Around the Bloc: Ukrainian Teacher Accused of Trying to Sell Her Student
Interior minister, colleagues shocked at arrest of experienced, respected boarding school teacher.
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Interior minister, colleagues shocked at arrest of experienced, respected boarding school teacher.
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Neurodidactics or brain-based learning, a relatively new interdisciplinary science, constitutes an interface between didactics, neuroscience, pedagogy and psychology. Based on the latest findings of brain research, it provides principles and suggestions for effective brain-based learning and teaching. This paper entitled “Updating the school: neurodidactics in foreign language teaching” describes the principles of neurodidactics or brain-based learning with reference to foreign language teaching. It presents the basics of neurodidactics and brain-based teaching and the way it affects learning and memory. With this in mind, some brain-based ideas and approaches for the foreign language classroom are explained which may help to find a better and more effective way of foreign language learning and teaching.
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The author notices that insufficient mastering the foreign language vocabulary may remarkably impede the communication process. Thus, it is important to form proper lexical habits based on methodical enriching the lexicon and the grammatical rules. This positively influences the communication improvement – both oral and written. The article presents the analysis of psycholinguistic regularities that influence the proper vocabulary acquisition, with the special attention paid to the memorising processes and the rules of proper memorising, as their knowledge is crucial for planning the work on enriching the lexicon and creating exercises on learning new vocabulary.
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Being a teacher in the 21st century is a great challenge and requires great thought. A big evolution has happened over the last 70 years. From a room computer (the Mark I in 1943) to tiny pocket computers, thousands of times smaller and thousands of times bigger in performance and capacity. E-learning 3.0 is based on synchronous interactivity and it was only possible after 2004 due to a considerable increase of Internet bandwidth available, evolution in video compression, stream video, and sophistication of virtual classroom platforms. This was another revolution. As a result, e-learning has evolved to a new form: b-learning – where students will never be alone and interactivity becomes very important. B-learning has a different format now: from now on it is asynchronous (content on demand and activities to be implemented in an interactive format with remote collaborative work) and synchronous in presence or virtual environment. Teachers need to evolve from teacher to (blended) b-teacher or b-tutor, offering a mixed teaching expertise.
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Changing reality, with greater Internet access, increased student mobility and integration processes, exerts a significant influence on the process of foreign language teaching and learning. As opposed to the teaching context of the 1990s, when the major source of language input for students was the teacher, and for the teacher – a coursebook, currently learners are virtually immersed in language input coming from different sources. This creates a need to adapt the role of the teacher and his/her teaching philosophy, especially as regards selection and use of teaching resources. The recent years have seen a notable change to the English language as the subject of study. With proposals to shift focus from British English or American English to English as a lingua franca or World Englishes, the teacher training process should take the new sociolinguistic reality into account. The aim of the paper is to present the teacher training module implemented in the M.A. programme of University of Social Sciences and Humanities in Warsaw, which aims at equipping future teachers with knowledge, skills and attitudes essential for teaching English in a global dimension. In particular, three different pedagogical innovations will be described and evaluated.
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Creation of an open e-environment is one of the main tasks of universities as its use for educational purposes enhances the quality of education of the modern university. A checking tool of the quality and transparency of e-environment in the world is the use of rating systems. The article describes the main global educational ratings and the impact of their indicators on the university work, the development of internal ratings of university structural divisions based on indicators of the Webometrics rating. An analysis was made of the publication activity of scientific and pedagogical staff using the Ukrainian information-analytical system “Bibliometric of Ukrainian Science” and a comparative study was performed to analyse the qualitative provision of masters by the teaching staff based on the newly-established and implemented in the BGKU rating system “E-portfolios.”
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The article describes some preliminary results of the implementation of Work-Package 4 (WP4) “Selection and testing new IT tools” in the framework of the international research network (IRNet) and researchers from partner institutions from Poland, Slovakia, Ukraine, and Australia. These results concern analysis and study of some categories of IT tools for making multimedia presentation. All the package period has been divided into 5 main stages. The role of multimedia in teaching is considerable as it offers various formats of presenting information simultaneously. The combination of text, audio, images, animation, video, as well as hyperlinks has an advantage of using both of the two main channels – visual and verbal – for presentation in an efficient way. This paper also discusses the features of effective presentation and examples of computer programs which may be used for this purpose. Authors presented a ranking list based on quality and quantity assessment of chosen IT tools and they proposed some characteristics of good presentation as well as they analyzed frequent mistakes made by users elaborating presentations.
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Incremental modernization of higher education aiming at quality enhancement brings about transformations of the aim and concept, management and structure, content, technologies and techniques, teaching aids and resources, diagnostic, evaluation and assessment tools. Innovations are perceived as qualitative changes turning ideas into novelties in the educational process and its management. Innovative techniques of learner-centered foreign language teaching can sort out differences between a constantly growing level of imposed demands and requirements to the level of language acquisition and lagging level of personal sociopsychological readiness for them of the subjects of educational process.
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Students, doctoral students and interns from Ukraine have been the largest group of foreigners studying in Poland since the early 1990s - initially under agreements and programmes signed by the Polish and Ukrainian governments and after Poland’s accession to the European Union, following the entry procedure applicable to non-EU foreign nationals. In 1997 Ukrainians accounted for 15.7% of foreigners studying in Poland and in 2013 this percentage increased to 39.9%. The number of scholarships awarded to rose until the year Poland joined the EU and then since 2013, which was associated with the Eastern Partnership initiative and the conflict between Russia and Ukraine. The number of students entering universities free of charge and without scholarships was increasing. The number of tuition fee payers rose just before Poland joined the EU and reached 76% of the overall number of Ukrainian students in 2013/2014. Until 2004/2005 there was an increase in the number of scholarship holders in doctoral studies and long-term internships. Since the mid-1990s doctoral students and interns studied for a charge. Offering the opportunity to obtain a diploma recognised in the EU, Poland has become an attractive country for Ukrainians to study and do research, often in better living conditions.
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A still continuing high level of migration of Poles causes them all sorts of repercussions. Frequently, already at the time of arrival in a new country, they are affected by a sense of alienation stemming inter alia from insufficient knowledge about the culture of the country of stay. This is reflected, among others, by distancing towards people of other nationalities or religions (cf. R. Bera, 2008). This may lead to adverse results in the form of separation or marginalization of these people. The aim of the study was to determine the importance of education in shaping social distance of Polish emigrants to people of different faiths. The studies included followers of major religions of the world: Christianity (Catholicism, Orthodoxy), Islam, Hinduism, and Judaism. The study involved 262 people, including 137 Poles living in economic emigration in England and 125 citizens of the host country - the English. The sample selection was of random character. To measure the social distance an adapted version of E. Boards scale was used. It was distributed using social networking websites and in this way it was acquired. The study of Polish immigrants showed that their perception of other faiths depends on the level of their education. In particular, it refers to the followers of religions such as Islam, Hinduism and Judaism. Frequently Poles with secondary education perceive their subjects differently, more negatively. The situation is different with regard to the English under study. In general, they declare their positive attitude towards the followers of other religions. Their level of distancing themselves is fairly homogeneous, more sympathetic, and not dependent on their level of education. In none of the cases examined there was any difference at a statistically significant level.
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The main objective of education modernization in the Republic of Kazakhstan is to update the quality of education. Today individual’s competitiveness in the labor market is largely depending on his ability to master new technologies and adapting to changing working conditions. One of the responses of the education system to this request of time is the idea of the competence-oriented education. To the basis of individual competence forming falls such result of education as core competencies expressing in mastering specific set (menu) methods of activity. In our opinion basic educational technology that supports competence-based approach to education is the project-based learning.
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The article considers the contribution of professor V. S. Memetov to development of methodology of intelligentsia studies, and analyzes the stages of the scientist’s formation. His achievements and main publications are studied in detail. The special attention is paid to debatable aspects of contemporary intelligentsia studies in V. S. Memetov's works
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The article studies the methodological problems of participation of intelligentsia and intellectuals in social transformations of the latest time. Much attention is paid to the critical analysis of the works of the leading domestic and foreign scientists on the chosen subject.
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The article studies the problems of participation of the oppositional intelligentsia in public life of modern Belorussia. The author points out the most characteristic features of thinking and political behavior of the Belorussian oppositional intellectuals.
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The article represents the experience of understanding the world by the scientific intelligentsia; it describes the conditions of stability revealed by the scientists in the course of theoretical modeling of the world. On the basis of history of science and socio-historical practice analysis there are given the four models of the world with various features: world as a Mega machine, Mega organism, Mega market and Mega cosmos. The conclusion is made that in the process of the world studying the scientific community find the system objects of various complexity, and the corresponding stability modes, using the informative tools of their level.
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The work makes an attempt to designate rhyming slang of the British intelligentsia as a special kind of rhyming slang, to track roots of its emergence as well as to analyze some features that are typical of this language phenomenon.
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The article shows the phenomenon of loneliness of intelligentsia under the conditions of crisis as one of the factors which can promote appearance and strengthening of social fears experience. The analysis of some personal features from the point of view of their influence on formation of fear of subjectivity loss is carried out. The article analyses some personal traits with a view of their possible influence on loss of subjectness fear creation.
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In the years of Japanese occupation the Korean intelligentsia which did not support the existing political machinery became the active spokesman of independent Korea concept. After the end of World War II the Korean leaders faced the problem of choosing the way of development of the country. However, intelligentsia which was non-uniform in its aspirations could not be consolidated. As a result the liberated Korea was taken under guardianship by representatives of the USSR and the USA and was divided into two parts in which the creation of independent state control systems began.
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The article narrates about the international scientific-theoretical conference «Intelligentsia studies: theory, methodology and socio-cultural practice ». The main plenary session presentations as well as informal disputes an discussions are analysed. The article makes attempt at summarizing the main achievements of 25 years of research in intelligentsia studies at Ivanovo State University.
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