is even a single higher education institution at the non-university or university level in Lithuania today where sustainable development issues are not included in study programmes and separate courses related to sustainability are not taught. Various documents related to the Sustainable Development Goals (United Nations, 2015) and their implementation show that without an education system, without education, it is difficult to achieve sustainability. Therefore, the legitimate question arises whether higher educational institutions in Lithuania aspire to become “green” institutions, considering that these institutions are responsible for implementing the ideas of sustainability. The article aims to explore the situation of the Lithuanian HEI moving toward a green university. The research methods used include analysis of scientific literature and documents, content analysis, data processing. It can be assumed that in most Lithuanian higher education institutions, sustainability goals are integrated into the strategic plans and at the level of the institution as an organisation. However, the analysis showed that only a few Lithuanian universities are included in the green university rankings, and those do not reach the highest positions. Only a few universities and one non-university institution declare public information about the movement towards a green university. Only a few state non-university institutions in Lithuania declare social responsibility and provide publicly available social responsibility reports. Discussing the transition of higher education institutions from traditional to green institutions, it is useful to analyse the existing models or measurements of sustainability and the green university (HEI) paradigm. N.B. This article uses the terms non-university higher education institution and university as synonyms, especially when discussing a green university paradigm.

Awakening Awareness and Application: Utilizing Guest Speeches and Reflective Learning to Teach Ethics in Marketing

There has been considerable debate on how to teach ethics within the marketing curriculum to accommodate the AACSB requirements requiring emphasis on ethical issues within the business curricula. Since introducing a separate course on marketing ethics has limited reach, we propose incorporating the ethical dimension through guest speeches and reflective learning in a mandatory Marketing course for all business majors. Through phenomenographic analysis of 121 student reflections, we report evidence supporting the effectiveness of this approach in significantly raising awareness of ethics in the marketing domain and in initiating the nurturing of ethical reasoning abilities in undergraduate business students early in their college careers. Students absorbed substantial amounts of knowledge at different levels and demonstrated significant cognitive processing within the revised Bloom’s taxonomy. Using this method to teach marketing ethics promotes awareness and application of ethical reasoning without compromising disciplinespecific instruction.

Abstract P021: Association of social determinants of health and healthcare-related factors with delayed total neoadjuvant therapy among rectal cancer patients from the national cancer database

Abstract Total neoadjuvant therapy (TNT) is a treatment strategy for rectal cancer that includes a course of chemotherapy and a separate course of chemoradiation before definitive surgery. The use of TNT has increased in recent years and carries the potential for improved sphincter preservation and a significant risk reduction of locoregional recurrence. One criterion of the National Accreditation Program for Rectal Cancer is to begin definitive treatment within 60 days of a patient’s diagnosis of rectal cancer. The objective of this study was to evaluate the association of social determinants of health and healthcare-related factors with starting TNT 60 days or more after diagnosis using data from the National Cancer Database (NCDB). Patients aged 18 years and older diagnosed with primary rectal cancer between 2016 and 2019, who underwent NCCN recommended TNT regimen followed by definitive surgery at a Commission on Cancer (CoC)-accredited facility and did not die before receiving surgery were eligible for the current study. We included 3,210 patients in the analytic sample who did not have the following conditions: clinical stage IV, clinical stage T1N0 or lower, non-adenocarcinoma histology, and adjuvant therapy use. Logistic regression models were used to estimate the odds ratio (OR) and 95% confidence intervals (CI) for factors potentially associated with starting TNT more than 60 days after a cancer diagnosis. The median age of patients included in the study was 57 years old, with a majority of them starting TNT within 60 days (87.5%), were males (62.3%), and reported as Non-Hispanic White race and ethnicity (76.7%). Furthermore, 35.0% had a median household income of $63,333 or more, 57.7% had private insurance/managed care, 65.0% traveled within 30 miles to their treatment facility, and 49.1% lived in a zip code where less than 10.9% of adults age 25 or older did not graduate from high school. In multivariable models, factors positively associated with starting TNT after 60 days or more were uninsured status (OR 2.93, CI: 1.84, 4.67), living in a zip code with more than 10.8% of adults age 25 or older not graduating from high school (OR 1.66, CI: 1.22, 2.25), traveling more than 30 miles to the treatment facility (OR 1.63, CI: 1.20, 2.20), treatment with an academic/research program (OR 1.51, CI: 1.13, 2.02), Medicaid as primary insurance (OR 1.50, CI: 1.03, 2.19), Hispanic ethnicity (OR 1.44, CI: 1.00, 2.07), male (OR 1.28, CI: 1.00, 1.65) and age (1.02, CI: 1.01, 1.04). In conclusion, results from this study show that social determinants of health and other healthcare-related factors are significantly associated with those who started TNT more than 60 days after a rectal cancer diagnosis. Further investigation is ongoing to understand the impact of delays in TNT and other treatment regimens for rectal cancer. Citation Format: Megan T. Mai, Zheng Shi, Duke Appiah. Association of social determinants of health and healthcare-related factors with delayed total neoadjuvant therapy among rectal cancer patients from the national cancer database. [abstract]. In: Proceedings of the AACR Special Conference: Precision Prevention, Early Detection, and Interception of Cancer; 2022 Nov 17-19; Austin, TX. Philadelphia (PA): AACR; Can Prev Res 2023;16(1 Suppl): Abstract nr P021.

Using Ontological Modeling by Intellectualization of Learning Processes

The purpose of the article is to investigate and consider the general trends, problems, and prospects of using ontological modeling of learning, training, and education processes in the university.
 The research methodology consists in methods of semantic analysis of the basic concepts of the considered subject area (learning, training, and education processes in the university and intelligent technologies). The article discusses approaches to intellectualization education in the university with the help of modern systems that are based on ontological modeling and intelligent technologies.
 The scientific novelty of the research is the analysis of the ontological modeling use and intelligent technologies for the intellectualization of learning processes.
 Conclusions. The article discusses various aspects related to ontological modeling and intelligent technologies.
 The use of ontological modeling in the intellectualization of the higher educational institutions’ activities makes it possible to move to the individualization of learning processes, to provide students and teachers with access to the ontology of not only a separate course, but also all courses of the educational and professional program in the relevant direction, to involve employers and other stakeholders in improving the educational process.

Our First Experience Implementing “Clinical Embryology and Reproductive Medicine” as a Curriculum Course of the Study Program General Medicine at the Faculty of Medicine in Bratislava, Slovakia

There is no separate course in the medical curriculum summarizing all aspects of human reproduction in most medical school curricula. At the same time, such a course would logically connect knowledge from clinical embryology and assisted reproduction, encompassing the issue of female and male infertility, mechanisms of birth defect formation, their prenatal diagnosis and subsequent specialized neonatal care. The aim of a wide team of university teachers comprising embryologists, gynecologists, neonatologists, endocrinologists, geneticists and others was to create and implement a new course entitled "Clinical Embryology and Reproductive Medicine" into the fourth-year curriculum of the study program General Medicine at the Faculty of Medicine, Comenius University in Bratislava. There has been a great interest in the course, as evidenced by the number of medical students enrolled. The lecture syllabuses have been divided into several thematic areas: 1) Clinical embryology including a laboratory part of assisted reproduction, 2) Cause and treatment options of female and male infertility, 3) A comprehensive view of the issue of birth defects, 4) The issue of preconception education, prenatal and childbirth training, family planning, 5) Reproductive immunology and endocrinology. Despite the complexity of human reproduction being a mainstay of gynecology and obstetrics, it is underemphasized in the medical school curricula worldwide. It is often reflected in shorter hospital / practical trainings during undergraduate studies and lower requirements at the final exam. Therefore, as students almost unanimously valued, this new course is extremely helpful in preparing for the final state exam.

Supporting the Flipped Classroom Approach to Higher Education Through a Computer-Based Learning Environment

This study exemplified two successful implementations of a flipped classroom approach using the computer-based learning environment Toolbox TeacherEducation (TTE) integrated into two separate university courses. We questioned how the TTE can be used in a flipped classroom to teach and learn successfully and how participants’ self-regulated learning and user experience contribute to learning. We analyzed two university courses (N1 = 34, N2 = 73) designed as flipped classrooms. To measure knowledge increase, we developed multiple-choice items to collect knowledge before and after learning. Participants showed a significant learning gain in both courses (average p = .025) with an average effect size of d = 1.02. Since self-regulated learning competencies and user experience affect computer-based learning, we addressed these concepts using different questionnaires. Regarding self-regulated learning, the participants reported above-average skills, but we did not find meaningful correlations with learning. Regarding user experience, the participants rated the TTE as highly usable and well designed. Based thereon, we showed how the TTE could be implemented in a flipped classroom to teach and learn successfully.

СУТНІСНА ХАРАКТЕРИСТИКА УЯВЛЕНЬ ПРО НАНОТЕХНОЛОГІЇ ЗДОБУВАЧІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

In the context of the development of physical education, there is a problem of formation of ideas about nanotechnology of students of general secondary education, which requires its thorough research. The methodology of the research includes the analysis of legal documents, psychological and pedagogical literature and scientific research to determine the essential characteristics of the main concepts, such as: «perception», «perception of nanotechnology»,«perception of nanotechnology of students of general secondary education». It was found that representations are divided into two groups depending on the impact on the subject's sense organs and perform signaling, regulatory and tuning functions in its implementation. They begin to function in a problem situation, which can have varying degrees of certainty, helping to predict the consequences of an event, solve complex problems, rationally evaluate circumstances, search for cause-and-effect relationships, and act in an environment with incomplete information. The interpretation of the terms with the prefix «nano-», in particular «nanotechnology», which in the general sense is defined as the influence on matter at the level of individual molecules and atoms, is given. It has been established that nanotechnologies provide an opportunity to create and modify nanomaterials in a controlled manner, as well as to integrate them into fully functioning larger-scale systems. Thus, the main task of nanotechnologies is to obtain nanomaterials with a given structure and properties and their use for a specific purpose. Emphasis is placed on the need for students of general secondary education to realize the role of nanotechnology in science, production and various spheres of human activity, which leads to the activation of imagination as an important cognitive process. The possible ways of forming ideas about nanotechnology among students of general secondary education are highlighted: updating the content of physics regarding the physical properties of nanomaterials and the use of nanodevices; coverage of historical facts that lead to changes in the perception of the physical picture of the world; implementation of a separate course on nanotechnology, etc. Key words: students of general secondary education, nanotechnology, imagination, physical education.

Toward More Meaningful Tech Integration: Supporting Preservice Teachers to Connect and Ideate

Mentor teacher technology practices are typically not considerations when identifying practicum placements for preservice candidates. Yet, these shape how new teachers use technology in their own future classrooms. Grappling with patterns in candidate gathered observational data (121 pre-service teachers over seven separate technology-focused courses), this study explored the perceived impact of a designed Thinking Tool and ideation process in lieu of practicum experiences revealing little to no modeling of student use of technology for in-process learning. Data were collected from the Thinking Tool and candidate reflections, and findings suggest a value add toward generating multiple innovative applications. Ideation resulted in moving beyond book-end use in instructional designs to creatively integrating technology to support student talk and sense-making, collaboration, and student organization, engagement, and content creation.

GERMAN LANGUAGE FUTURE TEACHERS TRAINING IN HIGHER EDUCATIONAL INSTITUTIONS OF THE USA

The article deals with the issues of future German language teachers training in higher educational institutions of the United States of America. It is determined that the training of future German language teachers is carried out according to educational programs that consist of several compulsory courses (German, English, methods of teaching foreign languages) and a wide range of elective courses. The generalization of the content of German language teacher training programs is presented. Three main blocks of courses that are offered for study within these educational programs are identified. To improve the acquired language skills, a separate German language course is provided, which is detailed in various topics. In general, much attention is paid to the development of free speech through systematic conversations on civilization and various topical issues. At the same time, it is worth noting the individualization of training, as for this purpose morphological and phonetic exercises are often developed according to the needs and level of knowledge of each individual student. The methodological block of the program contains empirical studies of teaching foreign languages to children and adults. At the same time, theoretical foundations of foreign language teaching: approaches, methods, techniques are also mastered. Pedagogical practice is obligatory. Students can implement the acquired knowledge of German language teaching methods through practical application, including lesson planning, classroom observation, materials development and technology integration. The combination of the above mentioned blocks of the program is special topics in German, which include literature or literary criticism, linguistics, linguistic pedagogy. Elective courses are aimed not only at improving the level of German language proficiency, but also cover the study of literature, history and culture of German-speaking countries, as well as familiarization with their media. The importance of compulsory practice in teaching German and the possibility of studying and internships abroad is stated. It is found that the vast majority of future German language teachers in the United States have a bachelor's degree and only about a third – a master's degree. It is established that special attention is paid to the formation and development of speech skills and intercultural communication skills.
 Keywords: future teachers training; program; university; students; higher education institutions; German language.

Mindfulness Practice in the Collegiate Voice Studio, Part 2: A Case Study

Mindfulness Practice in the Collegiate Voice Studio, Part 2:A Case Study Elena Blyskal (bio) MINDFUL VOICE INTRODUCTION Mindfulness practice has seen an increase in scientific support for its use as a means of reducing anxiety, sharpening focus, and improving equanimity in everyday life. Due to the nature of their craft, singers particularly may benefit from this practice to facilitate a process that is physically, cognitively, and emotionally challenging: playing an invisible instrument, one often inseparable from one's identity, while relying on subjective outside ears to do it. Anthony E. Kemp explains. In a performance it is the vocalist's personality that is presented, together with any vocal defects that are perceived as belonging directly to him or her. Singers cannot project their problems onto troublesome reeds, ticking pads, and other technical difficulties; there are very different boundaries in operation … That the processes of learning to sing are so subjective seems to encourage a plethora of contradictory theories, which may leave singers at best bemused, and at worst, highly anxious and constantly unsure about whether they are performing correctly or doing themselves untold damage. Singing students may well find themselves moving from teacher to teacher in constant search for a "guru" who, by use of a particular form of metaphor, somehow manages to "speak their language." This whole process may be very anxiety-provoking.1 Such anxiety can be exacerbated for singers who are also college students, facing the challenges of maintaining a well balanced lifestyle amidst academic demands and social pressures. Issues of time management, independent living, work-school balance, and postgraduation concerns all can be factors in a student's mental distress. This developmental stage of emerging adulthood (ages 18–29) is marked by the uncertainty of both unanswered questions and limitless possibilities,2 both of which may feel overwhelming for the individual who is no longer a child, yet not fully an adult.3 Rates of student stress, anxiety, and depression remain alarmingly high, and academic environments seek new ways beyond counseling to treat these issues.4 Not all students who suffer seek treatment, and research indicates that music students are no exception.5 The research reported in Part One of this series examined and reported the benefits of mindfulness for musicians, students, and music students. These benefits affect multiple facets of the student musician, such as playing technique, performance authenticity, mental health, and mindsets toward [End Page 221] playing, learning, and performing.6 These studies confirm that mindfulness practice reduced performance anxiety, enhanced performance quality, deepened enjoyment in music making, improved positive affect, produced healthier emotional regulation, and increased clarity and depth of learning. Despite these reported benefits, mindfulness training is often absent from a college curriculum, while it could be a critical skill for music students in handling stress both in and out of the practice room. The studio instructor may have a unique opportunity to bridge this gap. Therefore, the case study reported here is an initial observation of voice students as they engaged with mindfulness in and out of voice lessons. This study was conducted as a portion of the author's doctoral studies and was overseen by her faculty committee members. This case study is only the second to examine mindfulness techniques expressly for student solo (rather than choral) singers. To the author's knowledge, it is also the first study to observe the regular use of mindfulness practice embedded into regular practice of a private voice studio, rather than in a separate eight-week course. During this study, mindfulness practices were incorporated into the voice lessons of three music majors for eight weeks. The following questions were addressed: 1. Can practicing mindfulness in the private studio positively enhance the experience of learning vocal technique? 2. Can practicing mindfulness in the private studio help reduce the anxiety of university voice students? MEASURES To answer these questions, the participants offered feedback via openended interviews, a series of follow-up questions, and two separate pre- and post-test scales. At the first lesson and following the last lesson, the singers completed the Five Facets of Mindfulness Questionnaire (FFMQ) and the State-Trait Anxiety Inventory, two scales that have been effectively used in...

Radiotherapy for Ledderhose Disease: A Prospective, Multicenter, Randomized, Double-Blind, Phase III Trial (NCT03507010)

<h3>Purpose/Objective(s)</h3> Radiotherapy is considered a treatment option for Ledderhose disease. However, the added value of radiation has never been confirmed in a randomized controlled trial (RCT). The objective of this study was to test the hypothesis that radiotherapy significantly improves outcome in terms of symptom relief and quality of life in patients with Ledderhose disease as compared to sham-radiotherapy. <h3>Materials/Methods</h3> The LedRad-study is a prospective, multicenter, randomized, double-blind, phase III trial comparing radiotherapy to sham-radiotherapy (placebo), as treatment for patients with symptomatic Ledderhose disease. The main inclusion criteria were pain from Ledderhose disease (≥ 2 on the numeric rating scale (NRS)), no previous surgery and/or radiotherapy to the affected foot, and age ≥ 18 years. Stratification factors were age and gender. Radiotherapy consisted of 10 fractions of 3 Gy administered in two separate courses of five daily fractions, with an interval of 10 weeks. Procedures in both groups were identical, except that treatment delivery was simulated for the patients in the sham-radiotherapy arm. Unblinding of the treatment was performed 18 months after the end of (sham-)radiotherapy. The primary endpoint was pain reduction at 12 months after treatment, measured with the NRS. Secondary endpoints were pain reduction at 6 and 18 months after treatment, quality of life (QoL), walking abilities and safety/toxicity. <h3>Results</h3> From January 2018 to October 2019, 84 patients (27 men and 57 women) were included in this study. Mean age at randomization was 56 years (SD 9 years). A total of 130 feet were treated; 65 in each group. Patients in the radiotherapy group had significantly lower mean pain scores compared to patients in the sham-radiotherapy group at 12 and 18 months after the study treatment (p=0.03 and p=0.01 respectively). Pain relief (cumulative complete and partial pain response) at 12 months was 74% for the radiotherapy group and 56% for the sham-radiotherapy group (p=0.002). At twelve months after the end of study-treatment QoL scores in the radiotherapy group improved and were comparable to the score of the Dutch general population. Multilevel testing for QoL scores showed significantly higher QoL scores for the radiotherapy group compared to the sham-radiotherapy group (p<0.001). Moreover, patients from the radiotherapy group had a significantly higher mean walking speed and step rate when walking fast on bare feet (p=0.02). No safety issues related to radiotherapy occurred during and after treatment. <h3>Conclusion</h3> The LedRad-study showed that radiotherapy for symptomatic Ledderhose disease is an effective treatment which results in a significant pain reduction and an improvement of QoL scores and walking abilities, as compared to sham-radiotherapy.