The concept of "mentoring" as one of the main platforms for the disclosure of students' professional competencies

The article considers the concept of professional development of mentoring in higher education institutions. The relevance of this study is to form a closer environment of interaction between students with each other and with the teacher, who points out the necessary professional competencies and forms skills for further cooperation with the employer. The article focuses on two main mentoring platforms: "student-student" and "teacher-student". The analysis of the platforms` participants` portraits, their interaction for the formation of professional competencies of students is carried out. A general strategy for building work for the two mentioned platforms is proposed. The positive and negative factors of these platforms are identified, effective methods, tools and forms of professional development of the student are proposed. Conclusions about the correct and logical organization of the mentoring platform are formulated.

A refined methodology for validation of information models derived from flowsheet data and applied to a genitourinary case

Use of electronic health record data is expanding to support quality improvement and research; however, this requires standardization of the data and validation within and across organizations. Information models (IMs) are created to standardize data elements into a logical organization that includes data elements, definitions, data types, values, and relationships. To be generalizable, these models need to be validated across organizations. The purpose of this case report is to describe a refined methodology for validation of flowsheet IMs and apply the revised process to a genitourinary IM created in one organization. The refined IM process, adding evidence and input from experts, produced a clinically relevant and evidence-based model of genitourinary care. The refined IM process provides a foundation for optimizing electronic health records with comparable nurse sensitive data that can add to common data models for continuity of care and ongoing use for quality improvement and research.

Between Poets and Philologists

Well known in the grammatical tradition as the formulator of the first treatise about the construction or syntax of the Greek language, Apollonius Dyscolus (2nd c. AD) devotes his Περὶ συντάχεως to a thorough examination of the Greek language, focusing mainly on its logical organization. However, the extensive reading of Apollonius’ work under this key has contributed to the overshadowing of the ‘philological’ dimension of this treatise perceived in the numerous analyses of constructions derived from poetic use, as well as in the quotations and allusions to poets and philologists within his work. Considering that the justification by Apollonius in his prologue was the “understanding of the writers and poets”, we ask ourselves: what role do poets and prose writers play in this study? We intend to show that Apollonius, despite never abandoning entirely the logic framework of his syntactic theory, puts in evidence a close reading of the Alexandrian philological tradition, both in the examples, quotations and allusions of poets and philologists, and in the procedure of analysis of Homer passages.

Application of the Analects of Confucius in training scenic dialogue

The author examines four main things taught by Confucius: virtue, speech, political questions, and literature in the context of their use in teaching scenic art. The author claims that speech is extremely importance, as it is not only a criterion for assessing virtue, but also necessary means for participating in political affairs and mastering literature. The article describes asset of guidelines for speech practice, their application in teaching acting techniques, and significance for practicing “dialogue” in scenic speech class. Attention is focused on teaching improvisation dialogue to the actors. Such practical course is intended for logical organization of speech skills of the students. A conclusion is made that Confucius' understanding of speech practices allows teaching improvisation dialogue to the future actors. At the initial stage of teaching improvisation dialogue, it is important to instill  the sense of self-consciousness into students, dispose towards self-education, teach to be in a stable work condition, and only then organize speech based on the suggested circumstances. During this practical course, it is necessary to follow true emotions, mutual trust, sincerity of communication and, and how the student overcomes difficulties if logically structures the line of dialogue. The next step is to teach the future actor a rational attitude towards a situation.

THE PROSODIC EMPHASIS OF BRITISH AND AMERICAN LECTURES

The focus of the study is prosodic emphasis and its correlation with the sociocultural characteristics of native speakers who have shown them during lectures. Thus, the accentuation of the informational structure of lectures is regarded as an indicator of the speaker’s language culture. This research was conducted within the framework of academic style. The relevance of this article is because currently the issues of the culture of the studied foreign language, including the culture of the spoken language, are of particular importance in the context of globalization, when English became the language of international communication, which operates on the territories of countries with different cultural traditions. The identification of the British norm of linguistic culture is presented in this article on the example of the prosody of the information structure of lectures. So, the conducted audit analysis of quasi-spoken speech of texts of academic style in British and American lecturers’ implementation allowed the author to draw the following conclusions: 1) the sociocultural characteristics of the speaker largely determine the culture of his/her speech behavior; 2) accentuation, being a particular manifestation of the category of emphasis and performing the function of the logical organization of the utterance, can serve as an indicator of the complexity of thinking; 3) the rhythmic pattern of the experimental sounding material corresponds to generally accepted data – 1:2 for the British version and 1:1.3 for the American one; 4) the most frequent are emphatic patterns having the ratio of stressed syllables to unstressed equal to 1: 1; 1: 1.3; 1: 2.

THE USE OF EDUCATIONAL TECHNOLOGIES IN HEALTH: AN INTEGRATING LITERATURE REVIEW

It is understood as Educational Technology a set of mediators devices of the teaching-learning process that must contain a logical organization, so that they can be systematically planned, observed, understood and transmitted. In this scenario, the objective of this study was to analyze the literature on Educational Technologies applied to Health. As an methodology, an integrative review was carried out, consisting of a broad analysis of theoretical and empirical literature that aims to understand a certain phenomenon from studies above. The search was carried out in the CAPES database, the main Brazilian database, between 2013-2018, in Portuguese, English, French and Spanish through the descriptors "Educational technologies" and "Health", which were duly translated into the other languages correspondents. As a result, 30 articles were analyzed in two moments: individually from a literature review protocol developed and validated by the author of the study and together from the Content Analysis technique. In general, sixteen dependent and four independent technologies were found and it was realized that they were validated mainly by specialists in the field and by the target audience for whom they were intended. The theoretical anchorage found in the literature for the basis of the development of technologies was the Arch of Mangueares and six categories of analysis were found that discuss their use. Thus, it is concluded that technologies help in the process of training health professionals and empowerment for the process of treatment of users of services. Resources such as the applications end up facilitating access to health services, and the insertion of new technologies, especially those mediated by the Internet, has modified the educational paradigms

Thinking in Action and Beyond

Before children learn to use language, they learn about the world in action and by imitation. This learning provides the basis for language acquisition. Learning by imitation and thinking in action continue to be significant throughout life. Mathematical concepts are grounded in children’s schemas of action, which are action patterns that represent a logical organization that can be applied to different objects. This chapter describes some of the conditions that allow deaf or hard-of-hearing (DHH) children to learn by imitation and use schemas of action successfully to solve mathematical problems. Three examples of concepts that can be taught by observation and thinking in action are presented: the inverse relation between addition and subtraction, the concepts necessary for learning to write numbers, and multiplicative reasoning. There is sufficient knowledge for the use of teaching approaches that can prevent DHH children from falling behind before they start school.

STEM Buddies EN by Z. Soufan

Soufan, Ziad. STEM Buddies EN. Project Hikaya, 2018. Vers. 1.1.2. Google Play Store, https://play.google.com/store/apps/details?id=com.stem_buddies.en This educational application uses a combination of multimedia elements such as video, audio, and text to create an engaging and interactive storytelling experience that teaches children about Science, Technology, Engineering, and Maths (STEM) topics. The app consists of three parts: an animated story, a short quiz, and downloadable colouring pages. Upon opening the app, the user is prompted to watch the animation first, with learning objectives presented for the chosen topic. After the short, subtitled, five-minute video, in which the viewer has the opportunity to pause and rewind, the user is then directed to either the quiz or the colouring pages, which reflect the material presented in the video. This intuitive and logical organization ensures that the informative video is a precursor for the interactive activities and consequently enables learning through reflection and repetition. Through accessible language, the current module, “Water Cycle,” seamlessly integrates an original, engaging story and memorable characters with pedagogical elements that explain how rain forms (evaporation, condensation, precipitation), the importance of water, and the problems associated with the lack of rain. The simple, five-question quiz contains multiple question types and uses audio, text, and pictures to provide children with multiple avenues for identification and learning. Through the quiz, children are required to make intelligent decisions regarding what they have learned. Feedback is given in the form of gamification, with correct answers being positively reinforced by the attainment of gold stars, and completion of the quiz resulting in a personalized certificate of achievement for that module. A myriad of colouring pages, available for use within the app or for individual download, reflect familiar themes and characters and continue to provide some interactivity after the module has been completed. Available in English and Arabic, this new, free application currently only contains one subject module, with more scheduled to be released in the future. With superior graphic design, no ads, and no in-app purchases, the possibility for distractions and unintended purchases are removed. Despite these desirable features, the video and narrative itself could be more interactive on the textual and visual level by incorporating hotspots for touching, swiping, and exploring. I would recommend it for use in public libraries and by teachers in elementary schools for children aged 5 to 9. Recommended: 3 out of 4 stars Reviewer: Raven Germain Raven Germain is a second year MLIS student at the University of Alberta with a love of children’s literature. When not studying, she enjoys travelling, playing piano, and immersing herself in fantasy novels.

Number 13 / Part I. Music. 9. A Research of The Musical Education at George Breazul and Dmitri Borisovich Kabalevski

The musical language structure consists of living elements (because inside them the human`s musical language is synthesized), rich elements (because through them, people expressed their ideas and feelings), various elements ( as all cultures have formed and developed throughout history, their own and inexhaustible structures, transmitted through the ages, taken over, selected, enriched, extended). George Breazul was the first Romanian musician, who tried to conceptualize the embodiment of musical education through song, music play, and listening, starting from the specific acoustic universe, namely, children‟s folklore. Dmitri Kabalevski propsed the accomplishment of the musical education, based on the interpretation and listening of songs, belonging to a group of genders, which could represent musical styles and forms organized on themes. Originality and viability of the two visions, can be further noticed, because the logical organization of the acoustic material creates the circumstances for the listener‟s emotional auditory perception of the artistic message. The mutual interrelation and conditioning of elements which form the musical language generated the emphasizing and prominence of each one, within the musical speech, which is reflected in the educational process.