scholarly journals Callenges for teaching Georgian language Phonetics in high schools

enadakultura ◽  
2021 ◽  
Author(s):  
Gabriel Tagauri
Keyword(s):  
High Schools ◽  
Scientific Discipline ◽  
Point Of View ◽  
First Year ◽  
First Year Students ◽  
New Knowledge ◽  
Small Doses ◽  
Theory Point ◽  
Scientific Skills ◽  
Working Out

Significant and important details should be taken into account when planning a Phonetics training course. As you know, the Morphology and Syntax of the Georgian language are taught in small doses at school, and thus, these subjects are somewhat familiar to the entrants. But we can not say the same about "Phonetics". This scientific discipline is a completely new fruit for first-year students of the Philology contingent, which puts lecturers in front of great responsibilities and serious difficulties. Thus, when working out a Phonetics lecture course, we must carefully select the issues that we will provide to students seeking new knowledge, not in terms of learning and mastery, but in terms of assessment and cognition. We hope that the model we have developed will give the freshman the opportunity to think rationally, to choose and to formulate his own position, even to identify/develop a new theory/point of view, and to create his scientific skills.

scholarly journals Freedom and responsibility as key elements of sustainable development of education

2021 ◽  
Vol 295 ◽  
pp. 05015
Author(s):  
Valentina Remizova ◽  
Tatyana Nesterova ◽  
Irina Moiseeva
Keyword(s):  
Sustainable Development ◽  
Empirical Data ◽  
Point Of View ◽  
First Year ◽  
Future Teachers ◽  
School Students ◽  
First Year Students ◽  
Full Extent ◽  
New Generation ◽  
Freedom And Responsibility

The paper reveals the future teachers’ attitude towards freedom and responsibility in the context of sustainable development of education. Sustainable development seems to be impossible without the new generation of free, dignified, respectful, and responsible individuals. Freedom and responsibility are outlined from a pedagogical point of view. The concepts under study are considered to be of great significance for child’s development. The information obtained during the survey and questionnaire conducted with first-year students of the pedagogical university indicates that future teachers do not yet have sufficient experience to correlate adequately the possibility of revealing school students’ freedom and the need to be in charge of the behavior, actions and thoughts of their own. University students believe that school students generally take responsibility for completing individual assignments rather than common ones. Future teachers do not think that school students’ attitude towards education is responsible and trustworthy, would-be teachers doubt that school students are able to manifest freedom and responsibility to full extent. The empirical data drive to the conclusion that it is necessary to change future teachers’ attitude towards freedom and responsibility in their pedagogical activities. Future teachers are advised to change their attitude to freedom and responsibility in their activities.

scholarly journals Exploring the preconception of the first year of medical students on medicine before entering medical school

2021 ◽  
Vol 33 (4) ◽  
pp. 369-379
Author(s):  
Ye Ji Kang ◽  
Jun Soo Hwang ◽  
Yanyan Lin ◽  
Hyo Jeong Lee ◽  
Sang Yun Han ◽  
...  
Keyword(s):  
Cultural Context ◽  
Extensive Study ◽  
Scientific Discipline ◽  
First Year ◽  
Education Students ◽  
Patient Centered ◽  
First Year Students ◽  
Positive Side ◽  
Korean Traditional Medicine ◽  
Varied Range

Purpose: First-year students can form a preconception based on life experiences before entering college and identifying learners’ existing characteristics can be useful foundation data for curriculum development. This study examines what preconceptions freshman students had about medicine before entering medical school.Methods: A total of 110 first-year students were asked about what preconceptions they had about “medicine”. A total of 1,124 data were used in the content analysis method.Results: The results were extracted into 5, and 12 twelve categories. On the theme of “scientific discipline”, the knowledge students had about general health was based on scant expertise and little evidence. Students perceived medicine as Western and scientific, considering Korean traditional medicine as unscientific. Students believed that “medical practice” should be a “disease treatment” and “patient-centered” approach rather than a “social responsibility”. In “the role of the doctor”, students were concerned about the doctor's being financially stable on the positive side, and about the high-intensity workload on the negative side. In “medical education”, students believed that studying medicine would be “hard and difficult” because of the “importance of memorizing” and “extensive study load”. In “specialty stereotype”, students had biases that were mostly concentrated on “psychiatry” and “surgery”Conclusion: Perception of “medicine” has been revealed to a varied range of themes, but some have been inaccurate or unrealistic. These prejudices and groundless beliefs have a gap with the learning outcomes that students should achieve in the curriculum, and these preconceptions seem to have been influenced by South Korea’s unique cultural context.

scholarly journals Examining Incoming Credit Differences Between First-Year and Transfer Students

2018 ◽  
Vol 38 (2) ◽  
pp. 31-44
Author(s):  
Yang Yang ◽  
Kelly Briggs ◽  
Sandra Avalos ◽  
Christina M. Anderson
Keyword(s):  
High Schools ◽  
Transfer Students ◽  
Professional Education ◽  
First Year ◽  
Degree Programs ◽  
Land Grant University ◽  
First Year Students ◽  
Policy Makers ◽  
Small High Schools ◽  
The Difference

In this study, the difference in the number of initial credits between incoming transfer and first-year students entering a land grant university in a professional education program was examined (N = 488). A multivariate analysis of variance revealed that transfer students transferred significantly more total credits and more credits that counted toward degree programs than did first-year students. Undergraduates who had graduated from small high schools transferred more credits and more credits that counted than did those from large high schools. However, first-year students transferred a significantly higher percentage of total credits that counted toward the degree programs than did transfer students. Implications for advisors, institutions, and policy makers are discussed.

scholarly journals Working out of health related power lifting training program for first year students with muscular skeletal apparatus affections

2015 ◽  
Vol 19 (5) ◽  
pp. 54-61
Author(s):  
Qiang San Zhen
Keyword(s):  
Motor Skills ◽  
Social Adaptation ◽  
Health Improvement ◽  
First Year ◽  
Functional Fitness ◽  
First Year Students ◽  
Health Related ◽  
One Year ◽  
General Physical ◽  
Working Out

Purpose: substantiation and working out of program for health improvement of first year students with muscular skeletal apparatus affections by power lifting means. Material: in experiment, which lasted one year, 24 first year students with muscular skeletal apparatus affections participated (two groups, 12 persons in each). The students’ age was 18-20 years old. Results: optimal correlation of specific and non-specific loads - 60%:40% was found. The worked out complex of exercises for training of bench press barbell technique includes the following: special warming up exercises, exercises on special simulators and exercises with weights. As general physical training it is recommended to use complex of commonly accepted exercises. Conclusions: application of the worked out program ensures formation of steady interest to physical exercises’ practicing, strengthening of health, replenishment of motor skills’ base, training of motor qualities and functional fitness. Besides, it facilitates more effective students’ social adaptation in collective.

scholarly journals The portrait of a competent (ideal) lecturer: students and lecturers’ point of view (based on the material of the language department of a non-linguistic university)

2020 ◽  
Vol 9 (2) ◽  
pp. 290-293
Author(s):  
Tatiana M. Tatarina
Keyword(s):  
Interpersonal Communication ◽  
Point Of View ◽  
First Year ◽  
First Year Students ◽  
University Teachers ◽  
Ideal Teacher ◽  
The Subject ◽  
Points Of View ◽  
Work First

The author is interested in studying the portrait of a competent (ideal) teacher. Does the intensification of the pace of education and the growing demands on the quality of education affect the shift of emphasis in the personality of a specialist to greater pragmatism and rigidity? Or is it still, as in the days of Pestalozzi, humanity and morality determine the personality of the teacher? What personality traits of a teacher of Humanities are valuable to students? In this paper the author explores whether the points of view on personal competence of students and teachers coincide. The teacher must have knowledge of the subject, have communication skills, and be a charismatic personality in order to instill students with interest in learning the language, to encourage them to perform a large amount of work. First-year students, when adapting to studying at a university, evaluate university teachers effectiveness in teaching and communicating through the prism of school experience. Students opinions about the objectivity of teachers assessments depend on how interpersonal communication develops in the student-teacher paradigm. The adaptation of students to new forms of training largely depends on whether the teachers personality corresponds to the image of the competent (ideal teacher) that was formed at the previous stage of training (school years).

The model of pedagogical support for the adaptation process of first-year students of secondary professional education at the Presidential College of Multilevel Professional Education of the Russian Academy of National Economy and Public Administration

2019 ◽  
Vol 4 (4) ◽  
pp. 102-114
Author(s):  
Larisa Eremenko
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Educational Process ◽  
Point Of View ◽  
Necessary Condition ◽  
First Year ◽  
Adaptation Process ◽  
First Year Students ◽  
Secondary Vocational Education ◽  
Positive Results

The article is devoted to the consideration of the model of pedagogical support of the adaptation process of students - freshmen of secondary professional education. The problem of students' adaptation is one of the most urgent not only from the point of view of psychological comfort of students, but also as a necessary condition for the development of professional competencies. In order to solve this problem successfully, it is necessary to identify the reasons that negatively affect the adaptation of students, and to create a model of pedagogical support for first-year students at the stage of adaptation. The structure of the model, its components are presented, the features of the freshmen adaptation process are revealed, the reasons that negatively affect the students' adaptation are identified, the relevance of studying this problem in secondary vocational education is emphasized. The author pays special attention to characterizing the specifics of students' adaptation in the system of secondary vocational education, increasing the efficiency of the existing model in modern conditions. The positive results obtained during the pedagogical experiment confirm that the success of the process of adapting first-year students to college requires qualified pedagogical support, which can be provided only with competent interaction, cooperation of all structures of the educational process.

Some Considerations Appertaining to the Content of High School Mathematics

1934 ◽  
Vol 27 (1) ◽  
pp. 41-52
Author(s):  
Gordon R. Mirick
Keyword(s):  
High School ◽  
Point Of View ◽  
School Mathematics ◽  
First Year ◽  
Analytic Geometry ◽  
High School Mathematics ◽  
First Year Students ◽  
Mathematics Courses ◽  
Solid Geometry ◽  
The Subject

Recent years have witnessed a change in the content of courses in mathematics for the seventh, eighth and ninth grades. There has been a change not only in content but in the point of view in the teaching of the subject. A study of the mathematics courses offered to first-year students in our various colleges reveals two important changes. First, the elements of analytic geometry and of the calculus are introduced earlier, and second, there is much less emphasis on Euclidean solid geometry. Pupils who do not take this subject in high school often miss it in college, for the number of colleges offering a course in Euclidean solid geometry is fast diminishing.

scholarly journals The Ability of Students to Explain Science Concepts in Two Languages

2017 ◽  
Vol 23 (45) ◽  
pp. 35 ◽  
Author(s):  
John Airey
Keyword(s):  
Comparative Studies ◽  
Great Difficulty ◽  
Point Of View ◽  
Speaking Rate ◽  
First Year ◽  
First Year Students ◽  
Run Length ◽  
Speech Event ◽  
Science Concepts ◽  
First Time

This paper analyses the ability of twenty-one physics undergraduates at two Swedish universities to orally describe and explain in both Swedish and English the science concepts met in their lectures. This ability is related back to the language used to teach the concepts (English, Swedish or both languages). Transcripts of student descriptions in both languages are rated using three measures:1.  Fluency (in terms of syllables per second and mean length of runs)2.  Code-switching3.  A judgment about the ‘disciplinarity’ of what is said.Comparison between languages finds that students speak on average 45% slower and have 33% shorter runs in their English descriptions. However, these differences in speaking rate and run length become much lower (28% and 26% respectively) in those transcripts where students appear to have adequately understood the concepts that were presented in the lectures. These latter values are in line with findings in comparative studies of other types of speech event (See Hincks 2010). Analysis of code-switching identifies some students (n=3) who have great difficulty describing disciplinary concepts in English. These were first year students and were being taught in English for the first time. It is thus concluded that for some students disciplinary English is indeed a problem. However, from a disciplinary point of view, all other students give similarly good (or bad) descriptions of physics concepts in both Swedish and English, regardless of the language used in the lectures.

scholarly journals Vliv plyometrického tréninku (depth jump) na běžeckou a cyklistickou ekonomiku pohybu

2017 ◽  
Vol 11 (1) ◽  
pp. 8-15 ◽  
Author(s):  
Jiří Bílý ◽  
Jan Cacek ◽  
Tomáš Kalina ◽  
Akaninyene Arnold Sunday
Keyword(s):  
Sport Performance ◽  
Point Of View ◽  
Control Group ◽  
First Year ◽  
Plyometric Training ◽  
First Year Students ◽  
Endurance Sport ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Endurance sport performance is influenced by many factors, such as motor economies. In this research we focused on running and cycling economies. Twenty-eight first year students of Faculty of Sport science of Masaryk University (age 20.29 ± 0.94 years, height 182.32 ± 7.98 cm, weight 76.98 ± 10.03 kg) were purposively selected to participate as subjects. The test subjects were randomized into experimental group (n = 17) and control group (n = 11). Pre-test and post-test were taken on RE and CE. The PI protocol was eight weeks, twice a week, eight sets per day, and ten repetitions per set. The results showed that short-term plyometric training using depth jump had no significant effect on RE when running at 10 and 12 km.h–1. Likewise there was no significant effect on CE using strain of 1.5 W.kg–1 and 2 W.kg–1. From the point of view of practical use we do not recommend apply analogous plyometric training using declared running speed and cycling intensity.

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