THE USE OF PODCAST MEDIA IN LITERAL LISTENING SUBJECT TO SECOND SEMESTER STUDENTS OF ENGLISH TADRIS STUDY PROGRAM 2020/2021 AT IAIN PALU

This paper focuses on the use and response of students related to podcast media in literal listening subject to second semester students of the English Tadris Study Program at State Institute for Islamic Studies (IAIN) Palu. The author applies a qualitative research design. The method used in this research is interview and literature study, the results of the study show that the use and response of students regarding podcast media is good, this is evidenced by the results of interviews conducted by researchers with students who are taught using podcast media and lecturers who present material using podcast media.

Гуманитарные научные исследования в Бурятии в 1930–1940-е гг.: достижения и проблемы (на материалах Государственного института культуры / Государственного института языка, литературы и истории)

The article aims to analyze the principal directions in the activities of Buryat-Mongolian State Institute of Culture (1929–1936) / Buryat-Mongolian State Institute of Language, Literature and History (1936–1944), the successor of the first scientific organization in Burya­tia — the Buryat-Mongolian Scientific Committee (1922–1929). It focuses on the achievements and problems in the organization and implementation of scientific research in the humanities in the 1930s. Materials. The sources used are unpublished documents of the Center for Oriental Manuscripts and Xylographs of the IMBT SB RAS, such as annual plans and reports on research work, minutes of meetings of the Directorate, expedition reports, presentations, abstracts and minutes of conferences, correspondence with various organizations and offices, and other materials that were instrumental in reconstructing the history of reorganizations of the scientific institute under study, in following the changes in its scientific program, and in showing its effectiveness and efficiency. Results. In the 1930–1940s, the studies in the field of history, language, literature, and arts of the Buryat-Mongolian people were the principal directions of research in the Institute. Archaeological expeditions were useful in drawing a general picture of the ancient history of Buryatia and the first cultural-historical schemes. Historians’ work resulted in publishing a significant number of documents devoted to the history of the Buryat-Mongolian people, the publications included materials on issues of the pre-revolutionary Buryat-Mongolia, the revolutionary movement and the Civil war period, culture, and education, including monographs on the history of Buryatia recognized today as classical scientific works. Within the framework of the established ideological attitudes, there was a discussion on controversial issues of the history of Buryat-Mongolia, which accepted the one-line nature of the historical process in Buryat studies. Thanks to the successes of Buryat linguistics, a reform of the Buryat-Mongolian writing was carried out, first based on the Latin, and then on the Cyrillic alphabet. The linguists of the Institute made a decisive contribution to the elaboration of the literary Buryat language, enriching its lexical resources and standardizing spelling and grammar. Collection, systematization and study of oral folk art and musical folklore, adding to the Manuscript Department of the Institute manuscripts and woodcuts in Tibetan, Mongolian, Buryat-Mongolian languages, as well as uligers, chronicles, and other historical and literary monuments, and translation work — these and other areas of scientific research shaped the development of the humanities in Buryatia in the 1930–1940s. Throughout the period of persecutions and repressions, despite personnel shortage and everyday hardships, the Institute’s team continued their work, conducting large-scale studies of the socio-political and economic history, the culture and art of Buryat-Mongolia.

Creating the "The Goddess of the Hearth" Panel Using Collage Technique

The purpose of the article is to describe one of the forms of professional training of future leaders of the studio of decorative-applied art, namely, the implementation of a creative project of ethnocultural orientation. Students of the Chuvash State Institute of Culture and Arts made a panel in the collage technique «The Goddess of the hearth». At the first stage of the project, the literature on the topic of Chuvash mythology was studied. Based on the analysis of literary sources – the works of P.V. Denisov, V.K. Magnitsky, D. Mesarosh, A.K. Salmin the main characteristics of the deity «Hertsurt» were identified, which is the keeper of the hearth, the goddess of the right ordering of domesticity in Chuvash mythology. The article provides a technical and technological substantiation of the manufacturing process and describes in detail the sequence of creating the panel «The Goddess of the hearth». The author emphasizes that authentic patterns for embroidery were used, as well as traditional for the Chuvash colors, elements of clothing, utensils. It is noted that the project as a whole contributed to the formation of the main professional competencies of future leaders of the studio of decorative-applied art – to have the skills of making art products in folk traditions.

THE USE OF PODCAST MEDIA IN LITERAL LISTENING SUBJECT TO SECOND SEMESTER STUDENTS OF ENGLISH TADRIS STUDY PROGRAM 2020/2021 AT IAIN PALU

This paper focuses on the use and response of students related to podcast media in literal listening subject to second semester students of the English Tadris Study Program at State Institute for Islamic Studies (IAIN) Palu. The author applies a qualitative research design. The method used in this research is interview and literature study, the results of the study show that the use and response of students regarding podcast media is good, this is evidenced by the results of interviews conducted by researchers with students who are taught using podcast media and lecturers who present material using podcast media.

Wczesny okres twórczości Hanny Żuławskiej. Warszawa–Paryż–Gdynia

Hanna Żuławska (1908–1988) was one of the most prominent artists associated with the Tri -City, and dealing with many fields of art: easel and polychrome painting, architectural mosaic, sgraffito, ceramics and small architecture. Her husband was a painter known on the coast: Jacek Żuławski. She is known primarily for her mature work in the 1950s and 60s; it was then that she showed true individuality. From post - -war times, Żuławska was also teacher and professor at the State Higher School of Fine Arts in Gdańsk and the manager of the Kadyny Ceramics Works. Little, if anything, is known of Hanna Żuławska’s work in the interwar period. In 1930–1934, Żuławska studied at the Warsaw School of Fine Arts, among others in the studios of Professors Felicjan Szczęsny Kowarski, Leonard Pękalski and Tadeusz Pruszkowski. It seems that Kowarski’s work in the fields of painting and monumental mosaics had a great influence on Żuławska›s later artistic activity. In the 1930s, Żuławska took part in exhibitions at IPS (Art Propaganda Institute). At that time, the artist experienced a period of fascination with the works of the members of the Paris Committee and Pierre Bonnard and Paul Cèzanne, which resulted in the pair of the artists, Hanna and Jacek, leaving for Paris on a scholarship in 1935. In Paris, the artist studied in the painting studio of Józef Pankiewicz, painted still lifes, city views and quite standard landscapes; she also visited museums and led a lively social life. In May 1938, the works of Hanna and five other Polish painters were presented at the prestigious Bernheim Jeune gallery in Paris. The exhibition was well received by critics in Poland. Hanna and her husband returned to Poland and settled in Gdynia in the autumn of 1938, where Żuławska established contacts with the artistic community of the city. In 1938, the artists joined the Gdynia branch of the Trade Union of Polish Artists and Designers, and actively participated in its exhibitions until the outbreak of World War II. In recognition of their contribution to the development of art in Gdynia, the Żuławskis also received state orders for a monumental painting decoration of the barracks’ common room at Redłowo, for the creation of paintings for the Chapel of the Hospital of the Sisters of Mercy at Kaszubski Square, and for the polychrome entitled ‘Apotheosis of Gdynia’ in the building of the Government Commissariat (designs not preserved). During the Nazi occupation, the Żuławskis were in Warsaw; in November 1944, the artist came to Łańcut near Lublin, where she stayed at an artistic house. In the autumn of 1945, Hanna and Jacek Żuławski together with other residents of the manor house, e.g.: Juliusz Studnicki, Krystyna Łada -Studnicka, Janusz Strzałecki, Józefa and Marian Wnuk, established the State Institute of Fine Arts in Sopot, transformed into the State Higher School of Fine Arts in Gdańsk.

Interview with H.E. Ambassador Vladimir Tarabrin

Vladimir Tarabrin – Special Representative of the Minister of Foreign Affairs of the Russian Federation for international anti-terrorist cooperation, Director of the Department on the Issues of New Challenges and Threats of the Ministry of Foreign Affairs of the Russian Federation (MFA). He graduated from the USSR Ministry of Foreign Affairs' Moscow State Institute of International Relations. He has been working in the Ministry of Foreign Affairs of USSR/Russia (MFA) since 1979 and held various diplomatic posts in the central office of the MFA and abroad. 1995–1998 – Head of Division, Deputy Director of the Legal Department. 1998–2002 – Senior Counsellor and Legal Advisor of the Permanent Mission of the Russian Federation to the United Nations in New York / Alternate Representative of the Russian Federation to the United Nations Security Council. 2002–2008 – Deputy Director of the Legal Department. In 2008–2013 he served as the Ambassador Extraordinary and Plenipotentiary of the Russian Federation to the Gabonese Republic. In 2013–2017 he was Ambassador at large (international anti-corruption cooperation). In 2017–2019 – Director of the Department Crisis Situation Centre of the MFA. Has diplomatic rank of Ambassador Extraordinary and Plenipotentiary.

Teaching Russian in a closely-related Slovak environment

The article discusses features of studying Russian as a foreign language in schools in Slovakia. The relevance of the research is determined by the fact that the new socio-political conditions in which Russian is studied as a second foreign language competing with other languages have brought about changes in the status, goals, motives for study, content, approaches to selecting, grouping and presenting material, the methodological concept of teaching. The aim of the work is to identify the features of teaching Russian as a second foreign language in a closely related Slovak language environment. The authors drew on the method of comparison and collation, the method of application (overlaying fragments of language systems), method of component analysis, method of word-formation analysis, methods of analysis of official statistical, sociolinguistic data. In the course of the study, the data of the State Institute for Education Statistics and Forecasts of the Slovak Republic, the peculiarities of Slovak students motivation for learning the Russian language were analyzed, a comparative analysis of the main lexical and grammatical phenomena of the Russian and Slovak languages was carried out. The research resulted in identifying the specifics of Russian as a Slavic language in the status of a second foreign language, the extent of its demand in school practice in Slovakia, reviewing the motives for studying it, and, on the basis of this, developing requirements for selecting, grouping, and studying lexical and grammatical material. The authors see the prospects for teaching the Russian language in Slovakia in combining the system-structural and linguoculturological approaches.

Designing a personalized educational strategy of a teacher

In the conditions of constant social changes that transform the usual stereotypes of professional activity, the teacher finds himself in a situation of confusion and frustration. Experiencing a situation of uncertainty for a long time causes irritation, fatigue and a decrease in the life resource of the pedagogical community. The growing demands on the teacher, his permanent need to meet the changing world dictates new tasks for the professional development system, designed to provide the educational space with personnel, taking into account the requirements of the situation. In the Russian system of additional professional education, there is an active search for ways, models, and ways to train teachers. The paper analyzes the experience of testing a personalized educational strategy of teachers as a variant of a subject-oriented program of continuous professional and personal development in modern conditions. On the basis of the Tyumen Regional State Institute for the Development of Regional Education, work was carried out on designing a model of a personalized educational strategy of teachers. This model was the logical result of many years of work of the Institute to find the optimal way to satisfy practicing teachers in minimizing professional difficulties, in overcoming difficulties in pedagogical activity. The author of the article describes the relevance of the task facing the professional development system; the results of theoretical and methodological understanding of the stated problem are presented; the experience of designing a personalized educational strategy of teachers, including five stages, is presented in detail; the necessary mechanisms and resources used are fixed, data on the results of satisfaction with the tested model by teachers are provided; conclusions are drawn about the role of the professional development system at the present stage. In the discussion, the author refers to the experience of scientists from other regions, thereby emphasizing the importance of the problem for the entire territory of the Russian Federation.

Penggunaan Metode K-Means Cluster Untuk Mengklasifikasikan Kemampuan 4C Mahasiswa

The K-means method is a non-hierarchical belongs to an algorithmic technique for grouping items into K clusters by minimizing the SS sum of square (SS) distance to the centroid cluster. In the K-means method, the number of clusters can be determined by the researchers themselves. The K-means method can be applied to all fields, including education. In facing the 21st century, many students must equip themselves with many abilities, including critical thinking, collaboration, communication, and creativity and innovation, referred to as 4C abilities. This study aims to apply the K-means method to classify students' 4C abilities. The population in this study were students of the English Language State Institute of Islamic Studies Ponorogo class of 2017 and class of 2018. The sampling technique was carried out using the stratified random sampling method with a sample size of 71 divided into 30 students of the 2017 class and 41 students of the 2018 class. In identifying outliers, it is known that 16 students enter outlier detection not to be analyzed. The results of the classification using the K-means method showed that there were three groups with a composition of 20 students in the high group, 20 students in the medium group, and 15 students in the low group with an R2 value of 41.7%. Based on the test results of ANOVA, it is known that the three groups, based on their ability level, have differences. These results showed that each group formed had a noticeable difference, albeit with an R2 value that was not large.