scholarly journals Goals, Objectives and Content of Professional Training for International Communication Specialists in The UK

2019 ◽  
Vol 9 (1) ◽  
pp. 88-96
Author(s):  
Olena Moshenets
Keyword(s):  
Professional Training ◽  
International Communication ◽  
British Society ◽  
Information Culture ◽  
Managerial Skills ◽  
Self Study ◽  
Competency Based ◽  
The Uk ◽  
High Level ◽  
Uk Higher Education

Abstract The article analyzes the goals, objectives and content of professional training for international communication specialists in the UK universities. It is found that professional training of international communication specialists aims to prepare a competent and competitive expert under the rapidly changing requirements of British society and the international labour market. They are expected to have the relevant basic professional knowledge, practical abilities and skills (leadership and managerial skills, high-level political and information culture, active social position, high responsibility, willingness and capacity for self-study). It is indicated that British degree programmes mainly seek to train specialists based on interdisciplinary and competency-based principles, focusing on learning outcomes. Upon the successful completion of the degree programme, the graduate must possess not only theoretical knowledge but also special and general abilities and skills, which are necessary for effective functioning in various contexts of public life. It is specified that in the context of competency-based approach, the UK higher education aims to develop future specialists’ ability to independently acquire new knowledge throughout life, identify and realize their own intellectual and creative potential, strive for self-determination, social integration and self-development, which creates relevant conditions for acquiring high-level professional competency in general and nurture professional culture in particular. It is concluded that British degree programmes in international communication consist of compulsory and optional modules. Each university is entitled to choose the number and content of compulsory and optional modules in accordance with the directions of scientific research of the department and scientific interests of students and lecturers.

scholarly journals The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries

2021 ◽  
Vol 13 (1) ◽  
pp. 208-233 ◽  
Author(s):  
Natalia Melnyk ◽  
Borys Maksymchuk ◽  
Roman Gurevych ◽  
Andrii Kalenskyi ◽  
Sofiia Dovbnya ◽  
...  
Keyword(s):  
Teacher Education ◽  
Professional Training ◽  
Preschool Teachers ◽  
Continuing Professional Development ◽  
Learning Opportunities ◽  
European Countries ◽  
Professional Teacher ◽  
Competency Based ◽  
European Standards ◽  
The Uk

The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.

scholarly journals #BritainBreathing: Codesigned citizen science to map seasonal allergy symptoms across the UK

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Lamiece Hassan ◽  
Sheena Cruikshank ◽  
Markel Vigo ◽  
Caroline Jay ◽  
Indira McClean ◽  
...  
Keyword(s):  
Data Sharing ◽  
Citizen Science ◽  
Environmental Changes ◽  
Academic Research ◽  
British Society ◽  
Joint Project ◽  
The Public ◽  
The Uk ◽  
High Level ◽  
Paper Prototyping

ABSTRACTObjectivesSeasonal allergies, hay fever and asthma affect approximately one in four people and the incidence is increasing. Whilst the causes are unknown, hypotheses propose associations with environmental changes, exposure to pollutants and decreased exposure to childhood infections. High resolution datasets on pollen count and pollution are available; however there is no equivalent for incidence of seasonal allergy symptoms. We planned a national citizen science project using smartphones to gather data from the general population on seasonal allergy symptoms, and where and when they occur. The resulting dataset will be linked with other publicly available data, enabling better understanding of allergy triggers. This is a joint project between the Royal Society of Biology, the British Society for Immunology, and The University of Manchester. ApproachIn spring 2015, two codesign workshops were held for members of the public with seasonal allergies and/or asthma (n=33). Guided by researchers, attendees used paper prototyping techniques to illustrate the functionalities of a mobile application. They also prioritised functions for inclusion within the app, discussed data sharing options and suggested material for the accompanying project website (www.britainbreathing.org). Following codesign workshops, designs and requirements were collated, refined and used to build the first version of the application in Android. ResultsWorkshop feedback indicated that potential users prioritised simple, personal tracking. They also valued the ability to access information about symptom frequencies among other users locally. Support for academic research was high, although most wanted some control over data sharing. People were comfortable with GPS data being collected, provided it did not impinge on privacy. We agreed to make data openly available via an interactive widget on the project website. The resulting first version of the application enables personal symptom tracking and will be released in March 2016 via the Google Play store (free of charge). A national media campaign will drive recruitment, alongside inclusion in the European City of Science 2016 programme in Manchester. Emerging data on the incidence of allergy symptoms by location will be presented. ConclusionCitizen science can be more than simply crowdsourcing data. We demonstrated that paper prototyping was a feasible and useful technique for codesigning an application with members of the public. Furthermore, workshop feedback indicated a high level of support for citizen science, provided users gained simple, personalised feedback. Further research is required to determine how codesign processes influence subsequent participant recruitment and engagement in citizen science projects.

scholarly journals Linguistics Undergraduate and Postgraduate Courses: Experience of Lancaster University (UK)

2016 ◽  
Vol 6 (1) ◽  
pp. 61-66
Author(s):  
Olga Komochkova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Further Education ◽  
Independent Learning ◽  
Wide Range ◽  
Self Study ◽  
Subject Areas ◽  
The Uk ◽  
The University

Abstract The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.

scholarly journals Comparative Pedagogical Analysis of Professional Training for Masters in Cybersecurity in Ukraine and the UK

2019 ◽  
Vol 9 (3) ◽  
pp. 51-60
Author(s):  
Bohdan Braiko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Graduate Training ◽  
Legal Framework ◽  
Social Needs ◽  
British Society ◽  
Information Technology Security ◽  
Significant Difference ◽  
Pedagogical Analysis ◽  
The Uk

Abstract The article deals with the relevant problem of updating the system of graduate training (master’s degree) in Ukraine. It analyzes the ways of Ukraine’s integration into the European Higher Education Area and the legal framework of higher education in Ukraine and the UK. It also presents a comparative pedagogical analysis of the features of professional training for Masters in Cybersecurity in different areas, as well as the structural, content, organizational and pedagogical principles of master programmes on cybersecurity at the universities of Ukraine and the UK. It is found that the most significant difference is the decentralized management of educational processes at the administrative level. The analysis of the legal framework of higher education shows that it is much better developed in Ukraine than in the UK due to the centralized management of education. The article proves that a significant difference between master programmes on cybersecurity in Ukraine and the UK is their level of specialization. The programmes on the investigation of computer incidents and information technology security are most prevalent at UK universities. It is specified that the number, list and names of educational courses differ significantly, which is explained primarily by the differences in the conceptual framework of the profession itself, the social needs of Ukrainian and British society in such specialists and the ways of promoting this profession in the labour market. Some positive aspects of the organization of master training in cybersecurity in the UK are emphasized. Some promising areas in professional training of Masters in Cybersecurity in Ukraine and the UK are singled out.

scholarly journals DEVELOPMENT OF INFORMATION CULTURE OF STUDENTS OF HUMANITARIAN SPECIALITIES

2019 ◽  
Vol 72 (4) ◽  
pp. 152-167
Author(s):  
Anatolii V. Vykhrushch ◽  
Solomiia I. Hnatyshyn ◽  
Anatolii O. Klymenko ◽  
Olesia Ya. Medynska ◽  
Halyna P. Synorub ◽  
...  
Keyword(s):  
Information Technologies ◽  
Professional Training ◽  
Practical Knowledge ◽  
Personal Characteristics ◽  
Scientific Data ◽  
Virtual Space ◽  
Information Culture ◽  
Low Level ◽  
Managerial Decisions ◽  
High Level

Issues related to information culture evoke a natural interest of Ukrainian and foreign researchers. In addition to purely technical aspects and the development of competency characteristics, the problem of the development of students’ information culture and their personal characteristics is acquiring particular relevance. Virtual space has significant advantages in terms of the speed of information distribution, communication opportunities, and the exchange of scientific data. At the same time, threats are evident, in particular the growth of cybercrime, aggression, dependence, and manipulation. This is particularly obvious in the youth environment. The creation of national elite in modern universities, the openness of the information space, globalization, and the growth of competition in the labor market require operational information for specification of educational policy and adoption of optimal managerial decisions. It becomes increasingly clear that there is a contradiction between the low level of information and analytical skills of students and the high level of requirements for the organization of work with computer technology; sufficient level of theoretical and practical knowledge and low level of skills necessary for work with information technologies; sufficient level of professional training and low level of readiness to use computer technologies in educational activities. Information culture is considered as one of the facets of the universal culture associated with the social nature of man and is the product of its various creative abilities. The need for original specialized courses, which allow quick response to new challenges and improve the quality of professional training of students is constantly increasing. The article outlines the preconditions for improving students' information culture in view of the experience of foreign countries and Ukraine.

scholarly journals THE CONTENT OF PROFESSIONAL TRAINING IN LINGUISTICS AT THE UK UNIVERSITIES

2021 ◽  
pp. 75-78
Author(s):  
Olga Lapshyna ◽  
Olena Dorofeyeva
Keyword(s):  
Professional Training ◽  
Cognitive Linguistics ◽  
Doctoral Degree ◽  
Educational Process ◽  
Aim Analysis ◽  
Student Autonomy ◽  
Wide Range ◽  
Analysis And Synthesis ◽  
Competency Based ◽  
The Uk

The current challenges of linguistic globalization have increased the attention of researchers to professional training of specialists in linguistics. A detailed analysis of relevant scientific works on comparative pedagogy has shown that the problem in question in foreign experience, in particular in the UK, has not been sufficiently justified by Ukrainian researchers. Therefore, the article aims to analyze and justify the content of professional training for specialists in linguistics at the UK universities. The following research methods have been used to achieve the above-mentioned aim: analysis and synthesis, induction and deduction, structural-functional, comparative-pedagogical, exploratory, prognostic. A detailed study of content characteristics of professional training for linguists at the UK universities has proved that both the structurization and selection of training content rely on the competency-based approach, the principles of subject-specific specialization, interdisciplinarity, modularity, electiveness, fundamentalization. The structure of degree programmes consists of compulsory and optional courses, as well as dissertation preparation. Compulsory courses cover the key areas of linguistics (phonetics, phonology, semantics, morphology, syntax, pragmatics). Optional courses are focused on different linguistic fields (neurolinguistics, applied linguistics, cognitive linguistics, communicative linguistics, forensic linguistics). It must be noted that a wide range of optional courses highlights the innovativeness of the UK approach to student autonomy, given that British educators consider students as the full participants in the educational process, who can choose their own path to achieve expected learning outcomes due to the constructive and effective content of degree programmes in linguistics. This article does not disclose all the aspects of the problem in question. Consequently, further research should aim to substantiate the main characteristics of doctoral degree programmes in the field of linguistics at the UK universities.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

ATTITUDE TO OPEN ACCESS IN RUSSIAN SCHOLARLY COMMUNITY: 2018. SURVEY RESULTS AND ANALYSIS

2018 ◽  
Vol 1 (1) ◽  
pp. 6-21 ◽  
Author(s):  
I. K. Razumova ◽  
N. N. Litvinova ◽  
M. E. Shvartsman ◽  
A. Yu. Kuznetsov
Keyword(s):  
Open Access ◽  
Open Access Publishing ◽  
Scholarly Community ◽  
Research Areas ◽  
Survey Results ◽  
The Difference ◽  
Policies And Programs ◽  
The Uk ◽  
High Level ◽  
Access Policies

Introduction. The paper presents survey results on the awareness towards and practice of Open Access scholarly publishing among Russian academics.Materials and Methods. We employed methods of statistical analysis of survey results. Materials comprise results of data processing of Russian survey conducted in 2018 and published results of the latest international surveys. The survey comprised 1383 respondents from 182 organizations. We performed comparative studies of the responses from academics and research institutions as well as different research areas. The study compares results obtained in Russia with the recently published results of surveys conducted in the United Kingdom and Europe.Results. Our findings show that 95% of Russian respondents support open access, 94% agree to post their publications in open repositories and 75% have experience in open access publishing. We did not find any difference in the awareness and attitude towards open access among seven reference groups. Our analysis revealed the difference in the structure of open access publications of the authors from universities and research institutes. Discussion andConclusions. Results reveal a high level of awareness and support to open access and succeful practice in the open access publications in the Russian scholarly community. The results for Russia demonstrate close similarity with the results of the UK academics. The governmental open access policies and programs would foster the practical realization of the open access in Russia.

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