The features of adaptation possibilities of the suvorov military school students withdifferent chronotype

2015 ◽  
Vol 21 (31) ◽  
pp. 8-13
Author(s):  
Беляева ◽  
Viktoriya Belyaeva
Keyword(s):  
Temporal Perception ◽  
School Students ◽  
Military School ◽  
Individual Minute

The article presents the results of the analysis of the chronotype, parameters of the bioelectrograms, indicators of the chronotop spatial-temporal perception of the Suvorov Military School students of 13–14 years old. The representatives of expressed morning chronotype dominate among them. “Individual minute” in the students practically coincides with the astronomical minute. It was found out that the parameter of bioelectrogram «fractality» is above in the students with indifferent chronotype, but “mood” is lower than that in the students with expressed morning chronotype.

Evaluation of cardiopulmonary resuscitation knowledge and efficacy of education in military school students

Resuscitation ◽  
2006 ◽  
Vol 70 (2) ◽  
pp. 327
Author(s):  
T. Loukas ◽  
P. Rammou ◽  
K. Panagiotopoulou ◽  
K. Kritikos ◽  
S. Nanas
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
School Students ◽  
Military School

scholarly journals DEVELOPING PERSONALLY ORIENTED METHODOLOGY OF TEACHING A FOREIGN LANGUAGE TO THE MILITARY SCHOOL STUDENTS

2016 ◽  
pp. 185-187
Author(s):  
Elena Rashitovna Antonenko
Keyword(s):  
Foreign Language ◽  
Educational Activity ◽  
Optimal Conditions ◽  
School Students ◽  
Complex Tasks ◽  
The Real ◽  
Military School ◽  
The Military

The article focuses on developing personally oriented methodology of teaching a foreign language to the military school students. It is considered as a system of individual increasingly complex tasks which implements the functions of diagnosing, forming and developing the real educational abilities and creates optimal conditions to include the student into the active educational activity according to his potential abilities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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