scholarly journals Education Capitalization and Learning Accesstability

2021 ◽  
Vol 14 (1) ◽  
pp. 89-103
Author(s):  
Idham Okalaksana Putra ◽  
Abdul Muhid
Keyword(s):  
Good Education ◽  
New Knowledge ◽  
Learning Interest

Education has a much needed role for everyone to give new knowledge.  Education requires materials that support it to be well-maintained. In accordance with the opening of the Contstitution 1945 is educate the life of the nation.  Lately, education is used as a new tool to gain profit from all aspects in other words of the commercialization of education. The capitalization of this education can be felt by the parties who have a level of opinion below the average, they struggle to get the best education.  Because good education requires complete and good facilities. The implementation can be seen from the expensive costs incurred to obtain the facility. Good education requires complete and good facilities. The implementation can be seen from the expensive costs incurred to obtain the facility.  Every citizen has access to a decent education to foster their learning interest.  

Игры на уроках русского языка как иностранного

2019 ◽  
pp. 11-13
Author(s):  
Асия Динеева
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Foreign Students ◽  
Traditional Method ◽  
New Knowledge ◽  
Learning Interest ◽  
Game Forms

Аннотация: В статье рассматриваются методы и игровые формы обучения русского языка как иностранного у студентов различных профилей подготовки на довузовском этапе. Актуальность избранной темы статьи состоит в том, что изучение русского языка как иностранного - очень сложный и трудоемкий процесс. Методика РКИ постоянно ищет простые, но эффективные способы подачи ма- териала. Игра - один из таких способов. Игровые методы и приемы позволяют освоить и закрепить новые знания не традиционным методом многократного повторения и зазубривания, а с помощью активных, вызывающих повышенный интерес и дополнительную мотивацию к действию. В статье представлены некоторые игры, которые могут быть использованы при обучении иностранных студентов лексике и грамматике. Ключевые слова: методы, игровые формы обучения, интерес, игры: фонетические, грамматические, лексические. Аннотация: Макалада чет элдик студенттерди жогорку окуу жайында даярдоо баскычында орус тилин үйрөтүүдө оюн түрүндө колдонуп өтүү ыкмасы каралат. Орус тили чет тили катарында өтүлүүдө тандалган теманын актуалдуулугун өнүктүрүү абдан татаал жана изденүү эмгегин талап кылган процесс. Орус тили чет тили катары үйрөтүлүп жаткандыктан өтүлө турган материалдар жөнөкөй, бирок сапаттуу билим берүү методикасын издөө керек. Ушундай методиканын бири оюн түрүндө сабакты өтүү ыкмасы эсептелет. Оюн түрүндөгү ыкма, салттуу окутуудан айырмаланып, чет элдик студенттердин тил үйрөнүүгө кызыгуусун арттырып жана шык берет. Бул макалада чет тилдүү студенттерге лексиканы жана грамматиканы окутууда бир нече оюндардын түрлөрү көрсөтүлгөн. Түйүндүү сөздөр: оюн түрүндө үйрөтүү ыкмасы, фонетиканы, лексиканы, грамматиканы үйрөтүүдө оюндардын түрүн колдонуу. The article considers methods and game forms of teaching Russian as a foreign lan- guage to students of different profiles of training at the pre-University stage. The aim of the chosen topic of the articles is that the study of Russian as a foreign language is very difficult and time-consuming process. Methods of Russian as a foreign language is constantly looking for simple but effective ways of presenting the material. The game - one of the following ways. Game methods and tecniques allow you to learn and consolidate new knowledge non traditional method of repitition and memorization and with the help of active causing increased interest and additional motivation. The article presents some games that can be used in teaching foreign students vocabulary and grammar. Key words: methods, playing forms, learning, interest, games: phonetic grammat- ical lexical.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

Homelessness as a public mental health and social problem: New knowledge and solutions.

2017 ◽  
Vol 14 (2) ◽  
pp. 113-117 ◽  
Author(s):  
Jack Tsai ◽  
Thomas O'Toole ◽  
Lisa K. Kearney
Keyword(s):  
Mental Health ◽  
Social Problem ◽  
Public Mental Health ◽  
New Knowledge

New Knowledge of the Rise of Man

1932 ◽  
Vol 147 (4) ◽  
pp. 199-202
Author(s):  
A. A. Hopkins
Keyword(s):  
New Knowledge

New knowledge, old patients

1995 ◽  
Vol 4 (12) ◽  
pp. 1014-1016 ◽  
Author(s):  
D. A. Brechtelsbauer
Keyword(s):  
Old Patients ◽  
New Knowledge

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.

Advanced professional education for library staff: Criteria for program selection and compromises

2020 ◽  
Author(s):  
Elena Lindeman ◽  
◽  
Darya Moseeva ◽  
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Organizations ◽  
Double Standards ◽  
Evaluation Influence ◽  
Information Activity ◽  
Program Selection ◽  
Staff Appraisal ◽  
New Knowledge

The quality of programs in library and information activity offered by various advanced professional training centers are discussed along with the issues and vectors of advanced training of the RNPLS&T staff. The RNPLS&T has to choose between expensive courses when new knowledge and skills are guaranteed, and online express courses (fast, easy, cheaply) where no new competences are guaranteed though employees get standard certificates. This trend facilitates establishing more and more online training centers that are just making money due to the demand for standardized certification. The double standards of education programs evaluation influence the quality of knowledge, though documented and certified. The authors argue that the above mentioned educational organizations have to be controlled, the more so, as the libraries are to accomplish their staff appraisal.

Editor's Note

2004 ◽  
Vol 27 (1) ◽  
pp. i-iii
Keyword(s):  
United States ◽  
Public Education ◽  
Economic Status ◽  
Ethnic Origin ◽  
Fair Use ◽  
Good Education ◽  
The Poor ◽  
The Rich

In this election year, 2004, people are grappling with the various forces that make up these United States. What forces encourage inclusion and which exclusion? Who is to be included and who excluded? Is this to be a country with wide discrepancies between the rich and the poor? Is this to be a country where public education is poorly funded and a good education depends upon private resources? Are we going to forget that discrimination on the basis of gender, race, ethnic origin, and economic status still exists and needs to be perpetually, vigilantly addressed? There is a deep division in the country over the proper and fair use of our resources that constitutes concern in all our citizens

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