Using the Role Play Method in Military Pedagogy

This paper aims to identify and discuss relevant issues, in terms of military pedagogy, regarding the using of role play in the training of future officers, given the characteristics of the military organization and the psycho-behavioral traits required of commanding officers. A secondary analysis of quantitative and qualitative data (collected through an opinion questionnaire) was conducted. The results show that role play is perceived as an effective method of training, especially for the psycho-behavioral and attitudinal component, and less for the intellectual component of personality. The data show that, although role play is a collective method, which can only take place with the participation of the military team, the process of developing leadership skills is an individual one. Every student, whether actor or observer during the role play, evolves on their own, regardless of their relationship with colleagues or their position in the military team. The timely and proper intervention of instructor-facilitator in the role play could increase the success rate of this pedagogical method.

U-2 The Juristic Decisions and Resolutions about Modern Islamic Finance and economics issued by Islamic Fiqh academy India

According to the Quran and Sunnah, the Sharī‘ah ruling for the new incidents derived by the process of Ijtihad. From the Sharī‘ah sources, ijtihad is a prerequisite for the survival of Islam law in a modern world. It plays a crucial role in applying Shari‘ah to contemporary society. Ijtihad is categorized into two types as individually as well as collectively. In the era of globalization and specialization, the collective method of ijtihad is preferably required to be embraced. Collective Ijtihad is a practical mechanism for determining the Shari‘ah’s opinion on modern issues facing Muslim communities (ummah) on a multiplicity of current issues. It explores the practical framework of this kind of ijtihad and its application by discussing the Islamic Fiqh Academy (IFA) India that practice it. The main objective of IFA was to provide solutions through a collective effort of religious scholars to solve the contemporary legal and ethical problems Muslim societies faced. IFA was established in 1989 in Dehli, so far successfully brought together a large number of religious scholars (ʿulamāʾ) and collaborates with a global network of several Islamic institutions with similar objectives. In the seminars discuss all matters from the perspective of Islamic law in a bid to find acceptable solutions. As of 2017 IFA has conducted 27 seminars in different cities of India whereas addressed almost 135 crucial issues such as Islamic Business contracts, Islamic finance, economics, medical ethics, insurance, divorce given by a drunkard and given in the state of intense anger, interfaith relations, and dialogues collective issues have been discussed and its decisions are valued all over the world. By discussing the IBF, the objective is to high light the contemporary collective Ijtihād in Fiqh of finance in light of the guidelines provided by the Sharī‘ah.

ТЕХНОЛОГИЧЕСКАЯ ГРАМОТНОСТЬ КАК РЕЗУЛЬТАТ ОСВОЕНИЯ УЧИТЕЛЕМ КОЛЛЕКТИВНОГО СПОСОБА ОБУЧЕНИЯ (TECHNOLOGICAL LITERACY AS A RESULT OF THE TEACHER'S DEVELOPMENT OF THE COLLECTIVE METHOD OF LEARNING)

In the conditions of another epoch of society - the era of the 4th industrial revolution, which is different from the previous one, in which a successful person is needed more than ever, in which a new school is born - arises as a necessity, as a need for another teacher, a teacher with a different professional literacy, including - technological. In modern conditions of the development of education when the aim of improving the quality of education is set for teachers it is important to direct work of methodical association of teachers - subjects correctly. In these conditions, the most important task of the system of post-secondary, higher and postgraduate, additional professional education is to master the methodology and theory of new didactics, based on the natural science (scientific) approach to learning, and the technology of collective learning method (TCL), i.e. The technology of mass and quality learning and education by ability. It is the teacher's life in this process that determines his technological literacy. In this regard, the purpose of our article is to reveal the main way of formation of technological literacy of practitioners, mastering the technology of CSR, the technology of "teaching" of a schoolboy, its application in teaching practice that will "include each student in the communication and cognitive activities.

Pedagogical Technology: A Specific Historical Approach

In modern conditions of numerous reforms, modernizations and updates, much attention is paid to the content of education and the technological basis of education, which has not been reformatted for centuries. It is practically ignored. As a result, the quality of education is constantly deteriorating, as evidenced by data from international studies PISA, TIMSS, PIRLS, TALIS, etc. In this regard, the article deals with the organization of the educational process, the core component of which is the General forms of education, which, depending on specific historical conditions, dominate in its organizational structure. The underestimation of these laws of development of the educational process has led to the constant and systematic improvement of the traditional pedagogical technology, i.e. the group method of learning (GML), which was established in schools and universities in the XVI-XVII centuries. The lack of a unified understanding of the essence and classification of pedagogical technologies in pedagogical theory and practice has led to the need to define the concept of «pedagogical technology», classification of pedagogical technologies based on a specific historical approach.The content of the article includes an analysis of the concepts and classifications of pedagogical technologies that are built in accordance with the so-called psychological and pedagogical approach. Based on the concrete historical approach (V.K.Dyachenko), analysis of long-term pedagogical practice and scientific research, the author offers a justification for the need to restructure and master the new and newest pedagogical technology of collective method of learning (CML) and ways to implement it. The novelty consists in the author’s approach to defining the essence of the concept of «pedagogical technology», classification and characteristics of the implementation of CML technology «horizontally» and «vertically», and the practical results of implementing each of them are presented.

A classifier to detect elusive astronomical objects through photometry

ABSTRACT The application of machine learning principles in the photometric search of elusive astronomical objects has been a less-explored frontier of research. Here, we have used three methods, the neural network and two variants of k-nearest neighbour, to identify brown dwarf candidates using the photometric colours of known brown dwarfs. We initially check the efficiencies of these three classification techniques, both individually and collectively, on known objects. This is followed by their application to three regions in the sky, namely Hercules (2° × 2°), Serpens (9° × 4°), and Lyra (2° × 2°). Testing these algorithms on sets of objects that include known brown dwarfs show a high level of completeness. This includes the Hercules and Serpens regions where brown dwarfs have been detected. We use these methods to search and identify brown dwarf candidates towards the Lyra region. We infer that the collective method of classification, also known as ensemble classifier, is highly efficient in the identification of brown dwarf candidates.

The collective method: collaborative social science research and scholarly accountability

This article conceptualizes the collective method to describe how 12 scholars worked collaboratively to study the effects of displacement following Hurricane Katrina. The collective method is defined as an integrated, reflexive process of research design and implementation in which a diverse group of scholars studying a common phenomenon-yet working on independent projects-engage in repeated theoretical and methodological discussions to improve (1) research transparency and accountability and (2) the rigor and efficacy of each member’s unique project. This process generates critical discussions over researchers’ and respondents’ positionality, the framework of intersectionality, and applied ethics. Informed by feminist theoretical and methodological considerations of reflexivity, insider-outsider positionality, power relations, and social justice, the collective method can enhance scholars’ standpoints regarding philosophical, ethical, and strategic issues that emerge in the research process.

Developing an Integral Approach for Chinese Design Education

Developing Chinese Design Education (CDE) with Chinese characteristics is an old but unending topic that has been discussed in the field of design education in P. R. China for many years. The debate has been constrained by different attitudes towards the nature of design, diverse interpretations of the Chinese cultural tradition and varied perceptions of the role of education. The future development of CDE is eager for new attitude, thinking and approach to rebuild its culture and value system. This article develops a comprehensive framework through redefining the meanings of CDE, applying the principles of spatio-temporal measurement and ADAL model of Integral Theory. This integral approach based on the newly established framework provides a pragmatic and collective method for CDE, not only from a strategic height to simultaneously understand multiple, competing theories and ideas, but also from tactical operational level to holistically manage different perspectives and practical solutions.