scholarly journals NON-FORMAL DEVELOPMENT TRENDS OF ADULT EDUCATION IN UKRAINE

2021 ◽  
pp. 23-27
Author(s):  
Ольга Баніт ◽  
Любов Ващенко
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
Online Courses ◽  
Professional Associations ◽  
Corporate Education ◽  
The Third ◽  
The Past ◽  
New Institutions ◽  
Online Format

The author identifies four key trends in the development of non-formal adult education in Ukraine. The first trend is the division of non-formal adult education into two areas: general cultural and professional. The first direction means the development of the need for education, the formation of the ability to learn independently, to know themselves and their capabilities, to meet intellectual and aesthetic needs. The second direction is related to the development of corporate education and in-house training. The second trend is characterized by the emergence of new institutions of non-formal adult education. These are public organizations and unions, women's organizations, interest clubs, cooperative professional associations, cor-porate universities and academies, etc. The third trend is related to the expansion of the content, forms and methods of non-formal adult education. The author gives a classification of forms of organization of non-formal education: didactic, socio-pedagogical, professionally-oriented, language-linguistic, cultural-artistic. The fourth trend has developed over the past few years. This is the transition of non-formal adult education to an online format. In the domestic market, the number of providers offering mass open online courses is growing. Among them are the Ukrainian online platforms Prometheus and VUM (Open University Maidan)

Fourth addendum to the synoptic review of red algal genera

2019 ◽  
Vol 62 (4) ◽  
pp. 355-367 ◽  
Author(s):  
Craig W. Schneider ◽  
Michael J. Wynne
Keyword(s):  
New Taxa ◽  
Red Algae ◽  
New Genera ◽  
Half Century ◽  
Hierarchical Framework ◽  
The Third ◽  
The Past ◽  
Red Algal ◽  
Molecular Sequencing

Abstract The fourth addendum to Schneider and Wynne’s 2007 “A synoptic review of the classification of red algal genera a half century after Kylin’s 1956 ‘Die Gattungen der Rhodophyceen’” is presented, covering the names of genus- and higher-level taxa added or modified since our third addendum (Bot. Mar. 59: 397–404). Since that synopsis, we added 21 new genera in a first addendum, 27 in the second, and 40 in the third, demonstrating the increasing amount of genetic work over more than a decade. In this fourth addendum, we add 58 new genera to the list of red algae as well as many new taxa in the hierarchical framework over the past 3 years. Based upon molecular sequencing, other genera reinstated from synonymy studies are included.

scholarly journals Panorámica de la trilogía cine, historia y educación en España (1995-2020)

Panta Rei ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 197-223
Author(s):  
Concha Fuentes-Moreno ◽  
Alba Ambrós-Pallarés
Keyword(s):  
Formal Education ◽  
Review Of The Literature ◽  
Historical Source ◽  
The Third ◽  
The Core ◽  
The Past ◽  
Non Fiction ◽  
Ongoing Training ◽  
Analytical Synthesis ◽  
Analysis Point

Se realiza una síntesis analítica de las principales líneas de trabajo que se han gestado en los últimos 25 años sobre el cine y el aprendizaje de la historia. Se revisa la literatura desde una perspectiva histórica mediante el uso de bases de datos, organizando las salidas en tres categorías. En la primera categoría, historia y cine, se agrupan las investigaciones relacionadas con la aceptación del cine como fuente histórica y como testimonio de una época. Una segunda categoría concentra los trabajos sobre historia, cine y educación, englobando las siguientes temáticas: cine y currículum escolar; cine de ficción y no ficción y cine como constructor de identidades. La tercera categoría se focaliza en el uso del cine en el aula de historia considerando aspectos didácticos relevantes. Los resultados demuestran que las recientes investigaciones reivindican el cine como instrumento de análisis y reflexión sobre el pasado como otra fuente histórica más, así como vía para fomentar el análisis crítico y empático propios de la competencia ciudadana. Del mismo modo, existe una tendencia que defiende la inclusión de la educación mediática y la alfabetización cinematográfica dentro de la educación formal y la formación inicial y permanente de todos los docentes. The aim of the paper consists on an analytical synthesis of the main lines of research that have been developed in the last 25 years on the teaching of history with films. A systematic review of the literature inside databases from a historical perspective has been the followed methodology. The analysis has been structured in three categories. The first one, called history and cinema, evidences the existence of a research line focused on the acceptance of cinema as a historical source and also as witness of an Era. The second one relates history, films and education, and three more lines emerge from it: films and curriculum; fiction and non-fiction films, and using films as a constructor of identities. The third and last category is based on the use of films in the History classroom attending on methodological relevant aspects. The core results of the analysis point at two complementary directions. First, the vindication of films as a tool of analysis and reflection on the past as a historical source. Second, the acceptance of films as an instrument to promote critical and empathetic analysis of citizenship competence. Similarly, there is a trend that advocates the inclusion of media education and film literacy within formal education and the initial and ongoing training of all teachers.

An Investigation on Course Characteristics that Fit Well with Online Offering

2011 ◽  
pp. 220-229
Author(s):  
Tim Klaus ◽  
Chuleeporn Changchit
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Traditional Classroom ◽  
Retention Rates ◽  
Classroom Environments ◽  
Institutions Of Higher Education ◽  
Course Characteristics ◽  
The Past ◽  
Online Environments ◽  
Online Format

The number of online courses offered by universities as well as the number of students enrolled in these courses has increased greatly over the past few years. Technological advancements currently penetrate society, allowing online courses to be offered efficiently and effectively. However, it has become more apparent that all classes are not as adaptive to an online format as others. Since many institutions of higher education further incorporate online courses into their curriculum, it is important to understand the characteristics of courses that affect students’ preferences for either traditional classroom environments or online environments. Indications of this can be seen in the attrition and retention rates of classes offered online. This study explores the characteristics of courses that affect students’ preferences towards online and traditional classroom settings. These results should help providing guidelines to institutions considering courses for online offer.

scholarly journals FORMATION AND DEVELOPMENT OF CORPORATE EDUCATION IN POLAND IN THE SECOND HALF OF THE 20TH – EARLY 21TH CENTURY

Osvitolohiya ◽  
2021 ◽  
pp. 99-106
Author(s):  
Andrii Filatov
Keyword(s):  
Adult Education ◽  
Education System ◽  
Formal Education ◽  
Social Protection ◽  
Legal Framework ◽  
International Standards ◽  
Corporate Education ◽  
Theoretical Substantiation ◽  
The Republic ◽  
Decentralization Of Education

The article represents an overview and substantiation of the peculiarities of the formation and development of corporate education in Poland in the second half of the 20th - early 21th century. The definition of ‘corporate education’ in the context of adult education is clarified in the text. The importance of the experience of corporate education of the Republic of Poland as a component of adult education for the Ukrainian education system was noted. The purpose of the article is a theoretical substantiation of the peculiarities of the formation and development of corporate education in Poland in the second half of the 20th – early 21th century. It was found that during the existence of the People’s Republic of Poland (1952–1989) no special legislation and regulations on the organization of corporate education were adopted in the country. The problems of formation of corporate education, which have been being solved by the People’s Republic of Poland in the 50-70s of the last century were singled out. In the article was proven the importance of the adoption of the Labor Code (1974), the Employment Act (1989), The Law On the Education System (1991), the Act on Employment and Social Protection in case of Unemployment (1994), the document «Continuing Education Strategy till 2010»; (2003). The following features of formation and development of corporate education in Poland in the second half of the 20th – early 21th century are established as: the centralizing the management of educational institutions and ideologically biased content of education; the transition from the administrative-command method in the management of formal education institutions; the spread of the decentralization of education; laying the foundation for the democratization of corporate education in Poland; the emergence of a regulatory framework for broad autonomy of informal corporate education; the adapting the legal framework of education to European Union standards; the integration of Polish corporate education into the European Community. In the future, it is necessary to study the trends of updating the content, forms and methods of vocational training of adults, taking into account the requirements of international standards for training competitive professionals for the global labor market.

Classification of Infant Vocalizations by Untrained Listeners

2019 ◽  
Vol 62 (9) ◽  
pp. 3265-3275
Author(s):  
Heather L. Ramsdell-Hudock ◽  
Anne S. Warlaumont ◽  
Lindsey E. Foss ◽  
Candice Perry
Keyword(s):  
Formal Education ◽  
Additional Insight ◽  
Listener Responses ◽  
Infant Vocalization ◽  
Early Infant ◽  
Infant Vocalizations ◽  
Audio Recordings ◽  
Speech And Language Development ◽  
Insight Into

Purpose To better enable communication among researchers, clinicians, and caregivers, we aimed to assess how untrained listeners classify early infant vocalization types in comparison to terms currently used by researchers and clinicians. Method Listeners were caregivers with no prior formal education in speech and language development. A 1st group of listeners reported on clinician/researcher-classified vowel, squeal, growl, raspberry, whisper, laugh, and cry vocalizations obtained from archived video/audio recordings of 10 infants from 4 through 12 months of age. A list of commonly used terms was generated based on listener responses and the standard research terminology. A 2nd group of listeners was presented with the same vocalizations and asked to select terms from the list that they thought best described the sounds. Results Classifications of the vocalizations by listeners largely overlapped with published categorical descriptors and yielded additional insight into alternate terms commonly used. The biggest discrepancies were found for the vowel category. Conclusion Prior research has shown that caregivers are accurate in identifying canonical babbling, a major prelinguistic vocalization milestone occurring at about 6–7 months of age. This indicates that caregivers are also well attuned to even earlier emerging vocalization types. This supports the value of continuing basic and clinical research on the vocal types infants produce in the 1st months of life and on their potential diagnostic utility, and may also help improve communication between speech-language pathologists and families.

ABOUT THE PROBLEM OF CLASSIFICATION OF THE CONCEPTS OF INFORMATICS STUDIED AT SECONDARY SCHOOL

2018 ◽  
pp. 4-7
Author(s):  
S. I. Zenko
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Computer Science ◽  
Parts Of Speech ◽  
The Third ◽  
The Cross ◽  
Definition Of

The article raises the problem of classification of the concepts of computer science and informatics studied at secondary school. The efficiency of creation of techniques of training of pupils in these concepts depends on its solution. The author proposes to consider classifications of the concepts of school informatics from four positions: on the cross-subject basis, the content lines of the educational subject "Informatics", the logical and structural interrelations and interactions of the studied concepts, the etymology of foreign-language and translated words in the definition of the concepts of informatics. As a result of the first classification general and special concepts are allocated; the second classification — inter-content and intra-content concepts; the third classification — stable (steady), expanding, key and auxiliary concepts; the fourth classification — concepts-nouns, conceptsverbs, concepts-adjectives and concepts — combinations of parts of speech.

Al-Rasm al-ʿUthmānī: Towards Correct Pronunciation and the Preclusion of Ambiguity

2011 ◽  
Vol 13 (2) ◽  
pp. 201-171
Author(s):  
Nāṣir Al-Dīn Abū Khaḍīr
Keyword(s):  
Specific Pattern ◽  
Writing Style ◽  
The Third ◽  
The Past ◽  
Different Ages ◽  
Correct Pronunciation ◽  
The One ◽  
The Mind

The ʿUthmānic way of writing (al-rasm al-ʿUthmānī) is a science that specialises in the writing of Qur'anic words in accordance with a specific ‘pattern’. It follows the writing style of the Companions at the time of the third caliph, ʿUthmān b. ʿAffān, and was attributed to ʿUthmān on the basis that he was the one who ordered the collection and copying of the Qur'an into the actual muṣḥaf. This article aims to expound on the two fundamental functions of al-rasm al-ʿUthmānī: that of paying regard to the ‘correct’ pronunciation of the words in the muṣḥaf, and the pursuit of the preclusion of ambiguity which may arise in the mind of the reader and his auditor. There is a further practical aim for this study: to show the connection between modern orthography and the ʿUthmānic rasm in order that we, nowadays, are thereby able to overcome the problems faced by calligraphers and writers of the past in their different ages and cultures.

Lot's Offer of his Daughters to his People in the Torah and the Qur'an: A Comparative Study in Two Parts (Part One)

2016 ◽  
Vol 18 (3) ◽  
pp. 161-224
Author(s):  
ʿĀʾiḍ B. Sad Al-Dawsarī
Keyword(s):  
Comparative Study ◽  
Comparative Studies ◽  
The Third ◽  
The Past ◽  
The Status ◽  
Moral Problems ◽  
Moral Dimensions ◽  
Similarities And Differences

The story of Lot is one of many shared by the Qur'an and the Torah, and Lot's offer of his two daughters to his people is presented in a similar way in the two books. This article compares the status of Lot in the Qur'an and Torah, and explores the moral dimensions of his character, and what scholars of the two religions make of this story. The significance of the episodes in which Lot offers his daughters to his people lies in the similarities and differences of the accounts given in the two books and the fact that, in both the past and the present, this story has presented moral problems and criticism has been leveled at Lot. Context is crucial in understanding this story, and exploration of the ways in which Lot and his people are presented is also useful in terms of comparative studies of the two scriptures. This article is divided into three sections: the first explores the depiction of Lot in the two texts, the second explores his moral limitations, and the third discusses the interpretations of various exegetes and scholars of the two books. Although there are similarities between the Qur'anic and Talmudic accounts of this episode, it is read differently by scholars from the two religions because of the different contexts of the respective accounts.

Negotiating Tripartite Philosophy (Strategy–tactics–technique)

2019 ◽  
Vol 1 (1) ◽  
pp. 53
Author(s):  
Hazem Hamad Mousa Al Janabi
Keyword(s):  
Bottom Line ◽  
Negotiation Strategy ◽  
The Third ◽  
The Past

Tripartite Negotiating philosophy: (strategy - tactics - technique) At the beginning , the research consists of four sections as follows: The first axis titled: "what negotiation", and the second axis: "philosophy of negotiation," The third axis titled: "negotiation strategy". Down to the fourth axis which included titled: "negotiating tactic", Sajama with the past and as a supplement came fifth axis titled: "negotiating technique", to be the bottom line in the form of a set of conclusions. Negotiation consists of a base triple hierarchical strategy - tactics - technique. The philosophy of negotiating interactive basis of rationality. Negotiable three parties are the position and the case and the parties involved. Is the process of negotiating strategic recruitment capacity and capabilities to achieve the desired goal of the crisis prematurely. Negotiating tactic is the process of hiring capacity and capabilities to achieve the desired goal at the negotiating table. •The technique is the process of negotiating employment capacity and capabilities to achieve the desired goal at the negotiating table to contain thesudden things check response and renewed flexibility.

Same Address, Different Doors: Post-Heritage Deconstruction of the Heritage Household in Upstairs Downstairs in the 1970s and 2010s

2020 ◽  
Author(s):  
William Abbiss
Keyword(s):  
Final Section ◽  
Social Structures ◽  
The Third ◽  
The Past ◽  
War Narrative ◽  
Critical History ◽  
The Social ◽  
Fourth Series ◽  
History Of ◽  
Multiple Episodes

This article offers a ‘post-heritage’ reading of both iterations of Upstairs Downstairs: the LondonWeekend Television (LWT) series (1971–5) and its shortlived BBC revival (2010–12). Identifying elements of subversion and subjectivity allows scholarship on the LWT series to be reassessed, recognising occasions where it challenges rather than supports the social structures of the depicted Edwardian past. The BBC series also incorporates the post-heritage element of self-consciousness, acknowledging the parallel between its narrative and the production’s attempts to recreate the success of its 1970s predecessor. The article’s first section assesses the critical history of the LWT series, identifying areas that are open to further study or revised readings. The second section analyses the serialised war narrative of the fourth series of LWT’s Upstairs, Downstairs (1974), revealing its exploration of female identity across multiple episodes and challenging the notion that the series became more male and upstairs dominated as it progressed. The third section considers the BBC series’ revised concept, identifying the shifts in its main characters’ positions in society that allow the series’ narrative to question the past it evokes. This will be briefly contrasted with the heritage stability of Downton Abbey (ITV, 2010–15). The final section considers the household of 165 Eaton Place’s function as a studio space, which the BBC series self-consciously adopts in order to evoke the aesthetics of prior period dramas. The article concludes by suggesting that the barriers to recreating the past established in the BBC series’ narrative also contributed to its failure to match the success of its earlier iteration.

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