Cases in methods of teaching Russian as a foreign language

The article deals with the specificity of using cases in teaching Russian as a foreign language (RFL) to the adults getting higher professional education or studying Russian for personal goals. The research describes operational phases in the educational process of cases and presents the innovative three-component model of the case. The model is based on features of teaching Russian as a foreign language and takes into account the level of the language proficiency, peculiarities of students and learning environment. The authors define greatest challenges and positive aspects of using cases and lay down their efficiency conditions. The structure of the case developed and proposed in the article can be used in teaching any European language (with some modifications connected with features of culture and everyday life of this or that country). Efficiency of the method, proposed in the article, has been tested at Omsk Tank-Automotive Engineering Institute in the groups with the student number not exceeding 10 persons. The article formulates general methodical requirements and conditions enhancing the productivity of teaching Russian as a foreign language while using cases, positive and negative aspects of cases in methods of teaching Russian as a foreign language

Recommendations from the European Working Group for Value Assessment and Funding Processes in Rare Diseases (ORPH-VAL)

International audienceAbstractRare diseases are an important public health issue with high unmet need. The introduction of the EU Regulation on orphan medicinal products (OMP) has been successful in stimulating investment in the research and development of OMPs. Despite this advancement, patients do not have universal access to these new medicines. There are many factors that affect OMP uptake, but one of the most important is the difficulty of making pricing and reimbursement (P&R) decisions in rare diseases. Until now, there has been little consensus on the most appropriate assessment criteria, perspective or appraisal process. This paper proposes nine principles to help improve the consistency of OMP P&R assessment in Europe and ensure that value assessment, pricing and funding processes reflect the specificities of rare diseases and contribute to both the sustainability of healthcare systems and the sustainability of innovation in this field. These recommendations are the output of the European Working Group for Value Assessment and Funding Processes in Rare Diseases (ORPH-VAL), a collaboration between rare disease experts, patient representatives, academics, health technology assessment (HTA) practitioners, politicians and industry representatives. ORPH-VAL reached its recommendations through careful consideration of existing OMP P&R literature and through a wide consultation with expert stakeholders, including payers, regulators and patients. The principles cover four areas: OMP decision criteria, OMP decision process, OMP sustainable funding systems and European co-ordination. This paper also presents a guide to the core elements of value relevant to OMPs that should be consistently considered in all OMP appraisals. The principles outlined in this paper may be helpful in drawing together an emerging consensus on this topic and identifying areas where consistency in payer approach could be achievable and beneficial. All stakeholders have an obligation to work together to ensure that the promise of OMP’s is realised

Quantity VS Quality: Logical-Philosophical and Cognitive Bases of Interaction

The article discusses some interaction aspects of basic universal categories of quantity and quality. Within the logical-philosophical approach, the categories of quantity and quality reflect the objective aspects of existence and the reality objects relationship. This explains the significant correlation between these categories and language: different knowledge formats about the quantitative and qualitative side of being find their linguistic embodiment. Studying these categories interaction from the standpoint of human cognitive activity within anthropocentric linguistics and cognitive-discursive paradigm reveals some new potential for analysis which implies the possibility of qualitative characteristics interpretation of language units with quantitative meaning. The conclusions are: 1) both quality and quantity reflect the objects properties and characteristics, thus showing a close connection which enables the interpretation of quality via quantity; 2) ontologically motivated association of quantity and quality signifies that a language unit contains both explicit (quantitative) and potentially inferred implicit (qualitative) characteristics; 3) QUANTITY as a modus or evaluative concept is the result of the quantitative aspect of being comprehension and is capable to profile the qualitative characteristics of the reality objects; 4) the phenomenon of inference, acting as a ‘bridge’ between quantity and quality is a cognitive basis for the quantitative interpretation of quality

Cases in methods of teaching Russian as a foreign language

The article deals with the specificity of using cases in teaching Russian as a foreign language (RFL) to the adults getting higher professional education or studying Russian for personal goals. The research describes operational phases in the educational process of cases and presents the innovative three-component model of the case. The model is based on features of teaching Russian as a foreign language and takes into account the level of the language proficiency, peculiarities of students and learning environment. The authors define greatest challenges and positive aspects of using cases and lay down their efficiency conditions. The structure of the case developed and proposed in the article can be used in teaching any European language (with some modifications connected with features of culture and everyday life of this or that country). Efficiency of the method, proposed in the article, has been tested at Omsk Tank-Automotive Engineering Institute in the groups with the student number not exceeding 10 persons. The article formulates general methodical requirements and conditions enhancing the productivity of teaching Russian as a foreign language while using cases, positive and negative aspects of cases in methods of teaching Russian as a foreign language