Methodological principles of systematics of recreational goods

The article presents an overview of modern directions and approaches to systematics of recreational resources (goods). The purpose of our study is to develop methodological principles of systematics of recreational goods, taking into account their subject specificity and modern research approaches to the systematics of natural, historical, cultural and socio-economic conditions and resources. The article has been used development by domestic and foreign scientists, as well as preliminary author’s studies. Working-out of a scheme of recreational goods systematics took place on the basis of a dialectical approach, which requires all phenomena and processes in their development, interconnection, and interdependence. The article presents an overview of modern directions and approaches to the systematics of recreational goods and provides a general methodological scheme of systematics of recreational goods. The proposed scheme includes the division of recreational goods to natural, cultural and historical and socio-economic, as well as directions of use by recreational goods – public, collective and personality. The intersections of these categories are marked by the main methodological approaches to the evaluation of recreational conditions and recreational resources. For each direction of the classification and systematics of recreational goods, it is necessary to develop methodological principles and methodological means of inventory and assessing the corresponding combination of recreational conditions and resourceswith forms of use by recreation goods. Such justification also requires enclosed blocks of recreational conditions and resources and social varieties of use. Recreational conditions and resources of public usage are available for all users without restrictions of property rights; they are considered as global civilization goods as the “property” of the world community; they do not have the content of the goods and do not form appropriate market relations, as a rule, a global or regional spatial scale. Recreational conditions and resources of collective usage form natural and geographical objects and phenomena with different forms of ownership (state, corporate) and collective (group) use. They can be shared by common goods, do not have a form of commodity and not take part in market commodity- money circulation. Recreational conditions and resources of individual usage are private or group property of vacationers. They remain outside the economic assessment, but can also form their market environments with competitive relations and be objects of commodity-money circulation.

ORGANIZATION OF THE PROCESS OF SETTING AND SOLVING APPLIED PROBLEMS AS A MEANS OF IMPROVING THE QUALITY OF COMPUTER SCIENCE IN HIGHER EDUCATION

The role and place of applied tasks in the learning process are analyzed, their didactic functions, methods of formulation and solution are analyzed. Ways to improve the methodology of application of tasks in the learning process are identified. On the basis of the theoretical analysis the possibilities of increase of level and quality of knowledge as a result of wide application in educational process of such tasks are shown; the ways of expansion of their functions, improvement of a technique of their application in the course of training are described. The possibility of using the projectmethod in educational activities, ways to solve the problem of using modern digital technologies at different stages of students' project activities are partially outlined. It is noted that the subject specificity of professional activity of teachers gives the chance to use means of modern communication at various stages of performance of creative projects, combining technical means with the newest educational technologies. The training of future teachers it is effective on the basis of ICT (programming languages, application software, cloud services, Internet resources, etc.).

Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics

To teach effectively, teachers need subject-specific knowledge, such as content knowledge and pedagogical content knowledge, but also an ability to apply that knowledge to master demanding classroom situations. However, there is no consensus in research whether this ability should be modeled as a subject-specific ability or as a generic ability. This question is important for effective teacher training and especially for out-of-field teaching. In this exploratory study, we investigate the subject-specificity of the ability to apply subject-specific knowledge with German secondary pre-service teachers who are equally trained to teach mathematics and economics. We administered paper-pencil tests for subject-specific knowledge in both subjects to 37 pre-service teachers. In addition, video vignettes of instructional situations were used to elicit their ability to apply that knowledge. N = 6 cases showed apt subject-specific knowledge in both subjects to be analyzed regarding knowledge application. Based on a qualitative analysis of 93 responses to the video vignettes, teachers’ ability to apply that knowledge was examined. Our findings indicate systematic qualitative differences in the pre-service teachers’ responses in mathematics and economics. The results favor a subject-specific conceptualization of teachers’ ability to apply subject-specific knowledge in instructional settings. This implies for teacher training that learning opportunities for promoting teachers’ ability to apply their subject-specific knowledge in instructional settings should be designed specifically for the subject that will be taught. Our study also suggests that out-of-field teachers require training in both knowledge and an ability to apply this knowledge in teaching another subject, as their ability to apply knowledge may not transfer from their field of expertise.

Narratives of Success

This chapter examines the “success stories” of the WPS agenda, interrogating how the agenda emerges as a triumph of transnational advocacy, a step forward in the seemingly endless search for strategies to mitigate against gendered inequalities and discrimination, and the prompt for—or ally of—related policy initiatives such as the UK’s Preventing Sexual Violence Initiative or the “feminist foreign policy” commitments of Sweden and Canada. Multiple articulations of success feature in the narrative of the agenda; for the purpose of identifying the fabula, I have organized these into two primary dimensions. First, the narration of the WPS agenda frequently cites the agenda itself as a success. The second dimension of the success story is the narration of moderate successes in implementation of the WPS agenda. These are the moments of change and, by implication, improvement to organizational structure or individual experience that the agenda has brought about. Over time, the ways in which these victories are presented, particularly in the Secretary-General’s reports but also in the contributions to and statements at Security Council Open Debates and even in interview data, rely more and more on quantitative data. Further, in terms of subject specificity, these successes are related increasingly to the prevention of sexual violence and women’s participation in peace processes, while other dimensions of the agenda are less well attended.

An edge-centric model for harmonizing multi-relational network datasets

Functional and structural connections vary across conditions, measurements, and time. However, how to resolve multi-relational measures of connectivity remains an open challenge. Here, we propose an extension of structural covariance and morphometric similarity methods to integrate multiple estimates of connectivity into a single edge-centric network representation. We highlight the utility of this method through two applications: an analysis of multi-task functional connectivity data and multi-measure structural networks. In these analyses, we use data-driven clustering techniques to identify collections of edges that covary across tasks and measures, reveal overlapping mesoscale architecture. We also link these features to node-level properties such as modularity and canonical descriptors of brain systems. We further demonstrate that, in the case of multi-task functional networks, edge-level features are consistent across individuals yet exhibit subject-specificity. We conclude by highlighting other instances where the edge-centric model may be useful.

A Language Teacher in the ESP Classroom: Can We be a Successful Dweller in This Strange and Uncharted Land?

The English for specific purposes (ESP) classroom has been described by a number of scholars as a strange and uncharted land for many language teachers. This is because ESP is designed to meet the specific needs of the learner, making it related to subject specialist content. Accordingly, some people feel that language teachers without a specialist subject background are “unqualified” to teach ESP courses. Rather, subject specialists should be the ones who teach these courses even though, in many cases, they are not trained to teach language. This paper therefore aims to find out whether it is possible that language teachers, who have limited subject specialist knowledge, can “settle down” happily in this strange and uncharted land. Reviews of the literature and previous studies of related topics, namely the definition of ESP, subject specificity, subject specialist knowledge, strategies for dealing with a lack of subject specialist knowledge, and the roles of the ESP practitioner, are discussed first. Then, the answer to the question is presented at the end.

Subject specificity of the correlation between large-scale structural and functional connectivity

Structural connectivity (SC), the physical pathways connecting regions in the brain, and functional connectivity (FC), the temporal coactivations, are known to be tightly linked. However, the nature of this relationship is still not understood. In the present study, we examined this relation more closely in six separate human neuroimaging datasets with different acquisition and preprocessing methods. We show that using simple linear associations, the relation between an individual’s SC and FC is not subject specific for five of the datasets. Subject specificity of SC-FC fit is achieved only for one of the six datasets, the multimodal Glasser Human Connectome Project (HCP) parcellated dataset. We show that subject specificity of SC-FC correspondence is limited across datasets due to relatively small variability between subjects in SC compared with the larger variability in FC.

Subject-specificity of the correlation between large-scale structural and functional connectivity

Structural connectivity (SC), the physical pathways connecting regions in the brain, and functional connectivity (FC), the temporal co-activations, are known to be tightly linked. However, the nature of this relationship is still not understood. In the present study, we examined this relation more closely in six separate human neuroimaging datasets with different acquisition and preprocessing methods. We show that using simple linear associations, the relation between an individual’s SC and FC is not subject-specific for five of the datasets. Subject-specificity of SC-FC fit is achieved only for one of the six datasets, the multi-modal Glasser HCP parcellated dataset. We show that subject-specificity of SC-FC correspondence is limited across datasets due to relatively small variability between subjects in SC compared to the larger variability in FC.