The key and professional competencies’ development of future specialists of hotel-restaurant and tourist business

The article is devoted to the topical problem of the development of key and professional competencies of future specialists of hotel-restaurant and tourist business. The authors outline a range of problematic issues regarding the training of specialists in this specialty and suggest areas of work for the key and professional competencies’ development.The study found that the application of knowledge by practitioners in the hotel-restaurant and tourism business in practice helps to gain experience in the following three areas: entrepreneurship, willingness to work and life skills. Entrepreneurship experience develops the following abilities: decision making; strategic thinking; interaction with competitors; work in cooperation, understanding the risk and rewards; goal setting and achievement. Willingness to work is manifested in the ability to work in a team; municipality; application of knowledge and technologies; planning; responsibility; critical thinking; concentration and self-sufficiency; efficiency and punctuality. Life skills development is provided by communication skills; social skills; ability to reach consensus; self-esteem; conflict-free; endurance; strengthening values and ethics.It is proved that the way of formation of professional skills of future specialists of hotel and restaurant and tourist business should be based on modern approaches (system, problem, personality-oriented, module-competence and context), principles (scientificity, system, social partnership, integration, interdisciplinary relations, professional orientation) and forms of interaction (master classes, training, competitions of professional skill, modeling of production situations).It is concluded that for effective development of key and professional competencies of future specialists of hotel-restaurant and tourism business, their training should be gradual, continuous, cross-functional, contains diversified programs, based on scientific and technical achievements and the latest learning technologies

Geometry Interventions for Students With Learning Disabilities: A Research Synthesis

The purpose of this study was to examine geometry interventions for students with learning disabilities. We synthesized nine intervention studies by focusing on the geometry concepts and skills taught to students with learning disabilities, intervention types used, instructional components embedded, and the methodological rigor of the studies. Intervention studies were mainly single-case designs. The geometry topics included angle recognition, and perimeter, area, and volume problems. The findings of this synthesis contribute to the current literature by showing that geometry interventions for students with learning disabilities incorporated proven effective instructional components (e.g., multiple representations, skill modeling). Regarding the methodological rigor, the results showed several issues, including the lack of description of interventionist training, intervention treatment fidelity, and adequate technical information for student outcome measures. Limitations of the studies and suggestions for future intervention research are discussed.

On-Line Programming of Robot Skills

Robot skills provide a way to model and reuse sensor and robot technologies in effective ways. Skills can integrate and synchronize robot actions and sensor data in a consistent way and provide a framework for configurable robot systems, enabling quick setups of applications. Skills and skill modeling can be used not only for representing the composition of sensor based robot tasks, but also for programming on-line such tasks. In this paper we will introduce a skill based approach for representing on-line programming of skill based tasks. We will also give a practical example for modelling and implementing on-line programming of a handling skill relying on use of object localization sensors.