scholarly journals TYPES OF A HIGHER EDUCATION TEACHER’S PERSONALITY ORIENTATIONS AND SCIENTIFIC AND PEDAGOGICAL ACTIVITY

2021 ◽  
Vol 2 (36) ◽  
pp. 18-24
Author(s):  
A. Voznyuk ◽  
A. Dubasenyuk ◽  
V. Kopetchuk
Keyword(s):  
Higher Education ◽  
High School Teachers ◽  
Psychological Characteristics ◽  
General Systems Theory ◽  
Professional Orientation ◽  
Systems Research ◽  
Creative Productivity ◽  
General Systems ◽  
The World ◽  
High Level

The proposed article analyzes the types of personality and scientific-professional orientation of higher education institutions teachers, characterized by a high level of competence and creative productivity. The relevance of this study stems from the fact that teachers’ scientific and pedagogical activities are connected with their creative developmentandprofessionalself-improvement. Therefore, theobjectives of thearticle are tostudythepersonality and psychological characteristics of the relevant cohort of high school teachers, the leading types of personality orientationandscientificandpedagogicalactivitiesoftheseteachers. Inaddition, animportanttaskofourresearch is to analyze the relevant types in the context of systems research, which allows to deepen the understanding of this scientific problem. With the help of Yu.A. Urmantsev’s general systems theory the systematic correlation of the main categories of pedagogy in the context of the scientific orientation of the teacher is clarified. It is shown that the personality-oriented, subjective orientation of the teacher is realized in the context of the interaction of epistemological and axiological ways of mastering the world by man and humanity. Acmeological orientation is realized in the system-functional plane of interaction of epistemology and praxeology. Creative innovation orientation is realized in the focus of combination of axiological and praxeological ways of mastering the world by a man.

scholarly journals FEATURES OF TEACHING HUMANITIES IN HIGHER EDUCATION INSTITUTIONS FOR FUTURE SPECIALISTS IN HOTEL AND RESTAURANT BUSINESS AND TOURISM

2021 ◽  
Vol 2 (1) ◽  
pp. 23-28
Author(s):  
Lesia Zelman ◽  
◽  
Oleksandr Mykytenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Ethics ◽  
Professional Training ◽  
Educational Process ◽  
Positive Trend ◽  
World Culture ◽  
Professional Orientation ◽  
High Level ◽  
Communication Culture

We have considered the features of professional training of specialists in the hotel and restaurant business and tourism. In the analysis of the curriculum, we appear to find a place in the training of future specialists in hotel and restaurant business and tourism in the study of humanities, namely: "Ukrainian language for professional purposes", "World culture and art", "Foreign language for professional orientation", "Fundamentals of professional ethics and culture of communication", and other. During the course, participants of the educational process must make efforts to form a communicative culture, critical thinking and aesthetics of speech. Future masters of hotel and restaurant business and tourism must be at a high level of management of communicative culture and content to think critically. The humanities cycle subjects basing on the text, with the help of which educational activities are carried out, training of future specialists of hotel and restaurant enterprises and tourism takes part in professional texts that help students accumulate professional terminology and form professional skills. We concluded that introducing elements of the dual system of education is a positive trend in the training of hotel and restaurant professionals and tourism. Students can assimilate and improve communication culture, see bottlenecks and make an effort to correct and improve themselves.

scholarly journals Pedagogical technologies for the development of the life and professional maturity of future teachers

2020 ◽  
Vol 9 (28) ◽  
pp. 508-518
Author(s):  
Valentina Tsina ◽  
Andriy Tsina
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Institutions Of Higher Education ◽  
Future Teachers ◽  
Early Maturity ◽  
Professional Orientation ◽  
Gradual Development ◽  
The Difference ◽  
High Level

The article defines the essence and structure of the phenomenon "development of life and professional maturity of the future teacher", substantiates the concept of development of life and professional maturity of future teachers, defines the components, criteria, indicators and characterized levels of vital and professional maturity, development and maturity higher education institutions. The purpose of the article is to substantiate and experimentally test the system of pedagogical technologies for the development of life and professional maturity of future teachers. The components of development of life and professional maturity of future teachers are defined: age maturity, professional orientation, creativity and initiative in solving life situations, high level of realization of life events. The levels of development of the life and professional maturity of future teachers are grounded on the criteria of the quality of their professional training. Five levels of development of future teachers' life and professional maturity have been identified and characterized: excellent; Very good; good; sufficient; satisfactory. The peculiarities of the periodization of the development of life and professional maturity of future teachers in the educational space of a pedagogical institution of higher education in three leading stages (adaptation, individualization, integration) and the corresponding system of pedagogical technologies of development of life-professions are substantiated. Experimental and experimental verification of the system of pedagogical technologies for the gradual development of the life and professional maturity of future teachers proved their effectiveness, which was reflected in the difference between the levels of development of the life and professional maturity of students of control and experimental groups. The prospective direction of further research is to study the theoretical and methodological foundations of the development of life and professional maturity of graduates of pedagogical institutions of higher education in the age of early maturity in the process of their adaptation, individualization and integration in primary educational positions in general educational settings.

Evidence for the performance prism in higher education

2015 ◽  
Vol 19 (1) ◽  
pp. 70-80 ◽  
Author(s):  
Stacy Smulowitz
Keyword(s):  
Higher Education ◽  
Systems Theory ◽  
Comparative Method ◽  
Planned Change ◽  
General Systems Theory ◽  
Organizational System ◽  
Content Type ◽  
Stakeholder Satisfaction ◽  
General Systems ◽  
Change Efforts

Purpose – This study aims to examine the potential for the Performance Prism (Neely et al., 2001) to influence the perceived outcome of a planned organizational change. General Systems Theory (Ruben, 1979; Thayer, 1968; vonBertalanffy, 1975) is used to understand the differences in stakeholder perception throughout the institution. Design/methodology/approach – Thirty-two participants from four educational support services departments and the senior leadership group of a university were interviewed. A grounded theory, constant comparative method (Glaser and Strauss, 1967) was used to generate themes and codes from transcripts. Findings – Findings suggest that implementers failed to adequately assess all employees’ satisfaction and contributions prior to implementation. Using the Performance Prism could have been the key to perceptions of success about the change effort. Research limitations/implications – Research comparing the Performance Prism to implemented planned change efforts not using the Performance Prism is limited, especially in higher education. Also limited is research using the Performance Prism and General Systems Theory. Practical implications – Understanding stakeholder satisfaction and contributions throughout the organizational system are vital to planned change efforts, especially in loosely coupled organizations (Gallivan, 2001; Neely et al., 2001; Ruben, 1979). Using the Performance Prism is valuable to further this understanding. Originality/value – The study advances the literature about the use of the Performance Prism in higher education by providing an understanding of the implications of neglecting to consider all stakeholders at all levels of the system in planned change efforts.

scholarly journals Enabling Basic Medical Training for Refugees via Collaborative Blended Learning in Kakuma Refugee Camp (Preprint)

2020 ◽  
Author(s):  
Paul O'Keeffe ◽  
Thibault Lovey ◽  
Ianis Petignat
Keyword(s):  
Higher Education ◽  
Health Services ◽  
Blended Learning ◽  
Medical Training ◽  
Refugee Camp ◽  
Refugee Camps ◽  
New Knowledge ◽  
The World ◽  
High Level ◽  
Basic Medical

BACKGROUND The world is currently witnessing its highest rates of refugees and displaced persons, with more than 68.5 million people worldwide forced to leave their homes due to persecution, conflict, violence and other human rights violations. International emergency responses have mostly focused on ensuring basic needs such as health, nutrition, and basic education are met. With little end in sight to the majority of refugee crises, there is an increasing realization that longer term solutions are needed to empower young people caught up in these protracted situations. As refugee camps across the world grow exponentially, tertiary education has the potential to provide a solution that could empower refugees and help fill qualified staff shortages in camps, especially in camp health services that aim to satisfy some basic needs of their populations. OBJECTIVE With the advancement of new technologies and easier access to the Internet, higher education has evolved to become a more attainable goal than ever before. Many across the world can now access online and blended learning courses, in situations, such as refugee camps, where brick and mortar higher education is not an option. With this in mind, the University of Geneva’s InZone–Raft project has implemented a blended learning course in Kakuma refugee camp to train 16 students in basic medical studies. METHODS This study focuses on the implementation, pedagogical evolution and impact of this project by looking at factors that influence the students’ knowledge acquisition, the amount of knowledge they acquired, and comparing student outcomes in the course with a previous course in Kakuma. RESULTS Of the 16 students who started the course, 10 received 6 ECTS for successful completion of the course. Overall, it was found that new knowledge was well received by the students, who scored higher in all learning modalities compared to students who took part the previous course. Pedagogical adjustments were also found to improve student involvement in the course, with higher participation rates and better overall satisfaction observed. CONCLUSIONS This project has provided refugees with high-level basic medical training in a challenging environment. This student cohort reached a high level of medical knowledge and was able to develop complex questions on medical topics. In addition, their excellent results in the quizzes and final exams prove that their new knowledge has been well received. This training allows refugees to integrate into the health services in the camp and will have a positive impact on the shortage of staff in the region. In addition, implementation in other refugee camps should be undertaken CLINICALTRIAL NA

scholarly journals Forming Communicative Competence of Future Tesol Teachers by Microteaching (Based on British Experience)

2017 ◽  
Vol 7 (4) ◽  
pp. 7-15
Author(s):  
Natalya Bidyuk
Keyword(s):  
Higher Education ◽  
Communicative Competence ◽  
Scientific Discourse ◽  
Advantages And Disadvantages ◽  
The World ◽  
Three Stages ◽  
British Experience ◽  
The 1960S ◽  
High Level ◽  
British Education

Abstract The article deals with the analysis of the process of forming communicative competence of future TESOL students by means of microteaching based on the experience of leading British higher education institutions. It has been specified that the phenomenon of communicative competence in scientific discourse originated in the 1960s and connected with the prominent British, German and American scientific researchers (L. Bachman, R. Campbel, M. Canale, J. Habermas, M. Halliday, M. Swain et al.), who have produced their own implications on communicative competence. Based on their views it has been specified that the communicative competence should be acquired in all areas, namely, speaking, reading, listening, and writing. Therefore, it has been justified that microteaching is of significance, as it allows future TESOL teachers to develop the high level of communicative competence. It has been found out that microteaching was developed by Stanford University specialists and became adopted by many teacher education institutions in the world. The model of microteaching acquired in British education institutions has been described. It has been outlined that microteaching is seen as a simplified form of teaching, the main peculiarity of which means it is evaluated by peers/supervisors to provide a feedback. It has been indicated that the main aim of microteaching is to allow future TESOL teachers to determine their level of communicative competence most objectively. It has been clarified that future TESOL teachers should undergo three stages to form their communicative competence. The advantages and disadvantages of microteaching in the context of forming future TESOL teachers’ communicative competence have been presented. The most prominent advantages have been analyzed. The perspectives for further studies have been determined.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

Social Glocalisation and Education

2020 ◽  
Author(s):  
Hans Hobelsberger
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Practical Theology ◽  
Social Structures ◽  
Local Effects ◽  
Local Identities ◽  
The Social ◽  
The World ◽  
Work Health

This book discusses the local effects of globalisation, especially in the context of social work, health and practical theology, as well as the challenges of higher education in a troubled world. The more globalised the world becomes, the more important local identities are. The global becomes effective in the local sphere. This phenomenon, called ‘glocalisation’ since the 1990s, poses many challenges to people and to the social structures in which they operate.

Global warming influences dynamics of plague’s epidemic manifestations in XX-XXI centuries

2017 ◽  
pp. 38-40
Author(s):  
E.S. Zenkevich ◽  
N.V. Popov
Keyword(s):  
Global Warming ◽  
20Th Century ◽  
Modern Trend ◽  
Climate Fluctuations ◽  
The World ◽  
Low Incidence ◽  
High Level

During the second half of 20th century, a high level of plague incidence in the world was in 1960–1979 and 1990–2009. The significant decrease of infection cases was in 1950–1959, 1980–1989, 2010–2015. It is noticed, that the observed cyclical nature of the alternation of high and low incidence plague’s periods, in many respects related to modern trend of climate fluctuations.

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