scholarly journals LJM AS A METHOD FOR PERSONNEL INVOLVEMENT IN BUSINESS TRAINING PROCESSES

2020 ◽  
pp. 97-106
Author(s):  
Елена Викторовна Ширинкина
Keyword(s):  
Student Engagement ◽  
Staff Training ◽  
Real Life ◽  
Practical Significance ◽  
Business Training ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Per Se ◽  
High Level ◽  
Staff Involvement

Цель исследования - показать, что создание среды для вовлеченности персонала в процессы бизнес-обучения становится важной задачей для разработчиков обучающих решений и для заказчика обучения, от которого зависит интеграция учебных процессов и результатов в рабочие реалии. В этой связи автором приводится механизм создания вовлекающего обучения персонала в процессы бизнес-обучения и утверждается, что конечной целью всех подходов является не вовлеченность обучающихся сама по себе, а эффективность обучения, при этом её показателем является применение результатов освоения новых знаний и навыков в реальной жизни. Научная новизна полученных результатов заключается в разработке методики вовлекающего обучения персонала в процессе бизнес-обучения. Освоение такой методики позволит компаниям правильно оценивать результат использования вовлекающих методик и справляться с вызовами на рабочем месте, а значит, обеспечивать вовлеченность персонала на высоком уровне. The relevance of the study is due to the fact that creating an environment for staff involvement in business training processes often becomes an important task for both the developers of training solutions and the customer of training, on which the integration of training processes and results into working realities depends. The ultimate goal of all approaches is not student engagement per se, but learning effectiveness. An indicator of effectiveness is the application of the results of mastering new knowledge and skills in real life. In this regard, the author in this study provides a mechanism for creating an engaging staff training in business training processes. The practical significance of the study lies in the fact that it will allow companies to correctly assess the result of using engaging mechanics and to cope with the challenges in the workplace, and, therefore, to ensure staff involvement at a high level.

PHILOSOPHY OF THE UNITY OF KNOWLEDGE, COMPETENCIES, AND VALUES OF THE NEW UKRAINIAN SCHOOL

2021 ◽  
pp. 36-46
Author(s):  
Oksana Yakymchuk
Keyword(s):  
Real Life ◽  
Essential Characteristic ◽  
Knowledge And Skills ◽  
Pedagogical Action ◽  
Professional Self ◽  
Level Of Knowledge ◽  
Knowledge Competencies ◽  
High Level ◽  
Unity Of Knowledge ◽  
Educational Potential

The formation of a powerful, active, and dynamic axiological foundation of personality is one of the essential tasks of the competency approach because even a high level of knowledge and skills acquired in the process of learning and education cannot ensure the integrity and progressively oriented unity of personal and professional competencies for future successful life, socio-cultural and professional self-realization. Given this, within the competence paradigm of education, qualitatively new content is the unity of learning and education. If before a significant amount of theoretical knowledge, detached from real life, had a shallow educational potential, now any pedagogical action, even focused on the cognitive assimilation of basic scientific knowledge, will have a worldview. An essential characteristic of the competency approach in education is that it can ensure each student’s unique structure the unity of knowledge, competencies, and values.

scholarly journals TRAINING FUTURE TEACHERS TO USE PROJECT TECHNOLOGY IN THE TEACHING OF NATURAL SCIENCES

2020 ◽  
pp. 28-36
Author(s):  
N. Hrytsai
Keyword(s):  
Science Teachers ◽  
Professional Training ◽  
Real Life ◽  
Natural Sciences ◽  
Practical Significance ◽  
Factual Knowledge ◽  
Learning Technology ◽  
Project Implementation ◽  
Future Teachers ◽  
New Knowledge

The article reveals the essence and significance of project technology in the teaching of natural sciences in the New Ukrainian school, actualizes the problem of training future teachers to use project technology in the teaching of natural sciences. It is determined that the project method is a learning technology focused not on the integration of factual knowledge, but on their use and acquisition of new knowledge and skills (sometimes through self-education) in the process of performing practical tasks. The article describes the features of projects and their types. Emphasis is placed on educational projects provided by the school curriculum in natural subjects (physics, chemistry, biology). It has been found that the features of project technology are action-oriented, teamwork, self-organization of students, situational orientation, correlation with real life, reliance on previous achievements of each student, their existing experience, interdisciplinary, integrity, focus on the finished product, and a certain result. The main stages of project implementation in general secondary education institutions are analyzed (initiation, work planning, project implementation, project presentation, project reflection, evaluation of results). The advantages of project technology are established: stimulation of students’ independent activity, improvement of information retrieval skills, intensification of research and creative activity of schoolchildren, provision of students’ need for self-realization and self-development, the practical significance of work results, a real result. Sciences allow them not only to acquire new knowledge, to understand the interdisciplinary links in science education, to improve design skills, but also to learn to methodically organize the project activities of pupils and perform interdisciplinary learning projects. That is, the preparation of future science teachers for the application of project technology in professional activities is a mandatory component of their professional training in a higher education institution.

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

A New Step in the Study of the History of the Russian Prosecutor’s Office

2019 ◽  
pp. 94-98
Keyword(s):  
Russian Federation ◽  
Russian Empire ◽  
Practical Significance ◽  
History Of ◽  
The Russian Federation ◽  
The Russian Empire ◽  
High Level ◽  
The University

The paper is a review on the textbook by A. V. Yeremin, «The History of the National Prosecutor’s office» and the anthology «The Prosecutor’s Office of the Russian Empire in the Documents of 1722–1917» (authors: V. V. Lavrov, A. V. Eremin, edited by N. M. Ivanov) published at the St. Petersburg Law Institute (branch) of the University of the Prosecutor’s office of the Russian Federation in 2018. The reviewers emphasize the high relevance and high level of research, their theoretical and practical significance. The textbook and the anthology will help the students increase their legal awareness, expand their horizons.

North America

2018 ◽  
Author(s):  
Gregory Shushan
Keyword(s):  
Native American ◽  
North America ◽  
Reciprocal Relationship ◽  
Native American Religions ◽  
Widespread Acceptance ◽  
Revitalization Movements ◽  
Per Se ◽  
High Level ◽  
Near Death Experiences ◽  
Afterlife Beliefs

Dozens of Native American near-death experiences (NDEs) from the late sixteenth to early twentieth centuries are presented, ranging from across the continent. Many were accompanied by indigenous claims that they were the source for local afterlife beliefs. There were also many afterlife-related myths, and shamanic practices with NDE-like afterlife themes. In addition, numerous religious/cultural revitalization movements were claimed to have been grounded in the NDEs of their founders, and were conceptually related to the phenomenon. Near-death experiences could thus be an empowering force on a socio-cultural-political level in response to the threat of European dominance. There was a widespread acceptance and valorization of NDEs and related phenomena, and a high level of interest in the afterlife per se. Native American religions often showed a clear reciprocal relationship between shamanism, afterlife beliefs, and NDEs.

Research on Protection Methods of Embedded Operating System Software Based on Hardware Compiler

2013 ◽  
Vol 443 ◽  
pp. 556-560
Author(s):  
Gao Ming He
Keyword(s):  
Operating System ◽  
Practical Significance ◽  
Embedded Operating System ◽  
System Software ◽  
Software Protection ◽  
Performance Loss ◽  
Cycle Simulation ◽  
Protection Technology ◽  
Program Flow ◽  
High Level

This paper describes a system; CODESSEAL can provide protection and evaluation to system software. CODESSEAL was designed to protect embedded systems with sufficient expertise and resources to capture attack equipment and manipulator, not only to protect software but also to protect hardware. By using the reconfigurable hardware allows CODESSEAL to provide confidentiality, integrity of security services and a platform-independent program flow without having to redesign the processor. System uses software and data protection technology and designs cycle simulation methods for data analysis. Experimental results show that the protected instructions and data with a high level of safety can be realized a low, which in most cases the performance loss can be reduced to below 10%, so the research of software protection methods of the embedded operating system of hardware compiler has important practical significance.

Peirce on learning and teaching

2021 ◽  
Vol 17 (1) ◽  
pp. 163-174 ◽  
Author(s):  
Winfried Nöth
Keyword(s):  
Life Experience ◽  
Philosophy Of Education ◽  
Real Life ◽  
Abductive Reasoning ◽  
Learning And Teaching ◽  
Theory Of Education ◽  
New Information ◽  
New Knowledge ◽  
Sensory Qualities ◽  
Semiotic Theory

Abstract The paper is a precis of C. S. Peirce’s semiotic theory of education. It presents this theory of learning and teaching from the perspective of Peirce’s phenomenological categories of Firstness, Secondness, and Thirdness. In the domain of Thirdness, learning is mediation between ignorance and knowledge, new information and old knowledge. Teaching has its focus on laws, symbols, legisigns, and reasoning. In the domain of Secondness, learners acquire new knowledge from the “hard realities” of real-life experience, from obstacles, and from the resistance caused by error and doubt. Teaching takes place by means of sinsigns (singular signs) and indexical signs. In the domain of Firstness, the learner acquires familiarity with the sensory qualities of objects of experience and learns from free associations, imagination, and acts of creativity. The instruments of teaching are qualisigns, icons, and abductive reasoning. The paper concludes that Peirce’s philosophy of education is holistic insofar as it states that most efficient signs are those signs in which “the iconic, indicative, and symbolic characters are blended as equally as possible.”

Enabling social networks in an R&D organization

2006 ◽  
Vol 25 (4) ◽  
pp. 237-246
Author(s):  
Tomas Hellström
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Qualitative Study ◽  
Network Formation ◽  
Higher Order ◽  
Practical Significance ◽  
Administrative Unit ◽  
High Level ◽  
Social Network Formation

This paper presents a qualitative study of mechanisms enabling social network formation in the R&D unit of a large technology-based organization. Drawing on interviews with 37 high-level technical and administrative unit members, a number of social network enablers could be discerned, which related to the need for effective location mechanisms, special “enrolment spaces”, and mechanisms for forging contacts. It was also possible to identify a number of higher-order factors for facilitation of network formation, namely hierarchical enablers and communicative and assimilative factors. Based on these results, the paper makes suggestions as to the theoretical and practical significance of social network enabling mechanisms in R&D organizations.

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

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