THE USE OF 3D CONSTRUCTIVE MODELS AND PUBLIC PRESENTATIONS AS A TEACHING METHODOLOGY IN THE SUBJECT “CONSTRUCTION OF NON-STRUCTURAL ELEMENTS”

Author(s):  
Vicente Raul Pérez-Sánchez ◽  
Maria Francisca Céspedes-López ◽  
Raul Tomas Mora-García ◽  
Beatriz Piedecausa-García ◽  
Juan Carlos Pérez-Sánchez
Author(s):  
Stephen Gardbaum

This chapter describes the structural elements or components of a free speech right. The nature and extent of a free speech right depends upon a number of legal components. The first is the legal source of the right (in common law, statute, or a constitution) and the force of the right having regard to how it is enforced, and whether and how it can be superseded. The second component is the ‘subject’ of free speech rights, or who are the rights-holders: citizens, natural or legal persons. The third is the ‘scope’ of a free speech right, while the fourth is the kind of obligation it imposes on others: a negative prohibition or a positive obligation. The fifth component is the ‘object’ of a free speech right: who is bound to respect a right of freedom of expression and against whom the right may be asserted. Finally, there is the ‘limitation’ of a free speech right.


2021 ◽  
Vol 39 (3) ◽  
pp. 118-122
Author(s):  
M. A. Magomedova ◽  

In the current legislation of the Russian Federation, there is no concept of a land dispute, which causes difficulties in determining the competence of an arbitration court in cases in which the object of the dispute is land. The article analyzes the general legal concept of a dispute and the sectoral concept of a land dispute developed by scientists. The author identified the characteristic features of a land dispute and its structural elements. The work reveals the influence of the structural elements of the land dispute on the type of production in which the dispute will be considered. In addition, the author concludes that the correct definition of the structural elements of the land dispute enables the arbitration court to determine the appropriate persons participating in the case, the subject of proof, the relevance and admissibility of evidence, and ultimately make a lawful and wellgrounded court decision.


Author(s):  
А.А. СМИРНОВ ◽  
А.М. КУДРЯВЦЕВ ◽  
П.В. ЗАИКА

Представлены результаты разработки модели информационного ресурса автоматизированного комплекса радиомониторинга, включающей в себя структурную, функциональную и семантическую составляющие. Разработана онтология предметной области деятельности комплексов радиомониторинга, приведен пример ее наполнения. Предложен подход к определению периодичности обновления различных структурных элементов информационного ресурса. The article presents the results of the development of the information resource model for an automated radio monitoring complex. The model includes the structural, functional, and semantic components of the information resource. An ontology of the subject area of radio monitoring complexes activity is developed, an example of its filling is given. An approach to determining the frequency of updating various structural elements of an information resource is proposed.


1987 ◽  
Vol 15 (4) ◽  
pp. 34-37
Author(s):  
John Crawshaw ◽  
Eric Hayward

Is there a teacher in Australia who hasn’t, at some time or other, had a class who were bored and uninterested? While the students might find the lessons tedious, it’s certainly no fun for the teacher to be confronted with students who are listless, restless and convinced that what you have to say isn’t worth listening to.In the Admission Studies course for Aborigines, the students were required to learn about meeting procedures. Very few of the students had ever been to a formal meeting and it is probably fair to say that they regarded the subject as dull, pointless and irrelevant. Eric Hayward was the Aboriginal lecturer who was trying to teach this subject in a formal manner. He wasn’t succeeding - both he and the students were frustrated and little progress was being made. As a consequence the lecturer gave a great deal of thought about how the teaching of meeting procedure might be made more relevant to the students. He wanted to provide the difficult terminology with practical meaning and set the learning in a real world context. While these goals were quite clear, it took some time to decide on the teaching methodology which should be employed. A method was needed which would make the lessons more interesting and relevant to the students. The method adopted had to ensure the students learnt about meetings and how they are formally conducted.


2020 ◽  
Vol 10 (11) ◽  
pp. 339
Author(s):  
Matilde Lafuente-Lechuga ◽  
Javier Cifuentes-Faura ◽  
Úrsula Faura-Martínez

Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with real situations in the subject of mathematics, providing the student with active learning. Sustainability is used to make the student see the usefulness of mathematics while instilling values and attitudes towards it. A set of problems have been raised during the academic year that are solved with the developed mathematical techniques, and through a survey, the students’ perceptions about the usefulness of mathematics to reach the goals established in the SDG has been evaluated. The results show that, regardless of the student’s gender, the student’s assessment of the usefulness of this subject in solving real problems improved. It has been observed that this teaching methodology has helped to motivate students and even those who do not like this subject have improved their appreciation of it.


2019 ◽  
Vol 10 (6/2) ◽  
pp. 75-80
Author(s):  
Svetlana S. IGNATOVICH ◽  
Vladlen K. IGNATOVICH

The article is devoted to the problem of assessing the individual educational results of students in the process of additional education. This assessment in the concept of the authors is considered as the most important condition for the independent progress of the student along the individual educational trajectory. In this case, the student is the subject of its design. A model for assessing the individual educational results of students in the format of an educational event is proposed. The basic principle is formulated, which consists in fixing activity manifestations in a given situation, which testify to the student's ability to independently solve a creative task. These manifestations include: adequate understanding of the meaning of the problem being solved, competent determination of means and methods for solving it, competent access to various resources, and implementation of productive communications, ability to present and defend the solutions obtained. It is shown that the main components of such an educational event should be: joint solution of original creative tasks by students, expert-analytical support of this activity and free creative communication of different participants. A methodological scheme for the preparation and conduct of such an educational event is described. Its structural elements are: a preliminary analysis of data monitoring the development of students' creative activities; development and testing of a package of creative tasks; preparing a team of experts and equipping it with the necessary tools; development of the Festival program using a variety of creative communication formats of the participants; organization of information and analytical support of the Festival. Recommendations on the preparation of local working spaces for various types of activities of the Festival participants are given.


Author(s):  
Māra Urdziņa-Deruma ◽  
Lolita Šelvaha ◽  
Mārīte Kokina-Lilo

Under development of globalization, there is an essential question in each field of education regarding balance of traditional Latvian cultural values and multiculturalism. Despite plenty of activities performed in Latvia in the field of multicultural education, in the subject of home economics and technologies the multicultural education has mostly appeared as bilingual education in national minority schools. There are many opportunities in multicultural education and Latvian traditional culture that have not been used in the acquisition of home economics and technologies. The aim of this research is to evaluate the educational opportunities of Latvian traditional culture and multicultural education during the process of mastering textile technologies. In the article conception of Latvian traditional culture and multicultural education is analysed and its determinative aspects are examined. A case study has been performed in order to analyse and evaluate the content of textile study course and the learning process as well as students’ concluding tasks regarding teaching methodology of textile and textile articles made by pupils within the frame of State Olympiad of household, home economics and technologies called “Ethnography”. In all courses designed for the prospective teachers of home economics and technologies as well as household elements of traditional and multicultural education are included. When acquiring traditional culture, textile techniques, forms and elements of composition, teaching of colours and materials, very often comparisons, illustrations and explanations in terms of traditional culture of other nations are used for comprehension of the subject. Specific tasks are made for acquiring culture of Latvia and other nations. Students make copies of fragments of completed articles and learn the technologies of making traditional articles. Several students in their graduation papers have studied the opportunities of acquiring traditional values of Latvian and other nationalities’ cultures in studies of home economics and technologies. The analysis of works completed in the Olympiad „Ethnography” shows that students make varied creative compositions, using ethnographic symbols as source of inspiration, and implement them in various textile techniques. At the end of the article proposals and conclusions regarding development of Latvian traditional culture and multicultural education studies for the prospective teachers of home economics and technologies are drawn. It is necessary to improve the content of home economics and technologies’ subject as well as the methodological approach in order to implement both traditional and multicultural education in schools and high-schools in the studies of the prospective teachers of home economics and technologies.


Author(s):  
Yuliya Tokmakova

Content and language Integrated learning is one of the modern approaches to teaching a foreign language for professional communication to students of non-linguistic specialties. The im-plementation of the approach implies taking into account the specifics of each specific profile of training within the training direction when selecting the subject content of teaching a foreign lan-guage, as well as when choosing a system of exercises and assignments aimed at creating aspects of students' foreign-language professional communicative competence. The development of an appropriate teaching methodology will depend on the consideration of a number of psychological and pedagogical conditions, which are understood as a complex of interconnected possibilities of the educational environment aimed at quantitative or qualitative changes in personality characteristics. In the framework of this study, teaching foreign students professional communication in the “Technology for the production and processing of agricultural products” programme on the basis of an integrated content-language training model will be effective when taking into account the following psychological and pedagogical conditions: 1) motivation of students to study foreign language professional communication on the basis of an integrated content-learning model; 2) students have a foreign language level of B1 and above; 3) the competence of a foreign language teacher in a profile specialty; 4) taking into account the specifics of the learning profile when selecting the subject matter of teaching a foreign language for professional communication; 5) taking into account the specifics of professional activity in the development of a complex of educational communicative tasks. In this work, we substantiate and describe each of the conditions in detail.


Author(s):  
Darijus Veteikis ◽  
Margarita Jankauskaitė

The aim of investigation was to discover territorial differences in landscape technosphere (structural imprint from cultural and technological processes). The main processes forming technosphere are related to technology‐bound areal changes that transform landscape through land use change and urbanization (the latter term taken in ‘building up’ sense). This specific layer can be divided horizontally into areas (1969 individual ones, in the Lithuanian case, averagely 33 km2 in size each) with a homogeneous land‐use structure and organically unbreakable techno‐structural elements (settlements with a road net), these areas being named techno‐morpho‐topes (TMTs). Complex classification of TMTs according to the largest urbocomplex (settlements and other built‐up complexes) inside them and dominating land‐use gave 10 types of areal technogenization that were mapped. Analysis of classified TMT mosaic allowed to distinguish 53 individual technosphere regions having a homogeneous, irregular or rhythmic mosaic texture of TMT types. Asymmetry of regions in regard to large cities seems to be a dominating rule (the largest city is usually in the peripheral part of the region). The obtained data could be applied in land management by finding the best way to relate the administrative and economic regional system and technosphere structure. Relations of the technosphere regions with relief was traced in few places. This implies further investigations on the subject of relations between landscape natural and cultural elements, structures and processes. Santrauka Tyrimo tikslas buvo atskleisti kraštovaizdžio technosferos (kultūrinių procesų struktūrinio įspaudo) teritorinius skirtumus Lietuvoje. Pagrindiniai kultūrinimo procesai susiję su plotiniais pokyčiais. Kraštovaizdžio transformavimasis vyksta dėl žemėnaudos pokyčių ir urbanizacijos (užstatymo plėtros prasme), įgyvendinamų technologijų. Sukultūrinimas lemia ypatingą sluoksnį ant gamtinių kraštovaizdžio komponentų. Horizontaliai šis sluoksnis gali būti suskaidytas į nedidelius plotus (Lietuvoje – 1969 vidutinio 33 km2 ploto individualius arealus), kuriuose homogeniška žemėnaudos struktūra ir organiškai vientisi technostruktūriniai elementai (gyvenvietės ir kelių tinklas). Šie teritoriniai vienetai pavadinti technomorfotopais (TMT). Remiantis kompleksine TMT klasifikacija, pagal didžiausią jų viduje esantį urbokompleksą (gyvenvietė arba kitas užstatytas plotas) ir vyraujančią naudmeną nustatyta 10 plotinės technogenizacijos tipų. Jie buvo kartografuoti. Analizuojant klasifikuotų TMT mozaikos žemėlapį išskirti 53 individualūs technosferos regionai. Vienų jų TMT plotinės technogenizacijos tipų mozaika, jos tekstūra vienalytė, kitų netvarkinga, trečių ritmiška. Paplitęs bruožas – daugelio regionų asimetrija didžiausio jiems priklausančio miesto atžvilgiu (didžiausias miestas paprastai yra regiono periferijoje, paribyje). Gauti duomenys gali būti pritaikyti kraštotvarkoje geriausiai sąsajai tarp administracinių bei ekonominių regionų ir technosferos struktūros rasti. Ryšys tarp technosferos regionų ir reljefo bruožų pastebimas tik dalyje Lietuvos teritorijos. Ryšiams tarp kraštovaizdžio gamtinių ir kultūrinių elementų, struktūrų ir procesų atskleisti būtini išsamesni tyrimai. Резюме Целью исследования было выявление территориальной неравномерности техносферы (структурного отпечатка культурных процессов) ландшафта в Литве. Главные процессы окультуривания связаны с площадными изменениями, которые осуществляются с помощью технических приспособлений, трансформирующих ландшафт через изменения земельных угодий и урбанизацию (распpостранения застроенных площадей). Слой техносферы, как бы надетый на природные компоненты ландшафта, горизонтально может быть расчленен на небольшие ареалы (в Литве – 1969 единиц со средней площадью 33 км2 ) с однородной структурой землеугодий и органически целостными техно-структурными элементами (населенными или другими застроенными местностями с дорожной сетью). Эти территориальные единицы названы техноморфотопами (ТМТ). Комплексная классификация ТМТ по двум признакам – доминирующему по площади типу застроенной территории (урбокомплекса) и доминирующих землеугодий – дала 10 типов площадной (ареальной) техногенизации, что было картографировано. Анализ типовой мозаики позволил выявить 53 индивидуальных района окультуривания с разными текстурными типами мозаики: однородным, беспорядочным или ритмичным. Наблюдается закономерная асимметрия многих районов, заключающих в себе большие и средние города: самая большая населенная местность находится на окраине, почти примыкающей к границе района. Полученные данные могут быть использованы в краеустройстве при нахождении оптимальной взаимосвязи между административной, а также экономической территориальными структурами и регионами техносферы. Территориальная связь между районами техносферы и рельефом наблюдается лишь местами. Поэтому необходимы более детальные исследования для выявления связей между природными и культурными элементами, структурами и процессами.


Author(s):  
Stefan Babiarz ◽  

The following conclusions can be drawn from a comparison of the structural elements of the tax structure in the Polish and German Acts on the tax on inheritance and donations: – there are no significant differences in the design of the taxpayer and the object of taxation (and the existing ones are related to different civil law solutions – donation in case of death, agreement as to succession), – the difference is in the taxation of subsequent succession, not provided for in the Polish civil law, and in the taxation of specific bequest, unknown in the German law, – the tax point is determined differently, as the German Act already taxes the due revenue (legitim), However, the German Act provides less favourable solutions for taxpayers in terms of e.g. the subject and object of taxation. It is, therefore, considered to be restrictive for taxpayers.


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