Conceptual compression of a text as a component of communicative competence

2020 ◽  
Vol 7 (2) ◽  
pp. 439-458
Author(s):  
Irina Mikhaylovna Moiseenko ◽  
Natalia Viktorovna Maltseva-Zamkovaja ◽  
Natalia Vladimirovna Tšuikina
Keyword(s):  
Secondary School ◽  
Communicative Competence ◽  
Well Being ◽  
Text Compression ◽  
Subject Group ◽  
Solid Part ◽  
The Subject ◽  
Key Topics ◽  
Beta Testing ◽  
Final Text

The article presents an example how to work with students on the text conceptual compression. The skill of compression and transferring the information of a text is a solid part of communicative competence and it seems to be crucial in the process of verbal communication including professional conversation. There was conducted a beta testing among the 1st year university students in order to evaluate the skills to compress and transfer information. The examination shows that the secondary school graduates do not perform well being asked to compress the information of a text, they are not able to use adequate ways to transform the texts, the final text product does not include all vital conceptual details. The subject group of students was offered a special training, which included a number of exercises aimed on teaching to compress texts. The article also includes the designed course which was applied. As the result of such a focused instruction on text compression studies, the students learned how to highlight the key topics and to use the needed ways of compression. What is more, the final products appeared to be more logical. Hence the proposed research leads to the conclusion that not only such specially designed training is vitally needed, but also that the designed by the researchers exercises are effective.

School-related stress and coping strategies in Victorian Year II students

2000 ◽  
Vol 17 (2) ◽  
pp. 44-57 ◽  
Author(s):  
Lisa J. Warren
Keyword(s):  
Secondary School ◽  
General Health Questionnaire ◽  
Well Being ◽  
Stress And Coping ◽  
Stress Coping ◽  
School Students ◽  
Secondary Schooling ◽  
The Subject ◽  
Related Stress ◽  
And Coping

AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

Anisotropic Elasticity

1996 ◽  
Author(s):  
T. T. C. Ting
Keyword(s):  
Composite Materials ◽  
Elastic Constants ◽  
Piezoelectric Materials ◽  
Anisotropic Materials ◽  
Anisotropic Elasticity ◽  
Stress Singularities ◽  
Comprehensive Survey ◽  
The Subject ◽  
Key Topics ◽  
First Time

Anisotropic Elasticity offers for the first time a comprehensive survey of the analysis of anisotropic materials that can have up to twenty-one elastic constants. Focusing on the mathematically elegant and technically powerful Stroh formalism as a means to understanding the subject, the author tackles a broad range of key topics, including antiplane deformations, Green's functions, stress singularities in composite materials, elliptic inclusions, cracks, thermo-elasticity, and piezoelectric materials, among many others. Well written, theoretically rigorous, and practically oriented, the book will be welcomed by students and researchers alike.

scholarly journals Integrative and Complementary Health Practices Building a New Health Paradigm

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
T Gemeli ◽  
H Silva ◽  
M Kato
Keyword(s):  
Cognitive Abilities ◽  
Universal Access ◽  
Well Being ◽  
The Elderly ◽  
Professional Service ◽  
Health It ◽  
Self Confidence ◽  
The Social ◽  
The Subject ◽  
New Perspective

Abstract This work arose from the need to broaden the therapeutic approach and offer a differentiated health intervention proposal based on the understanding that the illness process has repercussions on all integrated systems of Being. Since 2019, the Health Center for the Elderly in Blumenau (SC-Brasil), specialized multi-professional service, offering support for biopsychoenergetic transformation with the practice of Yoga and Meditation, through a holistic and comprehensive view of health. It begins with the Multidimensional Assessment of the Elderly, with a guideline in welcoming and qualified listening, which considers the subject and all subjectivity. From there, the expanded diagnosis and the Singular Therapeutic Project are built and the consultations with the team and the 'Re-Conhecer group' begin. The activity is weekly, aimed at the elderly and their family, takes place in an appropriate place and lasts two hours. Welcoming, pranayama, mantras, kriyas and meditation are made, as well as reflections on free themes. The professionals who conduct the practice are the dentist, trained in yoga, and the social worker, the welcoming process continues individually after the activity. Due to subjectivity, results are routinely collected in a qualitative way from the participants' report. There is a perception on the part of the participants, therapists and members of the multidisciplinary team that this work provides improvement in cognitive abilities, self-care, well-being, self-confidence, creativity, improved sleep, autonomy, balance, strengthening bonds, joy, vitality. Key messages This initiative builds new models of health care, transcending the traditional biomedical model, according to the operational guideline for comprehensiveness, universal access and equity. Provokes reflections and builds a new perspective of life with quality and participation of the elderly as subjects of their health.

scholarly journals From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

2021 ◽  
Vol 13 (13) ◽  
pp. 7263
Author(s):  
Aaron Rillo-Albert ◽  
Unai Sáez de Sáez de Ocáriz ◽  
Antoni Costes ◽  
Pere Lavega-Burgués
Keyword(s):  
Secondary School ◽  
Interpersonal Relationships ◽  
Emotional Regulation ◽  
Negative Emotions ◽  
Well Being ◽  
School Students ◽  
Motor Action ◽  
Pedagogical Intervention ◽  
Validated Questionnaires ◽  
Associative Strategy

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

scholarly journals Using Cartographies to Map Time and Space in Teacher Learning in and Outside School

2021 ◽  
Vol 20 ◽  
pp. 160940692199290
Author(s):  
Paulo Padilla-Petry ◽  
Fernando Hernández-Hernández ◽  
Joan-Anton Sánchez-Valero
Keyword(s):  
Secondary School ◽  
Teacher Learning ◽  
Secondary School Teachers ◽  
Leisure Activities ◽  
Visual Methods ◽  
School Teachers ◽  
Video Recordings ◽  
The Subject ◽  
Pedagogical Relations ◽  
Over Time

This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

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