Effective dual capacity building strategies for family and school integration in the Republic of Kazakhstan

The article is devoted to the study of theoretical and practical issues on effective strategies of double capacity building for family and school unification in the Republic of Kazakhstan. This study is based on the idea of expanding opportunities for family involvement in education as a basis for dual capacity building of students. The aim is to study effective strategies for double capacity building for family and school integration in Kazakhstan. This focuses on understanding why and how parents can participate in their children's education and how their participation affects student outcomes. The methods of theoretical research are the conceptual foundations of scientific knowledge these include: methods of developing ideas: targeted discussions; "brainstorming"; inventory of "weak points", with 200 to 300 respondents. The results of the study are social, economic, environmental, scientific and technical effects. The study recommends exploring the educational and developmental capabilities of parenting potential in order to involve them in the activities of the school Keywords: parental motivation, school achievements, family resources, knowledge fund, building strategies

Drawing on an architecture of blindness: A critique of the visual privilege operating in architectural representation

<p><b>This thesis exhibits the visual medium of architectural representation destabilized and reinterpreted by locating blindness in architecture. What can blind drawing allow architects to see? </b></p> <p>As a primary medium of architectural representation, drawing is an agency through which architecture is conceptualised, developed and disseminated. Conventionally, drawings are generated and perceived through sight: they are visual projections. Such visual privilege reduces the subject of architectural representations to visible, physical elements of buildings, while invisible, and/or intangible aspects of architectural experience often lack consideration in drawing. The architectural design process can be described as the translation of architecture between the mediums of drawing and building. The context of representation describes this translation as shifting from conceptual to conventional drawing types. While the visual privilege constantly operates in both conceptual and conventional drawing, the differences between their visual languages enable them to describe different aspects of architectural experience. The main difference that this thesis explores is the strictly visual vocabulary of conventional drawing, and the ambiguous capacity of conceptual drawing, enabling it to reference both visual and non-visual aspects of architectural experience. </p> <p>This thesis places conceptual and conventional drawing in parallel, aiming to exaggerate their differences on paper, and what they represent in reality, highlighting where and how architecture risks being weakened during a course of translation. The first half challenges the visual privilege through blind drawing as an alternative mode of conceptual drawing, while the second half identifies invisible aspects of architectural experience that cannot be depicted through conventional drawing. In concluding the research, these differences also evidence opportunities offered by the dual capacity of architectural representation, which simultaneously depicts visible (and physical), and invisible (and intangible) elements. For example, a line as a wall, also defines invisible space either side of said wall – perhaps dotted by the warmth of morning sun and cooler patches of shadow cast by window mullions. This thesis addresses a shift away from the ingrained visual privilege thriving in architectural thought. While drawing remains an inevitably visual medium, the design process must consider both visual and non-visual aspects, equally incorporated by an architectural experience. To exploit the dual capacity of representation, such methods of drawing should encourage architects to draw as though they are blind.</p>

Drawing on an architecture of blindness: A critique of the visual privilege operating in architectural representation

<p><b>This thesis exhibits the visual medium of architectural representation destabilized and reinterpreted by locating blindness in architecture. What can blind drawing allow architects to see? </b></p> <p>As a primary medium of architectural representation, drawing is an agency through which architecture is conceptualised, developed and disseminated. Conventionally, drawings are generated and perceived through sight: they are visual projections. Such visual privilege reduces the subject of architectural representations to visible, physical elements of buildings, while invisible, and/or intangible aspects of architectural experience often lack consideration in drawing. The architectural design process can be described as the translation of architecture between the mediums of drawing and building. The context of representation describes this translation as shifting from conceptual to conventional drawing types. While the visual privilege constantly operates in both conceptual and conventional drawing, the differences between their visual languages enable them to describe different aspects of architectural experience. The main difference that this thesis explores is the strictly visual vocabulary of conventional drawing, and the ambiguous capacity of conceptual drawing, enabling it to reference both visual and non-visual aspects of architectural experience. </p> <p>This thesis places conceptual and conventional drawing in parallel, aiming to exaggerate their differences on paper, and what they represent in reality, highlighting where and how architecture risks being weakened during a course of translation. The first half challenges the visual privilege through blind drawing as an alternative mode of conceptual drawing, while the second half identifies invisible aspects of architectural experience that cannot be depicted through conventional drawing. In concluding the research, these differences also evidence opportunities offered by the dual capacity of architectural representation, which simultaneously depicts visible (and physical), and invisible (and intangible) elements. For example, a line as a wall, also defines invisible space either side of said wall – perhaps dotted by the warmth of morning sun and cooler patches of shadow cast by window mullions. This thesis addresses a shift away from the ingrained visual privilege thriving in architectural thought. While drawing remains an inevitably visual medium, the design process must consider both visual and non-visual aspects, equally incorporated by an architectural experience. To exploit the dual capacity of representation, such methods of drawing should encourage architects to draw as though they are blind.</p>

To empower or oppress: approaching duality in educational histories

PurposeThis paper introduces key themes and debates in education and educational history that engage education's complicity in injustice and violence, as well as those that continue to position education as a vehicle for positive change and possibility. The paper introduces the papers that comprise the special issue “Challenges of Contested Spaces: Constructing Difference and its Legacies in Educational History”.Design/methodology/approachThe paper canvasses pertinent historiographical, theoretical and methodological debates that shed light on education's dual capacity to empower and oppress.FindingsPapers in this collection reveal the many ways that agendas justified in the name of education, training and reform have often invoked that name as justification for actions that harmed, discriminated or oppressed, and yet also, how despite this, education can still be imagined as a space of possibility and transformation.Originality/valueThe paper offers a summative introduction to the themes and papers of the special issue.

Fostering Statistical Literacy in Greece

The Hellenic Statistical Authority (ELSTAT), the National Statistical Institute of Greece, as the guarantor of the quality of official statistics in Greece, has been pursuing, since 2016, an ambitious strategy aiming to foster Statistical Literacy, focusing on strengthening ties with citizens in their dual capacity both as providers of data and ultimately as users of statistics, and thus, operate as crucial enablers of a smoothly functioning virtuous circle of official statistics. Objectives include the development of an understanding of basic methodologies and tools used in official statistics, along with the awareness of its institutional foundations and core principles. This critically contributes to the value of official statistics being spread and effectively communicated, making, at the same time, a convincing case for fact-based decision making in the daily lives of the main stakeholders. This article motivates the approach followed in developing a specific strategy on statistical literacy, outlines its philosophy and main objectives and browses through the array of initiatives and actions undertaken over the last five years. In addition, it explores the responsiveness of citizens to these initiatives and the extent to which these initiatives lead to an increased engagement of key targeted stakeholders.

Mixed Linkage β-1,3/1,4-Glucan Oligosaccharides Induce Defense Responses in Hordeum vulgare and Arabidopsis thaliana

Plants detect conserved microbe-associated molecular patterns (MAMPs) and modified “self” molecules produced during pathogen infection [danger associated molecular patterns (DAMPs)] with plasma membrane-resident pattern recognition receptors (PRRs). PRR-mediated MAMP and/or DAMP perception activates signal transduction cascades, transcriptional reprogramming and plant immune responses collectively referred to as pattern-triggered immunity (PTI). Potential sources for MAMPs and DAMPs are microbial and plant cell walls, which are complex extracellular matrices composed of different carbohydrates and glycoproteins. Mixed linkage β-1,3/1,4-glucan (β-1,3/1,4-MLG) oligosaccharides are abundant components of monocot plant cell walls and are present in symbiotic, pathogenic and apathogenic fungi, oomycetes and bacteria, but have not been detected in the cell walls of dicot plant species so far. Here, we provide evidence that the monocot crop plant H. vulgare and the dicot A. thaliana can perceive β-1,3/1,4-MLG oligosaccharides and react with prototypical PTI responses. A collection of Arabidopsis innate immunity signaling mutants and &gt;100 Arabidopsis ecotypes showed unaltered responses upon treatment with β-1,3/1,4-MLG oligosaccharides suggesting the employment of a so far unknown and highly conserved perception machinery. In conclusion, we postulate that β-1,3/1,4-MLG oligosaccharides have the dual capacity to act as immune-active DAMPs and/or MAMPs in monocot and dicot plant species.

A Routine Dynamics Lens on the Stability-Change Dilemma in Project-Based Organizations

A central issue in project-based organizations (PBOs) is how to balance the need for flexibly responding to changing customer demands and creating consistent performance in the organization at large. This article discusses the relevance of a routine dynamics lens for understanding this dilemma. We show how routine dynamics might help to understand how and under what conditions routines—with their dual capacity for stability and change—produce a variety of performances, some stable and some varying, in the PBO. As such, we contribute to the stream of research that seeks to explain how PBOs build capabilities and how they work.

White men and electric guns: Analysing the Amazonian dystopia through Shipibo-Konibo children’s drawings

In Andean countries, the pishtaco is understood as a White-looking man that steals Indigenous people’s organs for money. In contemporary Amazonia, the Shipibo-Konibo people describe the pishtaco as a high-tech murderer, equipped with a sophisticated laser gun that injects electricity inside a victim’s body. This paper looks at this dystopia through Shipibo-Konibo children’s drawings, presenting composite sketches of the pishtaco and maps of the village before and after an attack. Children portrayed White men with syringes and electric guns as weaponry, while discussing whether organ traffickers could also be mestizos nowadays. Meanwhile, the comparison of children’s maps before and after the attack reveals that lit lampposts are paradoxically perceived as a protection at night. The paper examines changing features of pishtacos and the dual capacity of electricity present in children’s drawings. It argues that children know about shifting racial dynamics in the village’s history and recognise development’s oxymoron: the same electricity that can be a weapon is also used as a shield.

ON SOME SPECIFIC ASPECTS OF TEACHING VERSATILE TRANSLATION AT HIGHER EDUCATIONAL ESTABLISHMENTS

The general theory of translation is an interdisciplinary area, predominantly linguistic but also closely allied to psychology, ethnography, area studies, etc. It is based on the application of linguistic theory to a specific type of speech behavior, i.e. translation. Translation has a subject-matter of its own (the process of translation) and uses the data of contrastive linguistics merely as a point of departure. Translation may be viewed, as an interlingual communicative act in which at least 3 participants are involved: the sender of source information (the author of the SL message), the translator who acts in dual capacity – as the receptor of SL message and as the sender of the equivalent TL message and the receptor of the TL message (translation). In producing the TL text the translator changes its plan of expression (linguistic form) while its plan of content (meaning) should remain unchanged. That means, above all, that whatever the text says and whatever it implies should be understood in the same way by both the SL user for whom it was originally included and by the TL user. It is therefore the translator's duty to make available to the TL receptor the maximum amount of information, carried by linguistic signs, including both their denotational (referential) meanings (i.e. information about the extralinguistic reality which they denote) and their emotive-stylistic connotation. The Ukrainian legal terms such as післядипломна освіта "postgraduate education" and дошкільна освіта "preschool education" are both construed by means of affixation, or pre-fixation, to be more accurate.