Second and foreign language teachers’ problem-solving schemata development through informal problem-solving:the relationship between experience and expertise

Purpose: Second and foreign language (SL/FL) teachers’ informal problem-solving has received little explicit research attention while it is widely acknowledged that problem-solving is crucial to expertise development in any complex knowledge domain. To develop a clearer understanding of the role of informal problem-solving in SL/FL teachers’ expertise development, this study investigated how experience (i.e. time on the job) affects the level of problem-solving schemata development. Design/methodology/approach: This situational analysis of teaching practices was conducted with 15 SL/FL teachers divided into three experience groups. Through qualitative coding of verbal reflections on teachers’ own lessons, the structural components of problem-solving schemata development were explored at two levels. The first or basic level represents the broader knowledge base which problem-solving utilizes in understanding and recognizing classroom situations. The second is the expert-level problem-solving knowledge level. Qualitative codes were quantified to enable descriptive statistics and t-tests for the analysis regarding the basic level. A descriptive analysis was performed to uncover expert-level knowledge. Findings and Originality/value: The results show that experience affects problem-solving schemata development in qualitatively different ways at different levels. At the first or basic level, most teachers develop extensive and numerous domain-specific problem-solving schemata with experience. Few experienced teachers develop expert-level schemata. At this level, experience mostly affects the type of domain-specific knowledge and quality of feedback on effective strategies incorporated in these schemata. The findings suggest that future studies need to adopt a multi-level analysis of problem-solving schemata development.</p

Kinesitherapy and Ultrahigh-Frequency Current in Children with Bronchial Asthma

The aim is to compare the effect of the combination of kinesitherapy and ultrahigh-frequency current in children with bronchial asthma with a control group without rehabilitation. There were 24 children with bronchial asthma of average age of 8 followed for 10 days. They were randomized into two groups—12 children in the “physiotherapeutic” and 12 in the “control.” All were treated with equal standard pharmacotherapy. The first group was treated also with kinesitherapy and ultrahigh-frequency current. At the beginning and end of the therapeutic course, the spirometric and anthropometric parameters were documented. In the statistical analysis were included the proportions between the actual and the expected spirometric parameters, adjusted for all anthropometric parameters. The ratios between the actual and the expected spirometric parameters improved significantly in both groups after 10-day treatment compared with before treatment (P < 0.05). In the “physiotherapeutic” group, the improvement after the treatment was significantly greater, when compared with the “control” group (P < 0.05). In conclusion, there is a significant therapeutic effect, upgrading that of pharmacotherapy when children with bronchial asthma were treated for 10 days with the combination of kinesitherapy and ultrahigh-frequency current

Second and foreign language teachers’ problem-solving schemata development through informal problem-solving:the relationship between experience and expertise

Abstract Purpose: Second and foreign language (SL/FL) teachers’ informal problem-solving has received little explicit research attention while it is widely acknowledged that problem-solving is crucial to expertise development in any complex knowledge domain. To develop a clearer understanding of the role of informal problem-solving in SL/FL teachers’ expertise development, this study investigated how experience (i.e. time on the job) affects the level of problem-solving schemata development. Design/methodology/approach: This situational analysis of teaching practices was conducted with 15 SL/FL teachers divided into three experience groups. Through qualitative coding of verbal reflections on teachers’ own lessons, the structural components of problem-solving schemata development were explored at two levels. The first or basic level represents the broader knowledge base which problem-solving utilizes in understanding and recognizing classroom situations. The second is the expert-level problem-solving knowledge level. Qualitative codes were quantified to enable descriptive statistics and t-tests for the analysis regarding the basic level. A descriptive analysis was performed to uncover expert-level knowledge. Findings and Originality/value: The results show that experience affects problem-solving schemata development in qualitatively different ways at different levels. At the first or basic level, most teachers develop extensive and numerous domain-specific problem-solving schemata with experience. Few experienced teachers develop expert-level schemata. At this level, experience mostly affects the type of domain-specific knowledge and quality of feedback on effective strategies incorporated in these schemata. The findings suggest that future studies need to adopt a multi-level analysis of problem-solving schemata development

<i>KRAS</i> Mutation Status in Bulgarian Patients with Advanced and Metastatic Colorectal Cancer

RAS somatic variants are predictors of resistance to anti-EGFR therapy for colorectal cancer (CRC) and affect the outcome of the disease. Our study aimed to evaluate the frequency of RAS, with a focus on KRAS variants, and their association with tumor location and some clinicopathological characteristics in Bulgarian CRC patients. We prospectively investigated 236 patients with advanced and metastatic CRC. Genomic DNA was extracted from FFPE tumor tissue samples, and commercially available kits were used to detect RAS gene somatic mutations via real-time PCR. A total of 115 (48.73%) patients tested positive for RAS mutations, with 106 (44.92%) testing positive for KRAS mutations. The most common mutation in exon 2 was c.35G>T p.Gly12Val (32.56%). We did not find a significant difference in KRAS mutation frequency according to tumor location. However, patients with a mutation in exon 4 of KRAS were 3.23 times more likely to have a tumor in the rectum than in other locations (95% CI: 1.19–8.72, p = 0.021). Studying the link between tumor location and KRAS mutations in exon 4 is crucial for better characterizing CRC patients. Further research with larger cohorts, especially in rectal cancer patients, could provide valuable insights for patient follow-up and treatment selection