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A typical didactic problem associated with teaching the discipline "Health, Safety, and Fundamentals of Occupational Safety" is the low level of student interest in the content of the educational material. The purpose of the study was a critical comprehension of the results of using narratives about alcohol phenomena in the process of studying a specific topic of this discipline by students of a pedagogical higher education institution. Two hundred and forty-six first-year students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. The data collection tool was a questionnaire that contained eight questions about alcohol phenomena. The level of students' interest in the educational material at the beginning and at the end of the academic year was assessed to determine the reliability of the shift in its features in the experimental and control groups. The significance of the shift in the values of cognitive interest indicators for students of the experimental and control groups was assessed using the G-sign test. The theoretical framework covered the integration of psychological and medical knowledge around the process of forming alcohol addiction. According to the results of the study, the experimental group showed an increase in cognitive interest in the new content of the educational material. The results of the study may be of international importance if they are used to educate students to consciously choose their own range of acceptable alcohol consumption. Keywords: alcohol-related phenomena, cognitive interest, integrated approach, narrative approach, safe behavior

Purpose: To determine long-term outcomes of a cohort of children with germinoma treated with chemotherapy and radiation therapy without primary tumor boost even in the absence of complete response to chemotherapy. Methods: This retrospective study analyzed the outcome of patients with germinoma consecutively diagnosed and treated at a tertiary care center from January 2000 to December 2021. MRIs were reviewed by two radiologists, blinded to patient data. Tumor location at diagnosis, tumor response to chemotherapy and at completion of radiation therapy and site of relapse were assessed. Tumor response was assessed radiologically by determining the tumor size and response on diffusion-weighted imaging, in addition to biochemical, cytological parameters and neurological status. Results: Of 46 pediatric germinoma patients, 29 children (14 male; median age 12.8 years) received no primary tumor boost. Median follow-up was 63 months (range 9-187 months). Twenty-five children had localized disease and tumor location was suprasellar (n= 11), pineal (n= 10), bifocal (n= 3) and basal ganglia (n= 1) while 4 children had metastatic disease at presentation. All patients completed multi-agent chemotherapy followed by either ventricular irradiation (VI) (23.4 Gy) (n = 23), whole brain (WBI) (23.4 Gy) (n = 5) or craniospinal radiation (CSI) (23.4 Gy) (n= 1). Two children, who had localized disease at presentation and received VI after chemotherapy, relapsed 9 months and 32 months after completion of treatment respectively. No patient had a local relapse. Location of relapse was distant, outside (n= 1) and inside (n= 1) the irradiation field. Five-year PFS was 91% and overall survival (OS) was 100%. Conclusions: In this case series, excellent 5-year PFS and OS rates were achieved with chemotherapy followed by radiation therapy of 23.4 Gy delivered without primary tumor boost. No local relapse was observed despite omitting primary tumor boost in patients with localized and metastatic germinoma.

The article contains the conceptual vision of socialist realism as one of the key characteristics of art, transformed in the postmodern cultural era. Social realism is a cultural manifestation of the historical development of Soviet republics, including the Ukrainian SSR. The essence of socialist realism is seen as a manifestation of ideology in the Soviet conditions. Besides, the article considers the phenomenon in the context of postmodernism, relying on the findings of various scholars, and describes the interaction between postmodernism and socialist realism. Despite the general view that postmodernism (literally “coming after modernism”) emerged in the United States and Western Europe in the 1960s-1970s, there could be another way this movement evolved in fine art and architecture. The fact that the artists from the post-Soviet space managed to adapt to the global cultural field of postmodernism so swiftly proves that the totalitarian system failed to eliminate the plurality of opinions. A post-Soviet variant of postmodernism was largely defined by the influence of socialist realism. The recently proclaimed era of post-truth that allegedly started after the new millennium produced fascinating political and artistic experiments in the post-Soviet space. Hence, it would be logical to assume that some previously developed mechanisms were activated there. Post-truth as an instrument of politics in that sense resonates with the socialist realism used as an instrument of class struggle. Research methods include description, synthesis and analysis.

Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. Keywords: multidisciplinary approach, narrative approach, technical phenomena, technology teachers

The research is based on the analysis of the main aspects of vocational and pedagogical training of future teachers in Podillia educational institutions (1920–1925). The history of formation of various training courses has been traced, invastigated on the basis of archival and literary sources. They include Vinnytsia short-term pedagogical courses for school workers and representatives of preschool and extra-curricular education, Vinnytsia Institute of Public Education and Higher regular 3-year pedagogical courses (Vinnytsia, Tulchyn, Bershad, Olhopil, Haisyn, Tivriv, Khmilnyk, Nemyriv, Zholobyansk, etc.), designed to provide teachers for all types of schools during a specified period. Changes and innovations in educational process of educational institutions have been considered, features of vocational and pedagogical training of future teachers in the history of formation of the national pedagogical system have been highlighted. It has been stated that a significant role in the educational process was given to the subjects of artistic and esthetic cycle: music, graphic arts, singing, theory and psychology of artistic creativity, which contributed to the formation of vocational and pedagogical culture of future teachers, developed the ability to influence the intellect, will and feelings of the pupils. It has been proved that the vocational and pedagogical training of future teachers in Podillia educational institutions in 1920–1925 has undergone numerous reforms in the conditions of creation of a new Ukrainian school and still needs deep study. Special short-term courses for school workers and representatives of pre-school and out-of-school education were nearly the only pedagogical training (1920–1920), which would provide retraining of teachers in the transition period of reforming pedagogical education, and as a consequence - the actual lack of training for future representatives of education. It has been proved that Vinnytsia Institute of Public Education and Higher regular 3-year pedagogical courses became the leading educational institutions in the professional training of teachers in Podillia (1920–1925). It has been stated that the appeal to historical and pedagogical values, one of which is the vocational and pedagogical training of future teachers, is of great scientific and practical importance.

Aim of the research is to validate the methodological approaches, developed by the authors, for the further use in the studies on historical pedagogy that within the regional aspect examine the processes of emergence of pedagogical education in Ukraine. For highlighting the issues of methodology of the historical and pedagogical research within the regional dimension, contemporary scientific approaches were used, including the integrated, systematic, activity, and synergic ones. The principles of objectivity, evidence, comprehensiveness, substantive analysis, of historical and logical coherence, of continuity, and systematic one were chosen as the main methodological grounds for the research. The study is novel in that it allows to assert: the mentioned methods of research with regard to its key concepts provide an opportunity to compare and trace the evolution and dynamics of development of the pedagogical education of the region within the defined chronological frame, shaping it as a complex, controversial process, influenced by many factors. The results prove that a research on pedagogical history should be grounded in holistic, historical and chronological, systematic, paradigm, structural, functional, axiological, and cultural studies approaches, be science-based, historically accurate, congruous with nature and culture. Within the scope of these approaches and principles, appropriate research methods should be used, i.e. empirical, general-science and specialized ones.

The aim of the article is to reveal the essence of pedagogical ideas of Mykola Leontovych, a composer and an educator, who defended the need for a closer connection of pedagogy and art, particularly in the field of professional training of future teachers in Podillia region of Ukraine during the late 19th into the early 20th centuries. The methodology of the study is based on the application of historical, chronological, cultural, and axiological approaches, which place the evolution of M.Leontovych’s views in a broad socio-cultural context. The creative scientific approaches of M.Leontovych regarding the necessity of mastering art in the system of vocational training of future teachers were emphasized; the basic principles of the interrelation of art and pedagogy in forming the personality of future teachers were substantiated.

This study aims to analyze survival, repeat hospitalization, and risk factors for surgically treated left-sided endocarditis. Retrospective review of all 166 (114 native and 52 prosthetic) patients operated between January 2004 and March 2015 was performed. Long-term survival and repeat hospitalization data for 134 of 166 patients were obtained via linked clinical databases with the Manitoba Centre for Health Policy. Kaplan-Meier estimates of survival and hospital readmission and Cox multivariable regression analysis of factors influencing outcomes were performed. Survival at 1 and 5 years was 91% and 80%, respectively, and major adverse prosthesis-related event repeat hospitalization rates were 12% and 21%, respectively. Repeat hospitalization because of endocarditis was 7% and 11% at 1 and 5 years, respectively. Survival and repeat hospitalization were similar for aortic and mitral valves. Survival after surgically treated endocarditis was similar to survival for age-, sex-, and valve-matched surgical valve replacements for noninfectious indications (P = 0.53). Viridans Streptococci was the most common organism in native valve endocarditis, and culture negative endocarditis was most common in prosthetic valves. Prosthetic valve endocarditis (P 0.01) and preoperative renal dysfunction (P 0.01) were risk factors for in-hospital mortality and major postoperative adverse events. Diabetes and renal dysfunction were associated with poor long-term survival, functional survival, and repeat hospitalization. This analysis suggests that surgery remains a very effective tool in management of these complex patients in terms of survival and major adverse prosthesis-related event repeat hospitalization.

As Ukrainian national system of education is coming into being, aiming to promote development of personal competences on the basis of culture, art, and folk traditions of the Ukrainian people, introducing the spiritual heritage to the young generation, the problem of developing artistic and aesthetic competencies of the future teachers by means of decorative and applied arts becomes topical. The didactic value of the arts, as well as their limitless potential for competencies development are well recognized. This urged us to develop an artistic and aesthetic competencies training technique for the future teachers with the use of decorative and applied arts. The aim of the study is to test experimentally the effectiveness of this technique. The theoretical methods used are: analysis of psychological, pedagogical, methodological and specialized publications, of educational documentation; analysis, synthesis, abstraction, and systematization of data, comparative analysis of dissertations. Empirical methods are: questionnaire survey, observation, testing, independent peer review, analysis of students’ practical results to determine criteria, indicators and levels of artistic and aesthetic competencies development; pedagogical experiment. Also used is the mathematical statistics method to analyze and determine effectiveness of the technique.

RNA Helicase associated with AU-rich element (RHAU) (DHX36) is a DEAH (Aspartic acid, Glumatic Acid, Alanine, Histidine)-box RNA helicase that can bind and unwind G4-quadruplexes in DNA and RNA. To detect novel RNA targets of RHAU, we performed an RNA co-immunoprecipitation screen and identified the PITX1 messenger RNA (mRNA) as specifically and highly enriched. PITX1 is a homeobox transcription factor with roles in both development and cancer. Primary sequence analysis identified three probable quadruplexes within the 3′-untranslated region of the PITX1 mRNA. Each of these sequences, when isolated, forms stable quadruplex structures that interact with RHAU. We provide evidence that these quadruplexes exist in the endogenous mRNA; however, we discovered that RHAU is tethered to the mRNA via an alternative non–quadruplex-forming region. RHAU knockdown by small interfering RNA results in significant increases in PITX1 protein levels with only marginal changes in mRNA, suggesting a role for RHAU in translational regulation. Involvement of components of the microRNA machinery is supported by similar and non-additive increases in PITX1 protein expression on Dicer and combined RHAU/Dicer knockdown. We also demonstrate a requirement of argonaute-2, a key RNA-induced silencing complex component, to mediate RHAU-dependent changes in PITX1 protein levels. These results demonstrate a novel role for RHAU in microRNA-mediated translational regulation at a quadruplex-containing 3′-untranslated region.

Polynucleotides containing consecutive tracts of guanines can adopt an intramolecular G-quadruplex structure where multiple planar tetrads of hydrogen-bound guanines stack on top of each other. Remodeling of G-quadruplexes impacts numerous aspects of nucleotide biology including transcriptional and translational control. RNA helicase associated with AU-rich element (RHAU), a member of the ATP-dependent DEX(H/D) family of RNA helicases, has been established as a major cellular quadruplex resolvase. RHAU contains a core helicase domain responsible for ATP binding/hydrolysis/helicase activity and is flanked on either side by N- and C-terminal extensions. The N-terminal extension is required for quadruplex recognition, and we have previously demonstrated complex formation between this domain and a quadruplex from human telomerase RNA. Here we used an integrated approach that includes small angle x-ray scattering, nuclear magnetic resonance spectroscopy, circular dichroism, and dynamic light scattering methods to demonstrate the recognition of G-quadruplexes by the N-terminal domain of RHAU. Based on our results, we conclude that (i) quadruplex from the human telomerase RNA and its DNA analog both adopt a disc shape in solution, (ii) RHAU53–105 adopts a defined and extended conformation in solution, and (iii) the N-terminal domain mediates an interaction with a guanine tetrad face of quadruplexes. Together, these data form the foundation for understanding the recognition of quadruplexes by the N-terminal domain of RHAU.