The specificity of learning audition in the classes in english in the high education

The article related to teaching the perception of English speech in the listening classes in the high edicational institutions is considered. The following components of the ability to perceive sounding speech are described: awareness of the phonetic phenomena of the English language; prosody as a means of organizing the structure of a sounding text; background knowledge of the listeners, providing an adequate understanding of the content of the message. Working with students in these areas is interpreted as a prerequisite for the successful formation of auditory competence.

Formation of authoritarian personality within the framework of educational models involving soviet and post-soviet philosophical and ideological specifics

Introduction. The study of authoritarian personality formation factors is becoming increasingly important in connection with the need to assess the efficacy of democratisation and humanisation of the socio-cultural environment. Despite the fact that the dominant trend in modern education is the striving to maximise the resource domain for due realisation of the individual, the authoritarian type of management is quite frequent, continuing to develop in many spheres of social relations. Materials and methods. The authors, in the course of the empirical research, explore the authoritarian personality potential in respondents representing different learning models, by measuring pronouncement of traits characteristic of the authoritarian syndrome, assessing the disposition towards choosing the authoritarian regime as a way to get protected against danger, along with the levels of manifestation of three types of authoritarianism: interpersonal, organisational and socio-political. The designated parametric characteristics are surveyed in respondents with the use of a set of standardised valid diagnostic methods: T. Adorno’s questionnaire “The Authoritarian Personality (F-scale)” (adapted by Denisova); Altemeyer’s questionnaire “Right-Wing Authoritarianism” (RWA) (adapted by Dyakonova); Dakkit’s questionnaire “Faith in a Dangerous World” (adapted by Gulevich, Anikeenok, Bezmenova); Bayazitov’s and Alishev’s questionnaire “The Authoritarian Stereotype”. Results. Following the comparative analysis of the empirical data obtained in the course of the study, a connection was established between the extent of individual’s authoritativeness and the specificity of learning models. It was found out during the analysis of the obtained data, that the level of right-wing authoritarianism measured according to Altemeyer’s method was higher in the elder learners group than in the younger group (the younger group – 15.24 points, the older group – 19.12 points). The level of authoritarianism in the group of older respondents turned out to be statistically much higher according to the consolidated figures under the “Authoritarian stereotype” methodology by Bayazitov and Alishev (the younger group – 4.10 points, the elder group – 4.55 points). Conclusions. The philosophical and ideological platform of educational models influences the process of formation of the authoritarian personality. The influence of the philosophical and ideological platform on the personality may be corrected only through extension of individual resources for comprehending the global sociocultural situation and one’s place in it. The progress in this domain may be facilitated by increasing the credibility of fundamental disciplines, philosophy in the first place, and by the introduction of psychological competence courses in schools for schoolchildren, their parents and teaching staff.

The social mandate of the holistic/integrated approach to learning

The specific elements in the ontological planning of the social require the holistic approach of the social process, but also of the educational ones. The whole-part dichotomy as a relationship of complementarity raises the issue of the specificity of learning integration, starting from the educational purpose, marked by the formation of key competencies, recorded by knowledge, skills, attitudes. The current status of integration, of the action to make something full, complete, very complex, generates a series of renovations, including the issue of this article, focused on the idea of the need for a model of bio- (or eco-) functional integration, designating a useful process for the student in the sense of his real life or his concrete environment.

Nastava u uslovima pandemije: klasifikacija uticajnih faktora na kvalitet e-nastave i percepciju zadovoljstva

Education is just one aspect of life that has changed significantly as a result of the Covid 19 pandemic. Teachers around the world, at all levels of education, are facing the challenge of distance learning. Despite the readiness of teachers, students and their digital literacy, changed learning conditions and also other life circumstances, have an impact on the process and outcome of learning and teaching. Therefore, the aim of this paper is identification of the influencing factors in the context of distance learning. The paper presents an overview of the literature of relevant research published during the pandemic which deals with the examination of the quality of teaching and learning in pandemic conditions at different levels of education. Based on the analysis of the papers and the results of the conducted research, an overview and classification of influential factors related to the affective components of learning, as well as cognitive, but also other aspects of learning and teaching is given. The following categories of factors are identified: technical aspect of e-learning; perception of e-learning tools; motivation and cognitive factors, factors related to specificity of learning content, social factors, factors related to skills and readiness; time factor and external factors. Finally, the research and pedagogical implications produced from the literature review are given.

Kinematic analysis of the "attack to the legs" from wrestling: impact of prior judo expertise

Background and Study Aim: In the framework of motor skill learning and transfer, the objective of the present work is to highlight the kinematics during the technical execution of an "attack to the legs" in wrestling and compare expert wrestlers with wrestlers having a prior judo expertise. Moreover, this study aims to evaluate the effects of training on these characteristics. Material and Methods: 10 male subjects were divided in two groups of five: the first group contains wrestlers with at least 7 years of wrestling practice. The second group contains two-year practice wrestlers with 5-year prior judo experience. Subjects had to perform a movement of attack towards the opponent’s legs (free style wrestling). A three-dimensional analysis was carried, the displacement of seven passive markers placed over anatomical points was quantified (3-D motion analyzer, sampling rate 25Hz). The following parameters were calculated: angulation of the hip and of the knee, velocity and acceleration of the shoulder and of the wrist. The experiment was conducted twice: at the beginning of the wrestling training schedule and ten weeks later. Results: Results showed marked differences between the two groups in the kinematics of the movement. These results suggest interference between prior automatisms and learning new skill. The prior experience in judo would have influenced posture in this group. In the framework of skill transfer and dexterity, this study appears promising to investigate the processes involved in this motor control. Conclusions: Although wrestling and judo are two sport disciplines that belong to the same group of combat sport, this work underlines the specificity of learning and indicates that acquisition of motor abilities in a speciality is not transferred inevitably in a positive way in another speciality of the same group

ENRICHING THE DIGITAL EDUCATIONAL ENVIRONMENT IN TECHNOLOGY AND ENTREPRENEURSHIP TRAINING THROUGH VIDEO-MOVIES CREATION

One of the education characteristics in 21st century is the digital density of the information subject education environment. Achieving educational standards for technology training requires implementation of innovative pedagogical technologies with a high degree of ICT integration and using a variety of digital educational instruments /tools/. The specificity of learning content and practical - application character of the learning process in technology and entrepreneurship reinforce the necessity of applying tools for dynamic visualization with explanatory, illustrative and instructive features. The analysis of the Bulgarian educational reality shows that the level of resource provided with digital didactic content is not yet sufficient.Digital pedagogical creative activity ensures enrichment of the learning environment and enhances its adaptive character. Creating didactic video-movies provides complementarity to an existing electric resource deficiency or personalization of the learning process according to the teacher's preferences and learners specifics. The realization of this process is a manifestation of certain digital competences and capabilities for their didactic operalization.In the article is represented the experience of conducted experimental study with students, future teachers for the development of a video-movie designed for dynamically illustration the learning process in the subject of technology and entrepreneurship in the 6th grade.The results are summarized of the sampling the created digital product in a real learning environment. The data are analyzed from conducted survey to determine the students’ attitude toward used video-movie and performance. Conclusions are described to improve the skills for designing video resources in technology training and their effective methodical use.

Odor-dependent temporal dynamics inCaenorhabitis elegansadaptation and aversive learning behavior

Animals sense an enormous number of cues in their environments, and, over time, can form learned associations and memories with some of these. The nervous system remarkably maintains the specificity of learning and memory to each of the cues. Here we asked whether the nematodeCaenorhabditis elegansadjusts the temporal dynamics of adaptation and aversive learning depending on the specific odor sensed.C. eleganssenses a multitude of odors, and adaptation and learned associations to many of these odors requires activity of the cGMP-dependent protein kinase EGL-4 in the AWC sensory neuron. We identified a panel of 17 attractive odors, some of which have not been tested before, and determined that the majority of these odors require the AWC primary sensory neuron for sensation. We then devised a novel assay to assess odor behavior over time for a single population of animals. We used this assay to evaluate the temporal dynamics of adaptation and aversive learning to 13 odors and find that behavior change occurs early in some odors and later in others. We then examined EGL-4 localization in early-trending and late-trending odors over time. We found that the timing of these behavior changes correlated with the timing of nuclear accumulation of EGL-4 in the AWC neuron suggesting that temporal changes in behavior may be mediated by aversive learning mechanisms. We demonstrate that temporal dynamics of adaptation and aversive learning inC. eleganscan be used as a model to study the timing of memory formation to different sensory cues.

Learning for Competence through Distance Education

The article focuses on the content components necessary for the formation of a special learning competence for distance-learning students. The authors propose their own interpretation of the constituents of the learning competence with due regard for the specificity of studying foreign languages by means of telecommunication technologies. Such components are to be considered in the context of the learner-centered paradigm. The content of the technology created includes knowledge of the essence and specificity of learning activities in foreign language acquisition. The article demonstrates a big variety of terms in the methodical literature. The authors describe learning skills and say that they are such ways of learning activities that do not directly constitute a mechanism for the formation of a communication competence, but rationalize this process. The article helps to understand that studying foreign languages with the help of telecommunications presents a number of difficulties and it is proved that learning competence remove the difficulties of distance learning. The article gives the important methodological provisions defining a role and the place of learning competence of a context of distance language learning.