scholarly journals МEMORIES ON THE FIELD COURSE IN GEOLOGICAL MAPPING

2021 ◽  
pp. 158-160
Author(s):  
Maryna KROCHAK
Keyword(s):  
Teaching Method ◽  
Educational Process ◽  
Geological Mapping ◽  
Main Task ◽  
Collective Work ◽  
Geological Age ◽  
Field Practice ◽  
Geological Map ◽  
First Time ◽  
Field Geology

This article is a memory of the field course in geological mapping. It was a part of studying process of the author while her education at the Geology & Geophysics Department, Novosibirsk University. The practice took place in the 80s of the last century in the steppe region of the Khakassia Autonomous Region (Krasnoyarsk Territory, Russia) at the university’s geological training camp. The article features a technique of creating a geological map of the site. Geological strata were distinguished by lithological features. However, the instructors did not indicate the real geological age of the deposits to the students because it was believed that such information is unnecessary for them. The main task of students was to master the methods of geological mapping of an unknown territory. Students covered the site with routes along the cross of the strike of sediments. Students had to recognize these sediments, determine the area of their distribution, divide them into stratigraphic horizons and give them their own names. Then students marked the boundaries of the rock layers at outcrops and the elements of their occurrence on the topographic base. This original teaching method gave a positive result. Students have developed a geological map of the training site where certain stratigraphic horizons were shown with real bedding elements. This approach contributed to the independent creative work of students. Students felt themselves like pioneer geologists who came to this territory for the first time, conducted geological mapping and gave names to geological strata that are exposed. In addition, this method excluded the possibility of cheating and copying the existing real geological map.   The article presents memories of the young nineteen-year-old student’s perception of the features of field geology, expeditionary life and collective work. With a certain degree of self-irony the author brings his thoughts, feelings and impressions of nature.   The experience gained during this field practice has become the basis of the author’s professional skills and now helps us in educational process. 

scholarly journals Problems of preparation for educational design of students of institutions of higher art education

2021 ◽  
Vol 14 (33) ◽  
pp. e15972
Author(s):  
Yaroslav Lohinskyy ◽  
Olena Maydanets-Bargylevych ◽  
Alla Rudencenko ◽  
Volodymyr Tymenko ◽  
Yuriy Didovets
Keyword(s):  
Art Education ◽  
Teaching Method ◽  
Educational Process ◽  
Main Task ◽  
Educational Design ◽  
Professional Activities ◽  
Scientific Technical ◽  
Production Problems ◽  
Standard Production ◽  
Modern Technologies

In modern conditions of production development, the requirements for a young specialist in the field of higher art education are growing. The main task of higher art education is to train a competitive, mobile specialist who has a readiness for self-education throughout his life. When preparing a specialist in higher art education, it is necessary to form in him such knowledge, abilities and skills that will allow him to solve non-standard production problems, use modern technologies, independently analyze the results of his activities, and draw conclusions. Thus, a graduate of institutions of higher art education must be ready to work actively in a changing environment. Teaching focused only on memorizing the material can no longer meet modern requirements. The problem of the formation of such qualities of attention, memory and thinking that allows the student to independently assimilate information, is constantly updated, as well as the development of such abilities and skills, which, preserved even after completing education, would provide him with the opportunity to keep up with the accelerated scientific technical progress. One of the problems of modern education is that graduates experience some difficulties in applying theoretical knowledge in practice. The ability to apply the acquired knowledge, skills and abilities in professional activities cannot appear by itself, for this you need to teach. To solve this problem, it is necessary to introduce the educational design teaching method into the educational process, which today has its own characteristics and problems.

УКРАЇНОЗНАВЧИЙ ОСВІТНІЙ ЧИННИК В УМОВАХ СУЧАСНОЇ УКРАЇНСЬКОЇ МАСОВОЇ КУЛЬТУРИ

2019 ◽  
pp. 22-29
Author(s):  
Н. В. Фрадкіна
Keyword(s):  
Mass Culture ◽  
Personal Development ◽  
Negative Impact ◽  
Educational Process ◽  
Point Of View ◽  
Character Trait ◽  
Main Task ◽  
Leading Role ◽  
The Individual

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.

First-time adoption of International Public Sector Accounting Standards by Russian universities: Practical aspects

2020 ◽  
Vol 23 (4) ◽  
pp. 364-383
Author(s):  
L.I. Kulikova ◽  
I.I. Yakhin
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Financial Reporting ◽  
Higher Education Institutions ◽  
Accounting Standards ◽  
Educational Process ◽  
Academic Excellence ◽  
Public Sector Accounting ◽  
First Time ◽  
Russian Universities

Subject. This article examines the practice of first-time applying the International Public Sector Accounting Standards (IPSAS) by Russian higher education institutions. Objectives. The article aims to identify and address the problems associated with such application, and conduct a critical analysis of Russian universities' compliance with the requirements of the International Standards on their first-time adoption. Methods. For the study, we used observation, systematization, and a comparative analysis. Results. The article examines and describes the practical experience of the first-time use of IPSAS in the preparation of reporting by Russian educational institutions participating in the Russian Academic Excellence Project (5Top100 Project). It presents the results of the most typical reclassification adjustments of reporting items made by the universities when preparing their inductive statements of financial position as of the date of transition to IPSAS. Conclusions and Relevance. Most of the universities studied complied with the requirements of the IPSAS first-time adoption and provided comparative information in their first IPSAS financial reporting. The importance of the study is to justify the provision that financial reporting in accordance with IPSAS is appropriate to improve the international competitiveness of universities, which makes it possible to better reflect financial information on the activities of universities. The results of the study can be used in the practical activities of the Russian economy public sector organizations, and in the educational process of higher education institutions.

The Department of Restoration and Examination of Works of Art of the Kharkiv State Academy of Design and Arts in the History of Restoration in Slobozhanshchyna

2021 ◽  
Vol 2021 (02) ◽  
pp. 186-198
Author(s):  
V. Shulika ◽  
Keyword(s):  
Educational Institution ◽  
The State ◽  
Educational Process ◽  
Art Gallery ◽  
Works Of Art ◽  
The First World War ◽  
Teachers And Students ◽  
History Of ◽  
Scientific Practical ◽  
First Time

The article is devoted to the scientific, practical and pedagogical experience of the Department of Restoration and Examination of Works of Art of the Kharkiv State Academy of Design and Arts throughout its existence in the context of the development of this industry in the historical territory of Sloboda Ukraine. The REWA department of KSADA is the only educational institution in the East of Ukraine that trains artists-restorers of easel and monumental painting, specialists in expertise. Over the years, the department has restored many hundreds of works of art, and graduates of the department successfully work in restoration and museum institutions in Ukraine and the EU. The establishment of the REWA department was preceded by a long historical process of restoration activities in the region, which dates back to the second half of the seventeenth century, the time of the founding of Slobozhanshchyna. The first local restorers were icon painters, who were invited to perform works of art in cities and monasteries. Later, in the nineteenth century, the role of restorers was performed by local, including well-known, painters (I. Bunakov, I. Kulikovsky, M. Uvarov). Restoration education in Slobozhanshchyna dates back to 1902, when the training and icon-painting workshop was opened in Sloboda Borysivka, where the restoration of icon-painting was taught for the first time in the historical Ukrainian lands. During the First World War, the unveiling of the icon of St. Nicholas of Miletus Monastery became a significant event in Kharkiv (1915). In the 1920s and 1930s well-known restorers and representatives of related professions who mastered the profession of a restorer (M. Kasperovych, I. Sviatenko, P. Fomin, etc.), worked in Kharkiv. A restoration workshop operated at the Ukrainian Art Gallery in 1930s, and in 1938 the first Ukrainian-language edition on this subject was published and a separate section devoted to restoration (V. Lokhanko “Artistic Materials and Painting Techniques”). In 1984, Kharkiv branch of the State Research and Restoration Workshops was opened. Higher restoration education in Slobozhanshchyna was started in 1988, as a section of painting restoration, which was transformed into an independent graduating department in 1994. Teachers and students of the department within the educational process carry out practical restoration of works of art, monitoring of private and museum collections, the state of preservation of monumental paintings. They develop and improve methods of restoration, publish and patent developments and discoveries. The Department of REWA is constantly working on improvement of teaching and methods of evaluating the work of students, planning to open new educational programs.

scholarly journals Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views

2018 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Vasiliki Brinia ◽  
Reni Giannimara ◽  
Paraskevi Psoni ◽  
George Stamatakis
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Fine Arts ◽  
Specific Teaching ◽  
Multi Level ◽  
Collaborative Skills ◽  
First Time

The present paper aims at presenting an innovative approach to educating teacher-candidates through the art. More specifically, it aims at exploring the benefits of this approach for student-teachers and for their future teaching of social science subjects. It is an experiential approach, based on a multi-level methodology, developed and implemented through the collaboration of the Teacher Education Program of Athens University of Economics and Business with the Aalto University and the Athens School of Fine Arts. After the completion of the implementation of the specific teaching method, the student-teachers have been interviewed, in order to detect their views on the effectiveness of this method, which has been introduced for the first time in the Teacher Education field in Greece. The results are positive with the interviewees reporting having achieved an in-depth and multi-perspective understanding of the matter in discussion as well as enhanced collaborative skills among other benefits.

scholarly journals Objective structured clinical examination in physiotherapy teaching: a systematic review

2019 ◽  
Vol 32 ◽  
Author(s):  
Aline Moreira Ribeiro ◽  
Alcindo Antônio Ferla ◽  
Juleimar Soares Coelho de Amorim
Keyword(s):  
Latin American ◽  
Clinical Examination ◽  
Professional Competence ◽  
Teaching Method ◽  
Clinical Skills ◽  
Scientific Evidence ◽  
Health Sciences ◽  
Educational Process ◽  
Objective Structured Clinical Examination ◽  
Methodologic Quality

Abstract Introduction: Problems related to the clinical abilities of physiotherapy students are not always identified throughout the educational process and might only be observed when these future professionals have to treat patients. The Objective Structured Clinical Examination (OSCE) includes a problematization approach and can be used in Health Sciences teaching to help this identification before internship practices. However, there are few studies on its use in Physiotherapy. Objective: To gather evidence of the OSCE use to evaluate clinical abilities in Physiotherapy teaching. Method: Articles published from 2000 to 2016 were surveyed in the Biblioteca Virtual em Saúde (BVS) (Virtual Health Library), Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (BIREME) (Latin-American and Caribbean Health Sciences Information Center), PubMed, Scielo and Web of Science, using the descriptors “educational assessment”, “assessment methods”, “objective structured clinical examination”, “clinical competence”, “professional competence”, “clinical skills”, “student competence”, “student skills”, “physiotherapy” and the Booleans “OR” and “AND”. Results: The initial number of identified publications was 3,242. From these, seven were included in this review. Two studies were developed in Brazil, four in Australia and one in Canada. The studies were scored 7 to 12 regarding methodologic quality, and 1B and 2B regarding scientific evidence. Conclusion: Students’ clinical abilities were grouped into three classes: cognitive, psychomotor and affective, and four studies described their use. There is very little evidence of the use of OSCE, but the instrument can be applied to evaluate skills and competences in Physiotherapy teaching.

scholarly journals Using the Lecturer’s Training Site with a Conscious Approach to Learning Russian as a Foreign Language

2020 ◽  
Vol 24 (5) ◽  
pp. 18-28
Author(s):  
S. V. Marchuk
Keyword(s):  
Foreign Language ◽  
Web Site ◽  
Teaching Method ◽  
Effective Means ◽  
Work Organization ◽  
Empirical Method ◽  
Educational Process ◽  
Full Time ◽  
Important Principle ◽  
Didactic Material

The purpose of the research is to demonstrate the productivity of using the lecturer’s training web-site of Russian as a foreign language in the preparatory courses at the University. Lecturer’s training website is an effective means stipulated with principal of consciousness and activity of scholars under the guidance of a lecturer. Training web-site as informative and communicative instrument is able to combine didactic matter, learning techniques and methods for different forms of work organization: full-time, mixed and distance; also, didactic material means educational complexes, information and communication means, control and training. An important principle underlying the proposed teaching method is the refusal to use the methods of unconscious repetition.Materials and methods. To identify the ef fectiveness in application of lecturer’s training web-site various educational platforms were used having different target and national groups. The analysis of studies on mechanical repetitions of well-known physiologists, biologists, lecturers was carried out, which allowed us to come to the conclusion about the ineffectiveness of using techniques with unconscious repetitions in the educational process. Systematic use of lecturer’s web-site in educational process shows that most effective methods and techniques are audio-visual, textual exercises from simple to complex with further audio dubbing, audio method of teaching phonetics and literacy, “lively dialogue” as a new technique in teaching Russian for foreigners, vocabulary works and differentiated approach. Observation, comparison and matching methods were applied, which helped to identify the productivity of learning with the use of multimedia. To identify scientific novelty, an empirical method was used by introducing author’s personal educational web-site project www.russian-teacher.ru with a description of observations and summarizing the results.Results. It is noted that the offered website format is innovation in the field of teaching Russian for foreigners during preparatory course. It was proved with high positive result that the use of a lecturer’s personal training website with the possibility of feedback gives good results when teaching Russian as a foreign language in a short time  at the nonlinguistic university during the period of distance learning, with a mixed form of education.Conclusion. Research using the site continues in different groups by nationality (it is possible that there are several linguistic ones), by the number (it is possible to train a group of up to 15 people), by the degree of preparation (possibly A1-B1). The site has a number of advantages: the ability to edit as needed, change the interface and generate content. The study shows how didactics is interconnected with physiology, and the lecturer’s competence includes creativity, which in modern informational conditions is considered through the use of multimedia the lecturer’s training personal website www. russian-teacher.ru.

scholarly journals The Skjoldungen map sheet: completion of the 1:500 000 geological mapping of South-East Greenland

1991 ◽  
Vol 152 ◽  
pp. 30-31
Author(s):  
J.C Escher
Keyword(s):  
Geological Mapping ◽  
The Other ◽  
Geological Survey ◽  
East Greenland ◽  
Metamorphic Development ◽  
Geological Map ◽  
Map Series

The publication of the 1:500 000 Skjoldungen map sheet (Escher, 1990; Fig. 1) marks the completion of the Geological Survey of Greenland's (GGU's) reconnaissance mapping activities in South-East Greenland. A descriptive text to the map is under preparation. All of South-East Greenland between Kap Farvel (59° 00´N) and Mesters Vig (72° 00´N) is now covered by sheets of the 1:500 000 geological map series of Greenland. Five sheets in the series (nos 5,6,9, 10 and 11) remain to be published (Fig. 1); the Thule map sheet (sheet 5) will be printed in the course of 1991, and sheet 10 is under compilation. The presentation of the Skjoldungen map is somewhat different from that of the other 1:500 000 maps inthe series. In addition to traditional lithological information, an effort has been made to show the tectonic/metamorphic development of the region during the Archaean and Proterozoic.

scholarly journals Regional geology and 1:500 000 mapping in North-East Greenland

1990 ◽  
Vol 148 ◽  
pp. 16-20
Author(s):  
N Henriksen
Keyword(s):  
Geological Mapping ◽  
Fold Belt ◽  
East Greenland ◽  
Regional Geology ◽  
Field Mapping ◽  
North East ◽  
General Geology ◽  
Geological Map

A three-year field mapping programme was initiated in 1988 aiming at regional geological studies and geological mapping in North-East Greenland between latitudes 75° and 78°N. This region encompasses relatively little known parts of the Caledonian fold belt and the overlying post-Caledonian sequences, which lie north of the better known regions of central East Greenland (Henriksen, 1989). Major aims of the programme include compilation a 1:500 000 geological map, and an understanding of the general geology of the region.

scholarly journals Remote predictive geological mapping as a tool for the reconstruction of the complex geodynamic evolution of Melanesia

2020 ◽  
Author(s):  
Philipp Brandl ◽  
Anna Kraetschell ◽  
Justin Emberley ◽  
Mark Hannington ◽  
Margaret Stewart ◽  
...  
Keyword(s):  
Large Scale ◽  
Solomon Islands ◽  
Sedimentary Cover ◽  
Complete Information ◽  
Geological Mapping ◽  
Geophysical Data ◽  
Geodynamic Evolution ◽  
Predictive Mapping ◽  
Lithostratigraphic Units ◽  
Geological Map

<p>The offshore regions of Eastern Papua New Guinea and the Solomon Islands include several active and remnant arc and backarc systems that formed in response to complex plate tectonic adjustments following subduction initiation in the Eocene. Although there has been extensive exploration for offshore petroleum resources, and more than 54 research cruises have investigated or transited the region since 1993, a comprehensive regional geological map, including the deep marine areas, has not been available at a scale that permits quantitative analysis of the basin history. We present the first map that depicts interpreted assemblage- and formation-level lithostratigraphic units correlated across the marine basins and adjacent land masses. The mapped assemblages and large-scale formations are based on a compilation of land-based geological maps, marine geophysical data (hydroacoustics, magnetics, and gravity) integrated with the results of geological sampling, ocean drilling, seismic surveys, and seabed observations.</p><p>More than 400,000 km<sup>2 </sup>of the map area covered by ship-based multibeam and other geophysical data were inspected to derive the offshore geological units. In areas with limited data, the units were extrapolated from well-documented formations in adjacent regions with more complete information, including on land. This approach follows closely the techniques used for remote predictive mapping in other regions of the Earth where geological information is sparse. Geological boundaries were constrained by ship-based multibeam data reprocessed at 35-m to 50-m resolution and integrated with the Global Multi-Resolution Topography (GMRT) gridded at 100 m. Lithotectonic assemblages were assigned on the basis of plate structure, crustal type and thickness, age, composition, and sedimentary cover and further refined by bathymetric and geophysical data from the literature and cruise reports. The final compilation is generalized and presented here at 1:1 М. Our new approach integrates conventional mapping on land with remote predictive mapping of the ocean floor.</p><p>The newly compiled geological map illustrates the diversity of assemblages in the region and its complex geodynamic evolution. The resolution of our map allows to perform quantitative analyses of area-age relationships and thus crustal growth. Further geoscientific analyses may allow to estimate the regional mineral potential and to delineate permissive areas as future exploration targets.</p>

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