To the 85th Anniversary of Anatoly F. Dronov

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

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Modern Approaches to the Teaching of Risk Scienceat a University

Issues of Risk Analysis ◽

10.32686/1812-5220-2020-17-5-94-110 ◽

2020 ◽

Vol 17 (5) ◽

pp. 94-110

Author(s):

V. V. Gamukin

Keyword(s):

Rating Scale ◽

Human Life ◽

Risk Identification ◽

Individual Risk ◽

Professional Activities ◽

Basic Competencies ◽

Internal Rating ◽

Rating Method ◽

Intuitive Method ◽

Numeric Rating

Purpose. Disclosure of the peculiarities of the organization of modern training of university students with a risky perception of reality in order to form basic competencies for future professional activities.Methods. As part of the study, the following were used: the systematization method, the structural analysis method and the numeric rating method.Results. The peculiarities of riskology training in the construction of an individual educational route are determined, in which the possibility of students independently choosing disciplines to realize their own interests in various fields of knowledge is used. Methods of obtaining risk identification skills from trainees are formulated. It is determined that using the intuitive method of risk formalization is the most accessible and expeditious way to remember the possibility of risks. The need to develop a sustainable habit of assessing risks in the future and in fact is justified. This skill is successfully developed using a numeric rating method. The need to develop an internal rating scale for each student is justified, which is useful for making decisions. Disclosed is a method of assimilating risk analysis skills in dynamics. This allows you to identify the development of forecast estimates in comparison with the fact for each individual risk and compile several risks.Conclusion. An educational experiment on the introduction of the Riskology discipline for students ofTyumenStateUniversity suggests that they have successfully overcome the stage of high risk of perception of reality that arose during the COVID-19 pandemic. The acquired knowledge and practical skills will ensure a similar perception of other events in their lives and professional activities. It is necessary to fully expand such practices and find an opportunity to supplement educational programs in universities, regardless of their orientation, with disciplines that directly reveal the nature of risk in human life and give them the ability to manage them.

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Biography of a sociologist and its manifestation in his professional activities. Searches for methodology and analysis of the study

Telescope Journal of Sociological and Marketing Research ◽

10.33491/telescope2019.106 ◽

2019 ◽

pp. 33-44

Author(s):

Boris Doktorov

Keyword(s):

Professional Activities

It is argued that the work of a sociologist is determined by his biography. This provision is revealed by examples of the biographies of Soviet sociologists and the author of this article.

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Training Foreign Language Teachers To Provide Safety In Professional Activities

10.15405/epsbs.2018.09.55 ◽

2018 ◽

Author(s):

T. V. Dymova

Keyword(s):

Foreign Language ◽

Language Teachers ◽

Foreign Language Teachers ◽

Professional Activities

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Resurrected Bodies

Bulletin for the Study of Religion ◽

10.1558/bsor.v39i1.002 ◽

2010 ◽

Vol 39 (1) ◽

pp. 3-6 ◽

Cited By ~ 1

Author(s):

Arlene Macdonald

Keyword(s):

Public Policy ◽

Lived Experience ◽

Organ Transplant ◽

Transplant Recipients ◽

Ethical Considerations ◽

The Public ◽

Professional Activities ◽

Faith Traditions ◽

Anthropological Literature ◽

Religious Actors

The anthropological literature on transplant, though theoretically and ethnographically rich, does not address religion in any substantial way. And while bio-ethical considerations of transplant regularly address religion, treatments are generally circumscribed to a list of various faith traditions and their stance toward organ transplant. Such a presentation reduces “religion” to the world’s recognized faith traditions, “religious actors” to the official spokespersons of these traditions, and “religious belief” to moral injunctions. The objective of the thesis was to illuminate the prominent place of religion in the lived experience of transplant recipients and donors, in the public policy and professional activities of transplant officials, and in the transplant discourses of North America

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Laryngotracheal Separation: From the Perspective of the Pediatric Surgeon

Nihon Kikan Shokudoka Gakkai Kaiho ◽

10.2468/jbes.66.112 ◽

2015 ◽

Vol 66 (2) ◽

pp. 112-114

Author(s):

M. Hirai

Keyword(s):

Pediatric Surgeon ◽

Laryngotracheal Separation

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Professional Activities of Teacher-Andragogue (Foreign Experience)

Comparative Professional Pedagogy ◽

10.2478/rpp-2014-0031 ◽

2014 ◽

Vol 4 (3) ◽

pp. 26-30 ◽

Cited By ~ 1

Author(s):

Larysa Lukianova

Keyword(s):

Adult Education ◽

Education System ◽

Professional Activity ◽

Social Functions ◽

Foreign Experience ◽

Professional Activities ◽

Technological Organization ◽

Integral Role ◽

Role Position ◽

Self Learning

Abstract The idea of the conceptualization of adult education has been postulated in the article including its significant differences. The leading distinguishing feature is the personality of pedagogical staff that works with adults. It has been substantiated the dependence of the functions which are performed by pedagogical staff in the adult education system, on the main characteristics of the society. It has been shown the content of the integral-role position of a pedagogue-andragogue which has 3 elements: subject and content, project and technological, organization and diagnostic. The professional activity of a pedagogue-andragogue has been analyzed as the specialist who professionally organizes and conducts adult training and learning, helps create individual programs of training. At the same time, in his/her activity he/she combines different social functions as well. The most typical are to provide the help in renovating the motivation towards learning and professional activity, to combine the content both andragogical and professional activity of his/her learners, to share the methods of supervising adult self-learning.

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Influence of the content of postgraduate education of radiologists on the number of diagnostic pitfalls

Medical Visualization ◽

10.24835/1607-0763-2018-3-109-117 ◽

2018 ◽

pp. 109-117

Author(s):

S. Р. Morozov ◽

A. V. Kvasyuk ◽

N. N. Vetsheva ◽

N. V. Ledikhova ◽

D. N. Kureshova

Keyword(s):

Clinical Education ◽

Professional Education ◽

Information Service ◽

Diagnostic Errors ◽

Postgraduate Education ◽

Length Of Service ◽

Professional Activities ◽

Specialty Differences ◽

Medical Radiology

Background.Question about the quality and format of postgraduate education of doctors raises increasingly in recent years. Development of professional standards and transition to a system of continuing professional education have allowed professional communities to raise issues of the quality of modern education but there is no clear evidence of the dependence of the level of education and the quality of medical care in the accessible literature. Experts of Research and Practical Center of Medical Radiology carried out the identification of dependence of post-graduate education length for radiologists and the quality of their work that can serve as a rationale for amending the system of doctors training.Patients and methods.The data on education and actual work of 85 radiologists of out-patient and in-patient units of medical organizations of the Moscow Healthcare Department have been analyzed. According to the results of the audit of diagnostic studies, carried out in the “Unified Radiological Information Service” system by the specialists of the Research and Practical Center of Medical Radiology, the final assessment of the work of each radiologist was formed, which reflects the presence or absence of diagnostic discrepancies.Results.Parameters of diagnostic errors depending on the age of doctors, the general length of service and the length of service as radiologist, the duration of postgraduate education in the clinical specialty and the specialty “radiology” have been compared.As a result of the analysis, it was found that the increase in the proportion of diagnostic differences is directly related to the increase in the age of the doctor and does not depend on either the length of service or the time of work in the specialty. Differences between the groups of physicians with the largest (professional retraining after clinical residency) and the smallest (clinical education + radiology) percentage of clinically significant discrepancies are statistically significant (p = 0.05, at the normative value of the Student's test score of 2.16).Conclusion.The inverse relationship between the duration of training of the radiologist in the specialty and the proportion of diagnostic errors, which can serve as a significant justification for making proposals for the exclusion of professional retraining within 576 hours for admission to professional activities of radiologists.

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