An evaluation of two small group learning strategies among third-year medical students at the Faculty of Medicine, Siriraj Hospital, Mahidol University

Small group learning (SGL) is a discussion-based teaching strategy that can improve critical thinking, analytical skills, problem-solving, and interpersonal skills. This study aimed to evaluate student satisfaction in two SGL models among third-year medical students enrolled in a blood and lymphoid systems II course at the Faculty of Medicine Siriraj Hospital, Mahidol University in Bangkok, Thailand. A total of 318 students were divided into 12 groups, and each group had one facilitator. All included students and groups were exposed to both the central summary (CS) model and the individual facilitator summary (IFS) model (both SGLs). A questionnaire was developed to evaluate student rating of learning activities, perceived benefit, timing, workload, and satisfaction. Medical students rated the IFS model superior to the CS model for four of five parameters [confidence in performing and interpreting a laboratory test (83.6% vs. 78.8%), guidance for self-learning (52% vs. 39.5%), increased understanding of a disease (87.7% vs. 72.1%), and application of knowledge (77.4% vs. 70.2%), respectively]. Moreover, the IFS model was rated as having more suitable timing and workload and better satisfaction than the CS model. The results of this study suggest a strong preference for the IFS model over the CS model among medical students.

Research Problems in Understanding Physics for NEET /JEE Students, Reasons and Remedies - A Systematic Approach

Today, in word of competition, especially for jr college student preparing 11 th std. and 12 th std for appearing NEET AND JEE, (OTHER EQUIVALENTS) Face a big challenge in understanding, Appling and ultimately scoring physics. majority of students face this problem. Physics is the subject known for enhancing analytical skills of learner but the education system is redirecting the subject to subject of memorization, therby a wrong approach ,suppressing the vary scientist in the student Majorities Teachers /educators has approach of getting formulas memorized, as a conventional approach which in turn harms the basic purpose of studing physics. This research paper study tries to indicate right way for student and educator through an exclusive survey of 3000+ student group who score high marks, low marks Keywords: NEET /JEE PHYSICS

Can Maruti Suzuki’s wagonr steer through the repositioning drive?

Case overview Maruti Suzuki India Limited (MSIL), a joint venture between Maruti Udyog Limited, India and Suzuki Motors, Japan, is considering repositioning its WagonR brand amidst issues of overall decline in sales in the automobile industry. With a market share of more than 53%, MSIL is the market leader in passenger vehicle segment in India, yet it is facing difficulties in driving up sales. The company’s portfolio comprises entry-hatch, mid-hatch, premium-hatch, sedan, SUV/MUV, crossover and van. The case dilemma involves the decision that MSIL’s management should take for the repositioning of WagonR, a compact hatchback, at a time when the automobile industry is showing no signs of recovery. Is it opportune to reposition WagonR, given the current situation of the passenger car market in India? If yes, what can MSIL learn from its past positioning efforts and how can it use insights about consumers’ current perceptions of WagonR’s brand image to arrive at a repositioning decision? Leaning objectives Using the case will help address the following objectives: to expose students to the challenges of repositioning an established brand; appreciate the need for and importance of repositioning established brands; evaluate existing positioning and market conditions for making a sound decision; and develop analytical skills that will prepare them to make decisions in real business scenarios. Complexity academic level The study is suitable for Masters level students in courses on Marketing Management, but it can also work well in elective courses such as brand management. Supplementary materials Teaching notes are available for educators only. Subject code CSS 8: Marketing.

Guest Editor’s Note: “Nietzsche’s Philosophy and Values”

What is philosophy? What are values? What is the relation between philosophy and values? These are the principal questions introduced by Plato and taken up by Nietzsche in his bid to overthrow Plato’s legacy. Under the influence of Socrates, Plato prioritizes reason and goodness as the keys to answering these questions, but the “Darwinist” Nietzsche responds by emphasizing instead the instincts and the struggle for power. No one has done more to illuminate this response than John Richardson, and in this issue, we celebrate the publication of his third monograph on Nietzsche, entitled Nietzsche’s Values (Oxford University Press, 2020). In line with Nietzsche’s own agonistic conception of philosophical activity, we have asked three leading scholars who have been especially interested in Richardson’s work to examine, discuss, and interrogate the ideas in this new book: Tsarina Doyle, Robert Guay, and Paul Katsafanas. John has graciously agreed to offer some replies to their commentaries and evaluations. Many aspects of Nietzsche’s philosophy that once seemed especially odd or dubious have recently become more palatable due to the patient and persistent efforts of a community of dedicated scholars. For example, there is now less paradox associated with Nietzsche’s critique of truth and his perspectival approach to knowledge; there is less puzzlement about his emphasis on psychological drives and affects; and there is less controversy surrounding his conception of values and his genealogical investigation of morality. Maudemarie Clark should certainly be credited with much of this progress. Her analytical skills, hermeneutic sensitivity, and appreciation for contemporary philosophical sensibilities have helped us to understand aspects of Nietzsche’s thought that once seemed alien to the philosophical tradition. My essay examines and evaluates what I think is Clark’s most interesting and influential interpretive proposal. This is her claim that the start of Beyond Good and Evil shows how philosophers, including Nietzsche himself, cannot help but construct their pictures of the world in their own image and in the image of their preferred values.

Development of translation skills among Chinese students in the process of professional training of linguists majoring in “Russian as a foreign language”

Перевод — комплексная дисциплина, требующая систематического развития всех видов речевой деятельности и предполагающая сложную поэтапную работу с учащимися. Особенность обучения переводу состоит в том, что образовательный процесс происходит в условиях двуязычия и осуществляется средствами двух языков. Формирование навыков перевода происходит в процессе выполнения сложного комплекса упражнений, учитывающих специфику переводческой деятельности: микрореферирование, перевод-пересказ, реферативный письменный и устный перевод, составление аннотации и др. Необходимо использование упражнений, ориентированных на развитие аналитических навыков: определение достоверности перевода, выбор подходящих вариантов перевода, сопоставительное изучение переводческих ошибок и др. В тренировочный комплекс включаются упражнения на переводческие трансформации: перевод с применением приемов калькирования, конкретизации, генерализации, антонимического перевода и др. Совершенствование переводческих навыков учащихся происходит одновременно с формированием лингвокультурологической компетенции, знакомством с языковой картиной мира русских. При разработке заданий целесообразной представляется работа с культурно-специфическими словами, «ложными друзьями переводчика», что способствует расширению языковых и фоновых знаний студентов, знакомству с реалиями и формированию необходимых переводческих навыков и умений. Основными задачами обучения являются: а) знание языкового материала, доведенное до уровня автоматического перевода; б) формирование фоновой эрудиции переводчика. Translation is a complex discipline that requires systematic development of all types of speech activity and involves complex step-by-step work with students. The specific feature of teaching translation is that the educational process occurs in a bilingual environment and applies two languages. Translation skills are formed in the process of performing a complex set of exercises that take into account the peculiarities of translation activities. It is necessary to use exercises focused on the development of analytical skills, for instance, determining the reliability of the translation, selecting the appropriate translation options, and comparative study of translation errors. The training complex includes exercises for translation transformations, for example, loan translation, concretization, generalization, and antonymic translation. The ability to operate with a large amount of information develops on the basis of tasks that train memory, such as micro-referencing, translation-retelling, abstract translating and interpreting, and writing summaries. In the process of training translators, special attention is paid to the formation of background erudition. The improvement of students' translation skills is concurrent with developing linguistic and culturological competence along with learning the linguistic picture of the Russian world. When designing assignments, it seems expedient to work with culturally sensitive words and “false friends of the translator”, which contributes to the growth of the students’ linguistic and background knowledge, exploration of the realities and the formation of the necessary translation skills and abilities. The main objectives of training are knowledge of the language material, brought to the level of automatic translation as well as the formation of the background erudition of the translator.

NegotioPoly: a holistic gaming approach to negotiation teaching

Purpose Based on Behavioral Theory of Negotiations (Walton & McKersie, 1965), the purpose of this paper is to discuss the existing gap between negotiation theory and pedagogy and presents an experiential teaching tool that closes this gap. The tool is a ‘serious game’ (Abt, 1975) that reinforces all four core negotiation subprocesses while allowing students to practice their negotiation skills and several critical business competencies in a realistic and improvisational context. Design/methodology/approach After successfully using NegotioPoly for five years, qualitative and quantitative data were collected in three sections of negotiation classes to assess student learning and behaviors while playing NegotioPoly and to collect student feedback on the effectiveness of NegotioPoly in teaching and reinforcing key negotiation skills. Findings Findings support that NegotioPoly is highly effective in engaging students in a series of realistic negotiations, joint problem solving and strategic decision-making. Results show that, during the game, students demonstrate their negotiation skills and learnings, and they practice all four negotiation subprocesses of distributive, integrative and intraorganizational bargaining and attitudinal structuring. Practical implications NegotioPoly enables students to engage in distributive and integrative bargaining, multiple levels of negotiations and coalitions in quick succession. Students practice organizational politics and adjust their negotiations based on relationships and social realities, as they demonstrate advanced deal-making behaviors and core business competencies of problem solving, decision-making, analytical skills and ability to work with others. Social implications NegotioPoly reinforces core business competencies such as negotiation, problem solving, analytical skills and the ability to work in teams that employers look for and, therefore, is a useful tool for preparing students for the business world. Originality/value NegotioPoly is an experiential learning tool that closes the gap between negotiation theory and pedagogy while providing deep learning and realistic practice opportunities for students where they can use their negotiation skills in a gaming environment that uses multi-party and multi-round negotiations.

The Design of Modern Process Equipment

Expert system is a methodology to adapt algorithm of successful decisions in one sphere of scientific and practical activity into another. Widespread information technology is an identical intelligent computer program that contains the knowledge and analytical skills of one or more experts in the field of application and is able to draw logical conclusions based on this knowledge, thereby solving specific problems in designing the process equipment without the presence of an expert (a specialist in a specific problem area). The expert system allows to solve problems in a narrow subject area. The modern realities of introduced automated production do not provide a quality result, because all design decisions are made on the basis of subjective knowledge and intuitive feelings. One way to solve this problem is to develop formalized human-machine design methods in the early stages of creating a project of process equipment. This study describes the process of developing an expert system, which is aimed at solving problems of product modeling, optimization synthesis of the process operation structure and layout of the process machine. In the study, the author identifies the stages of process equipment designing, identifies the components of the expert system, and describes the procedural model of the design process. The result of the paper is the developed structure of software and information support of the automated information system for the design of process equipment. The developed system will speed up the decision-making process in the design of process equipment and receive competent advice. The expert system will serve as a basis for the introduction of intelligent production and smart consumption, which confidently goes hand in hand with the Fourth Industrial Revolution

Application of Mathematics in Computer Science

No one escape the learning of mathematics in one way or other, ranging from our kitchen to our journey from earth to Moon or Mars. Mathematics persists everywhere around us. It can be perceived in our garden or park from symmetry of leaves, flowers, fruits etc. and by so many examples of Geometry and symmetry can be seen in nature. God used mathematics in creation of the universe in one form or the other. Likewise, Mathematics is the queen of all sciences. Scientists and researchers can not perfectly accomplish their work without including mathematics. Mathematics is the foundation of Computer Science. If one is eager to learn any arena of Computer Science, first he/she has to imbibe a love of Mathematics that will be supportive for progressive learning of the said subject. Mathematics is friendly for analytical skills needed in Computer Science. Concepts of binary number system, Boolean algebra, Calculus, Discrete mathematics, linear algebra, number theory, and graph theory are the most applicable to the subject of computer science with the emergence of new concepts like machine learning, artificial intelligence, virtual reality and augmented reality.

The use of electronic textbooks in professional education (foreign experience)

В статье рассматривается зарубежный опыт использования электронных учебников в профессиональном образовании. Автор обращает внимание на исследования, которые рассматривают проблемы преимуществ и недостатков использования цифровых учебников в учебном процессе, их функции и дидактические свойства. Отношение к электронным учебникам со стороны участников образовательного процесса постепенно менялось. Если, согласно данным исследования 2011 года студенты не видели особой разницы между бумажными и цифровыми учебниками, то к 2019 году можно увидеть более положительное отношение к последним, особенно тем, которые содержат интерактивные элементы. В работах Э. Аренаса, А. Барра, Э. Доблер представлены взгляды на функции электронных учебников. В статье рассматривается типология учебников, предложенная Э. Аренасом, А. Барром, авторы выделяют цифровые копии бумажных учебников, электронные учебники с некоторыми интерактивными функциями и учебники в виде мобильных приложений с доступом к облачным программам. Определенное внимание уделяется статьям, которые рассматривают дидактические особенности цифровых учебников, в частности возможности электронных учебников в оценке и контроле за уровнем подготовки студентов по курсу, особенности таких учебников как средства учебной деятельности, их роль в развитии информационной грамотности, критического мышления, навыков анализа, готовности к решению учебных задач – качеств, которые являются необходимыми в информационном обществе. The article examines the foreign experience of using electronic textbooks in vocational education. The author draws attention to studies that consider the problems of advantages and disadvantages of using digital textbooks in the educational process, their functions and didactic properties. The attitude towards electronic textbooks on the part of participants in the educational process gradually changed. If, according to a 2011 study, students did not see much difference between paper and digital textbooks, then by 2019 one can see a more positive attitude towards the latter, especially those that contain interactive elements. The works of E. Arenas, A. Barr, E. Dobler present views on the functions of electronic textbooks. The article discusses the typology of textbooks proposed by E. Arenas, A. The authors distinguish digital copies of paper textbooks, electronic textbooks with some interactive functions and textbooks in the form of mobile applications with access to cloud programs. Some attention is paid to articles that consider the didactic features of digital textbooks, in particular, the possibilities of electronic textbooks in assessing and monitoring the level of students' preparation for the course, the features of such textbooks as means of educational activity, their role in the development of information literacy, critical thinking, analytical skills, readiness to solve educational tasks – qualities that are necessary in the information society.

ГНУЧКІ УМІННЯ (SOFT SKILLS) У КУРСІ ВИВЧЕННЯ МЕТОДИКИ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ: ЗМІСТ, ФОРМУВАННЯ, ДЕТЕРМІНАЦІЯ

The article substantiates the importance of soft skills. Through the analysis and synthesis of scientific and methodological sources, it has been found that soft skills are flexible, sometimes unprofessional, acmecompetences (acme - peak, peak, higher degree of something, prosperity) for the successful performance of professional duties. It is proved that the new communicative environment enables productive organization of participants of educational process, encourages creativity by means of developing potential of methodical and technical receptions, operations in the form of various documents (working materials) directed on reception of information, with a powerful didactic resource for studying professional disciplines. Analysis of the professional standard «Primary school teacher of general secondary education», which is based on the job functions of the teacher, and provides a revision of attitudes to professional qualities and changing stereotypes of his professional development allowed to identify a number of flexible skills to be formed in accordance with the job functions . It was found that these include leadership skills and ability to work in a team, the ability to teach and negotiate, the ability to set and solve tasks, time management, focus, effective communication skills, presentation, stress, creativity, creative approach to solving problems and analytical skills, etc. Emphasis is placed on the communicative aspect of flexible skills. An employee with strong interpersonal skills is able to clearly articulate their needs, expectations of the team and the environment, listen carefully to how they are formulated by others. He should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was made professionally, leaving no residue of indifference and hostility. Exercises and tasks for the formation of soft skills during the study of methods of teaching the Ukrainian language are offered. The contents of the thematic portfolio as a means to present the level of mastery of such skills is highlighted. Key words: soft skills, Methodology of teaching Ukrainian language, primary school teacher, communication, portfolio.