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1
Mikhaylova, T. V., K. N. Epifanov und L. N. Zakhryamina. „EFFICIENCY OF TRAINING PROCESS INDIVIDUALIZATION“. Sport and Pedagogical Education, Nr. 3 (2022): 44–48. http://dx.doi.org/10.52563/2618-7604_2022_3_44.
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Kozorez, Dmitry A., Yuriy G. Sledkov, Anna V. Korneenkova, Marya I. Toporova und Alena V. Rumakina. „Technical university educational process individualization“. Alma mater. Vestnik Vysshey Shkoly, Nr. 6 (Juni 2023): 20–27. http://dx.doi.org/10.20339/am.06-23.020.
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The problem of the implementation of individual educational trajectories of students developing basic educational programs of higher education in a technical university, whose feature is a holistic education in a certain area of professional activity, is considered. The authors define an individual educational trajectory as an individual plan for professional and personal development, which helps the student to discover his interest in a particular direction and develop his strongest qualities. The article proposes an approach to the implementation of individualization in the development of basic educational programs through the introduction of the model of higher education ‘2 + 2 + 2’, which allows the student to choose an enlarged group of areas and specialties, the direction of training and the educational program during training. The authors consider the problems of ensuring the choice of an educational program after the second year of undergraduate studies, which are regulated by the procedure for transferring a student to another educational program of higher education. The problems of choosing elective disciplines by students of different courses of study and areas of training are also considered. The authors propose an approach for obtaining additional microqualifications for students within the framework of one educational program without violating the systemic nature of education, which in turn allows the graduate to perform his professional functions in several jobs and increases his competitiveness in the labor market.
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Shahееn, Aigul, Sabira Sapina und Aiman Kaudyrova. „INDIVIDUALIZATION OF THE TERM FORMATION PROCESS“. Bulletin of the Eurasian Humanities Institute, Philology Series, Nr. 2 (30.06.2023): 180–79. http://dx.doi.org/10.55808/1999-4214.2023-2.13.
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The relevance of the article under review is due to the appeal to the latest research paradigms of modern linguistics to study the industry-specific terminology. The research was carried out within the framework of the integrative application of the research potential of terminology, cognitive science and linguistics, which ensured the transition to a new interpretation of the term as a means of obtaining, storing, processing and transmitting academic knowledge. The problems of term formation considered in the article in the author’s dictionary proposed by L.N. Gumilyov attract the attention of experts not only by systematizing the structural principles of the study of terminological systems, but also by the problematic ambiguous presentation of the issues under consideration. The author’s cognitive analysis of the ethnological terminological system made it possible to establish the semantics of terms and their place in scientific discourse. The authors managed to show the need to study the mechanisms of direct and metaphorical nomination of special terminological systems within the framework of the cognitive direction, taking into account the anthropocentric research paradigm. The conducted linguo-cognitive analysis of the ethnology for terminology system served as evidence of the prospects of the linguistic study of academic texts by L.N. Gumilyov and allows us to consider the ethnology terminology as a model of the cognitive space of one of the socially significant areas. The individual terms created by the famous scientist L.N. Gumilyov are grouped in the article. As a result of the study, the features of the functioning of these terms in specialized dictionaries and in the context of the author’s works are determined.
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Koković, Dragan. „The clash between socialization and individualization“. Socioloski godisnjak, Nr. 5 (2010): 41–50. http://dx.doi.org/10.5937/socgod1005041k.
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Within the process of acquiring of knowledge the individual enters into relations with material and social environment. In this contact, the new knowledge is acquired and the relations to existing social environment and regime are built. From Emile Durkheim till today, socialization is understood as acquaintance with and acceptance of existing social norms and values by individual within socially acceptable and desirable behavior. Complex process of socialization cannot be reduced to the external influences and acceptance of stalemate stereotypes, yet presupposes authentic psychosocial development of individual. In this way, the very notion of adaptation is disputable since requires semantic and reconstruction in terminology. Socialization is particular form of interaction, which shapes the nature of individual, human behavior, interaction and social participation. Without socialization, there would be neither humans nor society.
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Lobanova, N. I. „Education: socialization vs individualization“. Alma mater. Vestnik Vysshey Shkoly, Nr. 1 (Januar 2021): 91–95. http://dx.doi.org/10.20339/am.01-21.091.
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Presented is an attempt to understand the concept of individualization of education. The article analyzes interpretations of this concept, that have emerged in recent years. Identified are elements, on which is focused attention of researchers, namely: individualization of the educational process, and individualization of the student. It is established that reasons, that prevent individualization of learning, are features of organization of educational process, while influence, that conservative nature of institute of education has effect on reducing effectiveness of the process of differentiation and individualization is not noticed. It is revealed that the need for educational system to perform functions of socialization and cultural reproduction sets tasks that at latent level contradict with requirements of individualization. Implementation of these functions is accompanied by formation of logical conformism among students and unification of their identifications that are individually and personally expressed in processes of self-typing. Thus, in order to transform education in accordance with ideas of variation, differentiation and individualization, it is necessary to study the limits of institutional possibilities for individualization of both student and learning process, as well as to explore the possibility of transformation in the context of individualization of institutional nature of the education system itself.
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Ивашко, К., und K. Ivashko. „Individualization and Differentiation in the Learning Process“. Scientific Research and Development. Modern Communication Studies 6, Nr. 6 (29.11.2017): 46–48. http://dx.doi.org/10.12737/article_5a12a41e2365c1.41194647.
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The article discusses the differentiation of teaching considering individual characteristics of each student, the possibility of carrying out a complex of measures aimed at the preservation and development of psychologicalpedagogical aspects in the education process.
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GHAZARYAN, FRUNZ. „INDIVIDUAL–DIFFERENTIATED APPROACH IN THE PROCESS OF PHYSICAL EDUCATION“. Main Issues Of Pedagogy And Psychology 2, Nr. 2 (11.09.2013): 67–75. http://dx.doi.org/10.24234/miopap.v2i2.272.
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Based on the available literature and the results of his own research, the author discusses the methodological principles of individualization and their differentiation in the process of students’ physical education. These principles are identified and realized during Physical Education (PE) lessons. It is shown that individualization and differentiation are the basis of humanization in the process of physical education in secondary schools.
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Romanova, Oksana. „Individualization of Educational Process in Today’s Secondary School“. Path of Science 2, Nr. 12 (29.12.2016): 5.16–5.22. http://dx.doi.org/10.22178/pos.17-18.
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Mariański, Janusz. „Individualization as a socio-cultural process and religiosity“. Uniwersyteckie Czasopismo Socjologiczne 25, Nr. 2 (31.12.2019): 9–23. http://dx.doi.org/10.21697/ucs.2019.25.2.01.
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Great social processes (cultural megatrends) such as structural and functional differentiation, institutional specialization, socio-cultural pluralism, worldview competition and individualisation play an important role in secularized societies. Under the contemporary conditions of the social modernisation and individualization and pluralisation that are all connected, crucial transformation of the religious and moral values and beliefs takes place. In the paper the accent attention is paid to a couple of important issues: social and cultural context of individualisation as well as the influences of the structural individualism on religious life of contemporary people. These influences lead to a specific “fragmentarisation” of the Church as well as to the evolution from the Church religiosity to pluralised, segmented, deregulated and individualized religiosity.
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McCormick, Linda, Mai Wong und Lisa Yogi. „Individualization in the Inclusive Preschool: a Planning Process“. Childhood Education 79, Nr. 4 (Juni 2003): 212–17. http://dx.doi.org/10.1080/00094056.2003.10521195.
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Sumnitelny, K. E., und A. D. Litvakova. „Individualization of the Educational Process in Montessori Classes“. Prepodavatel XXI vek, Nr. 1/1 (31.03.2024): 283–92. http://dx.doi.org/10.31862/2073-9613-2024-1-283-292.
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The article considers one of the tools of individualization of the educational process, widely used in preschool and Montessori elementary school classroom environment. The research conducted by the authors shows that teachers actively use this tool, have a good understanding of its possibilities, implementation procedure and are able to monitor the results obtained.
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Mitrofanova, L. M. „Individual an Educational Route as the Mechanism of an Individualization of Educational Process in Establishment of Additional Education of Children“. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 1, Nr. 4 (2012): 97–105. http://dx.doi.org/10.18500/2304-9790-2012-1-4-97-105.
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The article is devoted to the individual educational itinerary as a mechanism of individualization of the educational process in the establishment of additional education. The peculiarities of the process of individualization of the child’s personality in further education.
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Ilyina, Svetlana. „Evolution idea of individualization education as a historical prerequisite of personalized learning“. Man and Education, Nr. 4 (65) (2020): 57. http://dx.doi.org/10.54884/s181570410020464-5.
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The article analyzes the process of evolution of idea of individualization education as a historical prerequisite for personalized learning, identifies and characterizes the phases of evolution of ideas of individualization education, make a conclusion about the relationship between the concepts of «individualization education» and «personalized learning».
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Жданова, Т. А., und М. А. Карнаухова. „Education: individualization vs socialization“. Management of Education, Nr. 4(62) (15.04.2023): 218–24. http://dx.doi.org/10.25726/t8840-8199-5430-a.
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Любой процесс, участвующий в жизнедеятельности общества, можно рассматривать с нескольких сторон, направлений, причем они могут быть иметь разное отношение друг к другу: кардинально противоположны, вытекающие друг из друга и т.д. В данной статье мы рассмотрим процессы индивидуализация и социализация личности в контексте образования личности и выясним, как они взаимосвязаны друг с другом. Актуальность темы заключается в том, что в процессе образования, проходя определенные стадии развития и подвергаясь определенным процессам, которые оказывают действие на идентификацию личности, формируется целостная личность. Понятия "индивид" и "личность" имеют существенные отличия, главное из которых заключается в том, что личность имеет свое мировоззрение, включающее в себя опыт, полученный при переходе с одной ступени развития на другую, в том числе и индивидуализация, и социализация, и т.д. Any process involved in the life of society can be viewed from several sides, directions, and they may have different attitudes to each other: radically opposite, arising from each other, etc. In this article we will consider the processes of individualization and socialization of personality in the context of personality education and find out how they are interconnected with each other. The relevance of the topic lies in the fact that in the process of education, going through certain stages of development and undergoing certain processes that have an effect on personality identification, an integral personality is formed. The concepts of "individual" and "personality" have significant differences, the main of which is that a person has his own worldview, which includes the experience gained during the transition from one stage of development to another, including individualization, and socialization, etc.
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Batsenkova, Antonina A. „The public sphere transformation as a reflection of the individualization process“. Moscow State University Bulletin. Series 18. Sociology and Political Science 25, Nr. 1 (18.04.2019): 130–44. http://dx.doi.org/10.24290/1029-3736-2019-25-1-130-144.
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Individualization is the process of distancing and relief an individual from any form of collectivities: collective consciousness, traditions, traditional group membership — and obtaining own, specific, only inherent characteristics by individual. Individualization as a historical and sociological category has various forms of its manifestation. One of the aspects of the individualization process is the detraditionalization of life spheres and the emergence of new “spaces of freedom”, which give rise to new challenges for society and for the individual. The such a challenge for society is the drop of the social institutions importance as traditional guidelines for “life strategies and life situations”. There are so — called “phantom institutions” that keep their external form but stop performing their tasks and change their meaning.The individualization process has affected all spheres of society, including the public sphere. In the sociological tradition, the theme of change and decline of the public sphere is devoted to the work of J. Dewey, J. Habermas, H. Arendt, R. Sennett, W. Lippmann, etc. Researchers say about the public sphere crisis in modern Western society. It is associated with the fusion of public and private life, the consideration of the public sphere through personal interests and its description in the categories of intimacy. People treat to public affairs too personally, which can be properly managed only with the impersonal, in terms of personal feelings. Society becomes important for the individual as a psychological system.The purpose of this paper is to show the fall of the public sphere as a reflection of the individualization process. If initially the public space was formed under the impact of mass media, political and legal systems and state systems, in the XXI century the public sphere becomes a space of expression of individual freedom and independence through the blogosphere, video portals and social networks. It is necessary to revise the concept of the public sphere because of the global communication networks development and the development of digital technologies.
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GUBICI, Bogdan Emil. „Individualizarea judiciară a pedepselor prin raportare la concepția lui John Austin despre aplicarea principiului utilității în formarea jurisprudenței“. Analele Universitării din București Drept - Forum Juridic 2022, Nr. 02 (29.09.2022): 17–29. http://dx.doi.org/10.31178/aubd-fj.2022.2.02.
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The purpose of the article is to contribute to the efforts to formulate general guidelines to help judges in the process of individualization of punishment. In order to achieve this objective, the forms of individualization of punishment and the purposes of the punishment are analyzed. The need to harmonize the stages of individualization and the need to preserve the purposes of the law in the judicial process of individualization of punishment are expressed. Given that the provisions of the law regarding the individualization of punishment are synthetic, it is proposed to supplement them with the ethical principle of utility in the way that jurist and philosopher John Austin presents it in the courses he taught as a law professor at the University of London in the 19th century. In order to provide an applied character of the ideas presented, a case from judicial practice is analyzed to which the essential ideas of the article are related.
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Galbarczyk, Marzena, und Magda Lejzerowicz. „Student's autonomy and the process of individualization in inclusive education“. Rozprawy Społeczne 14, Nr. 3 (10.12.2020): 49–62. http://dx.doi.org/10.29316/rs/125029.
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Barybina, L. N., N. A. Kolomiec und V. A. Komotskaja. „The application of the algorithm of the individualization of students’ physical education process“. Physical education of students 18, Nr. 6 (28.12.2014): 3–7. http://dx.doi.org/10.15561/20755279.2014.0601.
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Purpose: theoretically and experimentally justify the use of the algorithm of physical education process individualization in universities taking into account the psychophysiological features of students. Material: the study involved 413 students. It was defined indicators of the level of physical fitness and functional status, psycho-physiological features. Results: it was worked out the algorithm of individualization of students’ physical education process. It was defined the structure of the complex preparedness and it was developed models of characteristics of students - representatives of different sports specializations. It was established that for the successful construction of the training process, it is necessary to combine the parameters of physical, functional training and physiological indicators into a single integral evaluation of the individual characteristics of students. It was shown that at the students of the experimental group was improved indicators of functional, psychophysiological capabilities and physical preparedness. Conclusions: the application of the algorithm of the individualization of process of physical education enhances the functionality of the students.
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Vellenga, Sipco. „Geloof als innerlijke keuze: Over de kerkelijke, religieuze en maatschappelijke implicaties van individualisering“. NTT Journal for Theology and the Study of Religion 68, Nr. 3 (18.08.2014): 175–93. http://dx.doi.org/10.5117/ntt2014.68.175.vell.
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Individualization is one of the basic traits of contemporary Western society. How are church and religion related to this trend? After defining individualization as a process in which people become more independent of their immediate environment, as well as of related traditional cultural patterns, values and norms, this article focuses on the consequences of individualization for church and religion. Individualization is seen to have three ecclesiastical implications: church individualization, increasing church mobility and church decline, as well as three religious implications: religious individualization, increasing religious mobility and an increase of the popularity of atheism. It is argued that individualization entails at least three social paradoxes: more freedom of choice but also a heavier burden upon the individual to make choices, less social restrictions but also a weakening of the sense of safety and belonging, and more informal ways of social behavior, but also social coarsening. Churches and religions which fully incorporate the positive aspects of individualization and at the same time clearly meet its negative aspects will have chances to flourish in late modern society.
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Болеславівна Вишківська, Ванда. „Індивідуалізація процесу професійно-педагогічної підготовки засобами тьюторської технології (з досвіду впровадження освітньо-професійної програми Педагогіка вищої школи. Тьюторинг Українського державного університету імені Михайла Драгоманова, Київ, Україна)“. Zeszyt Naukowy Prac Ukrainoznawczych 10 (19.07.2023): 51–65. http://dx.doi.org/10.5604/01.3001.0054.0947.
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The article examines the problem of individualization of the educational process in higher education institutions as a resource for personal development and ensuring the quality of professional training of future specialists (teachers of higher education institutions). The essence of the “principle of individualization” and the content of external and internal individualization in education are described. The subject-oriented technology of tutoring is described as a means of supporting the individualization of the teaching process, which, by implementing a contextual approach to the organization of learning process, provides students with the opportunity of self-planning and improving learning results based on his/her own motivation and responsibility for the result. It also promotes the implementation of the principle of “education for life, for successful professionalization and personal growth”.The article presents the experience of working under the innovative educational and professional program “Higher education pedagogy. Tutoring” at the Department of Pedagogy of Mykhailo Drahomanov Ukrainian State University (Kyiv, Ukraine).
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Jafari, Shadi, und Mattias Alenius. „Odor response adaptation in Drosophila—a continuous individualization process“. Cell and Tissue Research 383, Nr. 1 (Januar 2021): 143–48. http://dx.doi.org/10.1007/s00441-020-03384-6.
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AbstractOlfactory perception is very individualized in humans and also inDrosophila. The process that individualize olfaction is adaptation that across multiple time scales and mechanisms shape perception and olfactory-guided behaviors. Olfactory adaptation occurs both in the central nervous system and in the periphery. Central adaptation occurs at the level of the circuits that process olfactory inputs from the periphery where it can integrate inputs from other senses, metabolic states, and stress. We will here focus on the periphery and how the fast, slow, and persistent (lifelong) adaptation mechanisms in the olfactory sensory neurons individualize theDrosophilaolfactory system.
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LEWANDOWSKA-CISZEK, Anna, Piotr SZCZYPA, Marcin SZYMKOWIAK und Szymon GRABAŃSKI. „NAVIGATING HYPER-INDIVIDUALIZATION: BUILDING RESILIENCE SYSTEMS THROUGH PROCESS SIMULATION“. Scientific Papers of Silesian University of Technology. Organization and Management Series 2024, Nr. 209 (2024): 229–47. https://doi.org/10.29119/1641-3466.2024.209.13.
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Lektorsky, Vladislav A. „Individualization, Collectivity, Dialogue“. Russian Journal of Philosophical Sciences 67, Nr. 2 (15.06.2024): 13–25. http://dx.doi.org/10.30727/0235-1188-2024-67-2-13-25.
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The article examines the processes of individualization in relation to the emergence and existence of various forms of collectivity. It analyzes the complexities of this process, which, while a necessary characteristic of modern society, can lead to atomization, frustration, and loss of meaning in life. Particular attention is paid to the nature of individualization: on one hand, it presupposes the uniqueness of each individual; on the other, it is inextricably linked to an individual’s association with certain collectives and the internalization of supra-individual values. The article asserts that new forms of collectivity are emerging in the modern era that, rather than suppressing individuality, foster creative self-realization. The research explores issues of depersonalization and pseudo-collectivity, as well as the interplay between freedom and responsibility in the context of global digitalization. The author elucidates the dangers associated with the virtualization of personality, the erosion of boundaries between private and public spheres, and the potential for total control over individuals. Contemporary forms of virtual individualization, while creating an illusion of freedom, may in fact lead to a loss of personal individuality. The article further explores the impact of digital technologies on the transformation and evolution of both individual and collective memory, as well as their role in shaping identity. It underscores that digitalization not only offers new opportunities but also poses significant anthropological challenges. Dialogue is examined as a means of resolving conflicts and facilitating both individual and collective self-realization. The author contrasts M.M. Bakhtin’s dialogical approach with J.-P. Sartre’s existentialist interpretation of the relationship between the Self and the Other. It is emphasized that genuine dialogue requires mutual recognition and respect among participants, a shared space for communication, and a willingness to reconsider one’s own position. In conclusion, the study posits that addressing many of the problems generated by modern processes of individualization and collectivization in the age of global digitalization necessitates the creation of conditions conducive to interpersonal, intergroup, and intercultural dialogue.
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Kyyakbayeva, U. K., A. I. Bulshekbayeva und R. E. Karimova. „INDIVIDUALIZATION AND SOCIALIZATION OF PRESCHOOL CHILDREN“. BULLETIN Series of Pedagogical Sciences 66, Nr. 2 (06.08.2020): 319–21. http://dx.doi.org/10.51889/2020-2.1728-5496.54.
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Changes in the political, social and economic spheres of modern Kazakhstan society dictate the need to increase attention to the socialization of preschool children in the family and preschool organizations. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of the preschool child, preservation of the child's nature and its development in culture, enrichment of individual cultural experience in the process of inclusion in the socio-cultural experience, unity of development and education. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The organization of children's activities initiates the creation of children's associations in which each child performs a favorite function and simultaneously cooperates with other children. In such an educational space, the processes of socialization and individualization leading to preschool age harmoniously complement each other.
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KORABEL, M. „Individualization of punishments in the process of confiscation of property“. INFORMATION AND LAW, Nr. 1(10) (10.01.2014): 120–22. http://dx.doi.org/10.37750/2616-6798.2014.1(10).272445.
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Кондратьев, А. Ю., und А. В. Курлов. „Theoretical Foundations of lndividualization of Education in Higher Education lnstitutions in the Era of Digitalization“. Higher education today, Nr. 7 (30.09.2022): 76–79. http://dx.doi.org/10.18137/rnu.het.22.07.p.076.
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Рассмотрены основные теоретические аспекты индивидуализации образования в высших учебных заведениях. Раскрыты основные принципы и задачи индивидуализации. Проанализирован процесс цифровизации ключевых инструментов индивидуализации, представлены цифровые технологии, используемые в современном обучении. The main theoretical aspects of individualization of education in higher educational institutions are considered. The basic principles and tasks of individualization are revealed. The process of digitalization of key individualization tools is analyzed, digital technologies used in modern education are presented.
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Khatuntseva, Svіtlana. „BARRIER-FREE EDUCATIONAL ENVIRONMENT: THE ROLE OF INDIVIDUALIZATION OF LEARNING AND HEALTH PROMOTION IN PEDAGOGICAL PRACTICE“. Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), Nr. 3K(176) (18.03.2024): 17–22. http://dx.doi.org/10.31392/udu-nc.series15.2024.3k(176).02.
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Individualization of learning and health promotion play a key role in the implementation of the concept of barrier-free pedagogical practice. The aim of the study was to characterize the features of a barrier-free educational environment, to find out the role of individualization of learning and health protection in pedagogical practice. The article discusses the issues of individualization of learning and health protection in the formation of a barrier-free educational environment, provides examples of pedagogical practices aimed at their implementation, and highlights methods of individualization and health protection to create a favorable environment for the learning and development of each student. It is emphasized that in the modern educational context, creating a barrier-free environment requires taking into account the individual needs and potential of each student. The individualization of learning is aimed at adapting the educational process to the needs of each student, providing them with the opportunity to study in comfortable conditions and develop their potential. Health promotion ensures the physical and mental well-being of students, contributing to their successful learning and development. The strategies and methods of individualization of learning, such as differentiation of tasks, group and individual work, use of various educational materials and technologies are considered. The role of health promotion in pedagogical practice, including the organization of physical activity, psychological support and promotion of a positive psychosocial environment, is highlighted. The mechanisms for ensuring the functioning of a barrier-free educational environment are proposed, its components and factors of individualization of learning are considered. The article provides specific examples of innovative pedagogical practices that promote individualization of learning and contribute to health protection. In particular, the article considers methods of working with different types of tasks, the use of interactive technologies and tools that allow personalizing the learning process (stretching, flipped classroom, project method). It is found that innovative teaching methods are a mechanism for including different categories of students in the educational process. It is concluded that a barrier-free educational environment is a system that provides equal access and equal learning conditions for all students, regardless of their individual characteristics and needs; health protection involves systematic work with the physical and mental health of students, providing them with optimal conditions for learning and development; individualization of learning helps to prevent barriers to learning and promotes the inclusion of different categories of students in the educational process..
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Susilawati, Erni. „THE EFFECTIVENESS OF TEAM ASSISTED INDIVIDUALIZATION (TAI) TOWARDS STUDENTS’ WRITING“. Journal of Languages and Language Teaching 4, Nr. 2 (24.02.2018): 67. http://dx.doi.org/10.33394/jollt.v4i2.321.
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This research was aimed to find out The Effectiveness of Team Assisted Individualization (TAI) is effective towards students’ writing. The research was quasi experimental research and the design that used was the pre-test and post-test design. The population of the study was the second grade students of SMPN 4 Praya Barat which consisted of two classes. Those classes were took as the samples, those were VIIIC as experimental class and VIIIA as control class. Experimental class was treated by using Team Assisted Individualizati0n (TAI) and control class was treated by using Roundtable technique. The instrument that was used essay test, the topic was about descriptive text. The score were analyzed by using descriptive and inferential analysis, descriptive analysis was used to describe mean, median, mode and standard deviation both of group, and the inferential analysis was used describe the value of t-test for comparison between t-table. Based on the analysis, it shows that the value of (t-test) was 2,95 is higher than the value of (t-table) was 1,688 as the level of significance level was 0,05 and the number of degree of freedom (df) was 36. Therefore, based on the result of the analysis, it be concluded that Team Assisted Individualization (TAI) was effective toward students’ writing. The results of this research showed that Team Assisted Individualization (TAI) was compatible in writing because the technique given many advantages, the students’ feel comfortable to learn in group and they were argued that Team Assisted Individualization (TAI) make the teaching learning process more interesting since they can ask and can be peer tutoring for their friends. Finally, the researcher suggests that in teaching writing the teacher should be creative in preparing and delivering writing materials.
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Burlakova, Mariya V., und Tatiyana V. Burlakova. „Career-oriented training of students within multi-ethnic groups at pedagogical university: a new vision of the individualized education“. Yaroslavl Pedagogical Bulletin 2, Nr. 119 (2021): 19–25. http://dx.doi.org/10.20323/1813-145x-2021-2-119-19-25.
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The phenomenon of multiethnic groups is becoming an urgent issue at the university level. An increased number of mixed groups of learners from different cultures highlights the lack of appropriate methods and means of planning the educational process and requires developing a newer scientific understanding of the education individualization as a strategy for training specialists at the pedagogical university. This paper deals with the theoretical foundations of the individualization in students training in the multiethnic group. The authors have set the objectives of studying the passport of the current national project «Education» by the Russian government; of analyzing the theoretical foundations of multicultural education; of developing some new principles which are to complete the author's concept of individualization of professional training of students at the pedagogical university; of describing the culture maps as a means of individualization of education within multiethnic groups. The authors come to the conclusion that even general understanding of students’ culture-specific behaviours in the educational environment, made into the culture map for each individual multiethnic university group of the university,can help to promote mutual understanding between the subjects of the educational process, which is a factor of the outer individualization. Besides, it can help students accurately understand the professional goals of their training at a Russian pedagogical university, and motivate students to develop an active social attitudes, which is a factor of the inner individualization of training. The authors emphasise the important role of the culture-specific factors in the process of individualization of professional training of students in the multiethnic group of a pedagogical university. The results obtained in the paper can be used in education in order to increase the attractiveness and competitiveness of the Russian universities in the international education industry.
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Jaroszewska, Anna. „Umgang mit Heterogenität im (Fremdsprachen-)Unterricht – Rahmenbedingungen im polnischen Bildungssystem“. Neofilolog, Nr. 58/2 (26.08.2022): 179–92. http://dx.doi.org/10.14746/n.2022.58.2.3.
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The aim of the article is to discuss the main Polish educational legislation aimed at promoting diversity and individualization in the the process of schooling. The focus is on dealing with heterogeneity, which has become frequent in Polish schools and kindergartens. This includes various aspects concerning differentiation in children and young people, such as individual developmentental characteristics, gender, socio-cultural environment, special educational needs or giftedness. Heterogeneity requires individualization of the educational process, which also applies to the teaching of foreign languages. This poses a challenge for many teachers, including foreign language teachers. In many respects Polish legislation regulates how to deal with heterogeneity and individualization in the educational context.
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Brajković, Natalija, und Irena Stevović. „IMPLEMENTATION OF INDIVIDUALIZATION IN EXERCISES AND ASSIGNMENTS OF THE RUSSIAN LANGUAGE TEXTBOOKS FOR ELEMENTARY SCHOOL „ORBITA“ (THEORETICAL PRINCIPLES AND CONSTRUCTIVE SOLUTIONS) (Имплементација индивидуализације у вјежбањима и задацима корпуса уџбеника руског језика за основну школу „Орбита“ (теоријски принципи и конструкцијска рјешења))“. Folia linguistica et litteraria X, Nr. 28 (26.12.2019): 253–74. http://dx.doi.org/10.31902/fll.28.2019.15.
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In this paper we have carried out an analysis and description of the four Russian language textbooks for elementary school (including the components of the accompanying textbook structures) from the book set “Oрбита” that was used in primary schools in Montenegro for more 20 years. The approach was based on determining how much the individualized exercises and tasks are included in the textbook, with highlighting the problems the students are facing with. Finally, we offered a series of solutions that make the exercises better and easier. The aim of our paper is todetermine whether and to what extent individualization reflects the level of structure and content of exercises and tasks in the analyzed textbook corpus, as well as to offer a variety of strategies and levels of individualization in the process of conceiving, designing and implementing of textbook of Russian language. Key words: Individualization of teaching process, the Russian language textbook for elementary school, individualization of teaching process within the class (within the group), individualized exercises and tasks.
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Sazonov, B. A. „Organization of the Educational Process: Opportunities for Individualization of Training“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, Nr. 6 (02.07.2020): 35–50. http://dx.doi.org/10.31992/0869-3617-2019-29-6-35-50.
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The possibilities of real individualization of education in Russian universities are constrained by the peculiarities of the type of organization of the educational process. Almost all Russian universities are characterized by stream-group organization of training, in which study groups and streams are formed once for the entire period of study. Students of each study group during the entire period of study have a common curriculum and a common schedule of training sessions. Opportunities for individualization of curricula and programs are very limited and confined to the choice of a foreign language and one of several disciplines of the socio-economic cycle. In modern higher education, the stream-group organization of education is preserved only in Russian universities, universities of the post-soviet and partially post-socialist space. Most universities in the rest of the world uphold the principles of individually-oriented organization of training, according to which each student has an opportunity to choose from the curriculum modules to study in the next semester, choose the teachers and the time of classes. In accordance with the choice of students, groups and streams are formed, which retain only during the current semester. Thus, we emphasize, not individual persons but all the students of modern universities have individual curricula and schedules of training sessions. The article discusses the opportunities and prospects of the individualization of education at Russian universities.
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Vaganova, Olga I., Elena G. Bogoslova, Roman S. Nagovitsyn, Ludmila A. Sundeeva und Irina M. Morozova. „The role of educational technologies in the individualization of educational students’ activities“. Revista Amazonia Investiga 9, Nr. 28 (21.04.2020): 552–59. http://dx.doi.org/10.34069/ai/2020.28.04.60.
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The basis of the modern student's training is the idea of individualization of his educational activities since the modern educational paradigm has designated the personality of the student and his needs as the most important link in this system. Higher educational institutions in search of effective ways of formation of competence of the future specialist using individualization of its activity use possibilities of innovative educational technologies. The purpose of the article: to consider the experience of implementation of educational technologies in the individualization of educational activities of students. The article presents an overview of the essence and importance of educational technologies used in the modern educational process, the features of their implementation and their role in the individualization of student activity. We considered the experience of implementation of educational technologies in the individualization of educational activities of students. Innovative technologies have a powerful potential in shaping the competence of future specialists. Individualization of training takes place in comfortable conditions for the teacher and the student. The teacher has the opportunity to constantly monitor the level of knowledge of the student and make timely adjustments, directing it in the right direction. When students perform tasks, the teacher carried out periodic consultations, where he covered for students the questions that appeared to them. The teacher conducted small surveys and tests, with the help of which the test of assimilation of the material was determined. The study presented in the article allowed to determine the impact of individualization of education on the level of student performance. Based on the data obtained in the course of our research, we can conclude that educational technologies provide ample opportunities for individualization of the learning process and contribute to the formation of professional competence of a specialist.
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Valko, Nataliia, und Viacheslav Osadchyi. „Education individualization by means of artificial neural networks“. E3S Web of Conferences 166 (2020): 10021. http://dx.doi.org/10.1051/e3sconf/202016610021.
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This paper examines the issues related to the implementation of an educational process based on modern information technologies use. The main purpose of it is to achieve a significant level of individualization of the educational process, taking into account the individual characteristics and capabilities of each participant of the process. The implementation of the approach became possible at using elements of the theory of artificial neural networks in the educational process. Based on the network, it is possible to build a model of the educational process; it will significantly increase the control of the teacher on the educational process. Moreover, this network can adapt to a specific education task, the individual characteristics of the student and teacher. The mathematical model of the educational process using modern information technologies and neural networks is constructed. Their use is based on the developed criteria of successful execution of various stages of the educational process. Such criteria are designed for both the student and the teacher. The characteristic of participant’s activity of the educational process is considered in the work. A numerical interpretation of this concept is proposed.
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Konig, Ruben. „Seculariseren de achterbannen van de confessionele partijen mee?“ Religie & Samenleving 8, Nr. 1 (01.05.2013): 159–83. http://dx.doi.org/10.54195/rs.12674.
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Over de last three decades, Dutch society has shown a trend towards increasing individualization. Thus the question arises, whether this is also true for the constituency of Dutch political parties. A question that is especially interesting with respect to religious political parties, because secularization is an integral part of individualization. With joint correspondence analysis, based on seven national surveys between 1979 and 2012, we could show that the constituencies of the religious political parties have all gone through a process of individualization, and thus secularization. This process has made the Christian Democrats (CDA) lose their Christian appeal among voters to a large extent, but the smaller Christian parties (Christen Unie and SGP) still have a Christian backing.
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Mäkinen, Katariina. „The Individualization of Class: A Case of Working Life Coaching“. Sociological Review 62, Nr. 4 (November 2014): 821–42. http://dx.doi.org/10.1111/1467-954x.12209.
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This article employs empirical analysis on working life coaching in order to offer a complimentary perspective on debates concerning individualization and class. Instead of viewing individualization as a process which erodes or radically shapes structures of class, this article interrogates individualization as a process which individualizes the relation between capital and labour in such a way that it appears in an individualized form. Examining practices of working life coaching sheds light on the ways in which the antagonism of capital and labour is experienced, articulated in an individual form and offered solutions for, and also on the ways in which such practices actually silence and cement the antagonism they are supposed to solve.
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Столбова, Ирина, und I. Stolbova. „Management competencies based on the individualization of the educational process“. Russian Journal of Management 4, Nr. 3 (02.11.2016): 291–98. http://dx.doi.org/10.12737/21956.
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In the article the problem of training university graduates competitive in a market economy is considered. In forming the required competencies of the trainees are preferred techniques that take into account individual abilities and characteristics of the students, as well as on the active participation of the student in the selection and construction of individual learning paths. During the development of the educational program, students should be able to change the educational route, depending on the results achieved by the current development of teaching material. Effective educational process management mechanism based on network modeling is proposed. Examples of the control of individual educational trajectories within subject teaching given. Developed mechanism contributes to the quality of training of students, it takes into account the personal characteristics and interests of the students and stimulates their cognitive and project activities.
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Fabrizio, J. J., G. Hime, S. K. Lemmon und C. Bazinet. „Genetic dissection of sperm individualization in Drosophila melanogaster“. Development 125, Nr. 10 (15.05.1998): 1833–43. http://dx.doi.org/10.1242/dev.125.10.1833.
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The morphogenesis of spermatids generally takes place within a syncytium, in which all spermatid nuclei descended from a primary spermatocyte remain connected via an extensive network of cytoplasmic bridges. A late step in sperm maturation therefore requires the physical resolution of the syncytium, or cyst, into individual cells, a process sometimes referred to as sperm individualization. Despite the identification of specialized machinery involved in the individualization of Drosophila spermatids (Tokuyasu, K. T., Peacock, W. J. and Hardy, R. W. (1972) Z. Zellforsch 124, 479–506), and of many Drosophila genes mutable to male-sterile phenotypes, little is known of the mechanisms by which this extensive remodeling of the cyst is accomplished. Here, the identification of a major cytoskeletal component of the individualization complex as actin is confirmed with a simple fluorescence assay. Using rhodamine-phalloidin as a probe, the individualization complex is readily visualized forming around bundles of spermatid nuclei at one end of highly elongated cysts, then translocating along the length of the cysts. The structure of the individualization complex in a male-sterile clathrin heavy chain (Chc) mutant is observed to be reduced or disrupted relative to wild-type, consistent with the individualization-deficient phenotype of this mutant. Using the fluorescence assay, a sampling of male-sterile mutant phenotypes in which spermatogenesis proceeds to the assembly of highly elongated cysts distinguishes at least four different phenotypic classes: (1) mutations (nanking class) that block or significantly retard the assembly of the actin-based individualization complex around the nuclear bundle, (2) mutations (dud class) in which the individualization complex assembles in/around the nuclear bundle, but fails to translocate down the cyst, (3) mutations (mulet class) that allow the assembly of a morphologically normal individualization complex around the nuclear bundle, but result in a breakdown in the complex after it begins to translocate down the cyst, and (4) mutations (purity of essence class) that allow the assembly of a motile but morphologically altered or reduced individualization complex. Individualization also fails in a number of mutants with altered nuclear shape, consistent with the hypothesis that spermatid nuclei provide a physical scaffolding for the assembly of the individualization complex. Genetic analysis suggests that a substantial number of additional loci with phenotypes distinguishable with this assay remain to be identified. The large proportion of male-sterile mutations resulting in a late block to spermatogenesis, in which highly elongated cysts fail to be individualized, suggest a substantial susceptibility of this process to a broad range of cellular perturbations. The massive reorganization of cyst cytoplasm required at individualization is expected to be a correspondingly complex function requiring exquisite coordination of multiple cytoplasmic functions, and may account for the previously noted high frequency with which Drosophila genes are mutable to male-sterile phenotypes.
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Neustroev, Nikolai, Anna Neustroeva und Tuyaara Shergina. „Individualization and Ethnopedagogy at Small Elementary Schools“. Sibirica 17, Nr. 3 (01.12.2018): 92–115. http://dx.doi.org/10.3167/sib.2018.170309.
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The article discusses professional teaching training for tutoring and primary education at a small-scale rural school, where there are prolific opportunities for individualizing the educational process and creating conditions that foster personal development of primary schoolchildren. Educational quality is indicated by the formation of ethnocultural identity and ethnic self-knowledge; this is the basis for the development of harmonious interethnic relations in multicultural societies. The article presents a model for the development of ethnopedagogical competence in the primary school teacher, the ethnopedagogy of the educational process, and the formation of the pan-Russian civic identity as a condition for the successful implementation of the new primary school standards.
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Пісоцька, М. Е., und К. О. Кадашевич. „TЕОРЕТИЧНІ ПІДХОДИ ДО ВИЗНАЧЕННЯ ДИДАКТИЧНОЇ СИСТЕМИ ІНДИВІДАЛІЗАЦІЇ НАВЧАННЯ УЧНІВ“. Spiritual-intellectual upbringing and teaching of youth in the 21st century, Nr. 3 (2021): 157–61. http://dx.doi.org/10.34142//2708-4809.siuty.2021.36.
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The article describes the views of scientists on the didactic system of individualization of learning of students, in particular structural elements, system-forming factors, goals, objectives, basic diagnostic principles of differentiation of learning, and principles of organization of individual education. Besides, the article provides the author’s definition of the concept of individualization of the learning process
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DASHKO, Yu, und V. MIROSHNICHENKO. „INFORMATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS: FEATURES AND ADVANTAGES“. Pedagogical Sciences, Nr. 82 (28.12.2023): 46–51. http://dx.doi.org/10.33989/2524-2474.2023.82.295094.
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The article comprehensively analyzes the features and benefits of introduction of information technologies into the educational process.It is noted that information technologies are becoming an indispensable component of modern education at present, contributing to the improvement of the high-quality and efficiency of education. The interactivity and involvement of students, as well as the individualization of learning, allow students to develop their skills and knowledge at the pace that is optimal for them. The article found out that the individualization of education is implemented with the help of information technologies through the creation of personalized educational programs. Each student has the opportunity to study according to their individual needs and pace. Adaptive learning platforms take into account the level of knowledge and capabilities of each student, providing individual tasks and recommendations. All these significantly improve the level of understanding and assimilationof the educational material.Furthermore, information technologies open up new opportunities for research and study of complex processes and phenomena. Global exchange of knowledge thanks to the Internet allows students and teachers to exchange knowledge and experience with people from all over the world. This broadens horizons and allows you to get a variety of views on subjects of study. It was noted that thanks to analytics for improving learning, information technologies allow collecting and analyzing data on student success and the effectiveness of educational programs. This allows to identify problematic points and improve training based on data.We have found that information technologies have made a significant contribution to the modern educational process, providing interactivity, individualization, accessibility and expanded opportunities for research and global knowledge exchange. This article highlights the key benefits and features of this development in education, which contributes to improving learning and preparing the younger generation for the challenges of the modern world.
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Trofimov, A. A. „Remote interaction of participants in civil transactions and methods of their individualization, used in pre-revolutionary Russia“. Proceedings of Southwest State University. Series: History and Law 14, Nr. 4 (15.10.2024): 75–84. http://dx.doi.org/10.21869/2223-1501-2024-14-4-75-84.
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Relevance. In pre-revolutionary Russia, participants in civil transactions used methods of remote interaction aimed at the emergence, change and termination of private law relations. Remote interaction between participants in civil transactions necessitated their individualization. Nowadays, Russia is undergoing a transition to a digital economy based on the use of the digital environment. Remote interaction of participants in digital civil circulation initiates a solution to the problem of their individualization in the digital environment, which is carried out through the communicative process of identification. The results of scientific research concerning the methods of individualization of participants in remote interaction in pre-revolutionary Russia may be in demand in civil law at the present time. Their application is possible for the development of theoretical provisions concerning the identification of private law entities implementing remote interaction using digital tools.The purpose of the study is to consider the issue of types of remote interaction between participants in civil transactions and methods of their individualization, used in pre-revolutionary Russia.Objectives: research of types of remote interaction of participants in civil transactions; identifying ways to individualize participants in civil transactions who carried out remote interaction.Methodology. In the process of working on the article, methods of synthesis, analysis, induction, deduction, historical-legal, comparative-legal, logical.Results. In the course of the study, the types of remote interaction between participants in civil transactions and their inherent methods of individualization, used in pre-revolutionary Russia, were identified.Conclusions. Remote interaction of participants in civil circulation in pre-revolutionary Russia was associated with their individualization, carried out in order to ensure the stability of civil circulation.
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KHATUNTSEVA, S., und O. KHOMENKO. „STUDY OF FUNCTIONAL SYSTEM OF MOVEMENTS ON THE BASIS OF INDIVIDUALIZATION OF VOCATIONAL PREPARATION OF SPECIALISTS“. Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, Nr. 1 (06.07.2022): 398–405. http://dx.doi.org/10.31494/2412-9208-2022-1-1-398-405.
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The article reveals the main results of the study of relevant problems of study of the functional system of movements on the basis of individualization of vocational training of specialists at the higher school. It is appreciated that the essence of the concept of "individualization" is based on modern trends in the stepwise development of the lighting process, methods and forms of pedagogical infusion with the improvement of the individual features of the people. It is emphasized that understanding the mechanisms of individualization helps to identify difficulties in professional training and allows to modify and coordinate the links between the elements of this complex dynamic structure, thus creating the conditions for achieving the desired result. Designed to individualize the intensity of the motivation for the health of the higher education, activating its purposefulness, provides forming of a need in a professional self-improvement. Based on the results, it is concluded that in a broad sense, the individualization of training is: first, the form of interconnection of elements of the educational process, based on a selection of measures to improve training of future professionals, tools and pace of learning and generalization of new information the specified subject, taking into account individual features of applicants of higher education; secondly, a number of educational and methodological activities that provide an individual approach, overcoming pedagogical barriers. It is noted that in the narrow sense, individualization of training is an effective tool to expand the understanding of higher education about the structure, normal and individual development of the human body and its motor functions, study the morpho-functional organization of the musculoskeletal system, assess the functional state of all organs and systems. To further direct investigation of the problem, the development of the evolution of scientific evidence about the formation of professional competencies of future physical therapists, as well as rehabilitation specialists in ambushes of individual vocational training. Keywords: individualization of vocational training, functional system of movements, functional anatomy, specialists, students, educational process.
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Wiratman, Wiratman, Fina Amalia Masri und Eva Solina Gultom. „Analysis of Archetypes in Speak Graphic Novel by Laurie Halse Anderson“. ELITE: Journal of English Language and Literature 9, Nr. 1 (27.06.2024): 33–46. http://dx.doi.org/10.33772/elite.v9i1.2431.
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This research aims to show the archetypes that occur in the Speak Graphic Novel. The purpose of this research is to analyze the archetypes of the main characters in the oral graphic novel by Laurie Halse. This research applies Carl Gustaf Jung's archetype theory. This research uses descriptive qualitative research. Data collection was carried out through four steps: reading, recording, analyzing data, and identifying data. The results of this research show that the Speak Graphic Novel shows the existence of two personas, five animus, one shadow, and one self archetype, before reaching the self archetype Melinda experiences an individualization process, in this graphic novel individualization appears when Melinda neutralizes this. things that cause him to use a persona and have to face the shadow that appears by providing real resistance to Andy who has been pressuring and threatening him. Another thing that helped the individualization process was Melinda's decision to accept the fact that she had made a mistake and forgive herself. Based on the results above, it can be concluded that in this novel the archetype is shown in full, starting from the details of the cause of the archetype's emergence to the start of the individualization process as a form of Melinda's effort to control or eliminate the cause of the archetype's emergence, which in the end causes the main character to achieve a self-archetype.
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Erpolatovich, Tashimov Nurlan, und Jurayeva Sitora Parda Qizi. „INDIVIDUALIZATION OF STUDENTS ' EDUCATIONAL ACTIVITIES IN THE CREDIT-MODULE SYSTEM“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, Nr. 03 (01.03.2023): 34–40. http://dx.doi.org/10.37547/pedagogics-crjp-04-03-07.
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This article highlights the improvement of the quality of education due to the individualization of educational activities of students in the process of teaching the subject of drawing higher educational institutions according to the credit-modular system.
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Osadcha, Kateryna, Viacheslav Osadchyi, Vladyslav Kruglyk und Oleg Spirin. „Modeling of the adaptive system of individualization and personalization of future specialists’ professional training in the conditions of blended learning“. Educational Dimension 57, Nr. 5 (09.12.2021): 109–25. http://dx.doi.org/10.31812/educdim.4721.
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The model of adaptive system of individualization and personalization of future specialists’ professional training in the conditions of blended learning is offered. It includes the contextual, pedagogical and instrumental subsystems. In the system, the adaptability is planned to be implemented through the adaptation of educational materials, monitoring, devices, face-to-face classes; individualization involves the study of students’ individual features, support and assistance of student’s individual syllabus, individualization of the learning process, development of student’s individual features and formation of new characteristics according to student’s educational needs, monitoring of student’s individual progress; personalization involves the organization of the educational environment, including the electronic one.
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Urinovich, Jumanazarov Samandar. „USE OF INTERNET RESOURCES IN THE PROCESS OF LEARNING ENGLISH AS A FOREIGN LANGUAGE“. American Journal Of Philological Sciences 03, Nr. 06 (01.06.2023): 88–92. http://dx.doi.org/10.37547/ajps/volume03issue06-13.
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This article focuses on the importance of informational resources of Internet into the educational process. It also outlines application of information technologies - the creation of optimal conditions for the individualization of students' educational activities, the orientation of students towards self-education, an increase in the share of independence and the degree of participation of each student in the educational process, the development of cognitive interest.
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Korobeynikova, L., Y. Tropin, I. Chornii, V. Korotya und T. Sovgiria. „Features of individualization in martial arts“. Єдиноборства, Nr. 2(28) (03.02.2023): 61–78. http://dx.doi.org/10.15391/ed.2023-2.06.
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Purpose: to establish the features of individualization in martial arts based on the analysis of scientific and methodological information, the Internet and generalization of best practices. Material and methods. The following methods were used to conduct the study: analysis of scientific and methodological information and the Internet, generalization of best practices. Results: the analysis of scientific and methodical information, Internet sources and generalization of the best practical experience allowed to establish that the problem of individualization of training of qualified sportsmen has always remained an actual direction for research. An important feature of practical work at the stages of in-depth improvement and realization of individual capabilities of wrestlers is its selectivity in accordance with the unique properties of each student. At these stages, frontal and group approaches are increasingly giving way to an individual approach to the conduct of educational and training work. Specialists in different types of martial arts believe that when planning the means and methods of sports training in the training process of martial artists it is necessary to take into account the peculiarities of athletes of different weight categories and styles of conducting a competitive match (fight, battle). Thus, the authors provided practical recommendations on the use of means and methods of sports training in the training process of martial artists of different weight categories and styles of confrontation. Conclusions. The results of the conducted research showed that in the management of the formation of the individual style of confrontation of qualified sportsmen in martial arts it is necessary to focus on the following main factors: on the most effective, widespread techniques; on the morpho-functional abilities of the sportsman; on his individual motor giftedness; on the development of physical qualities; on the peculiarity of the nervous system. It is determined that when drawing up a prospective training plan for qualified martial artists, it is necessary to take into account the reaction of the athletes' body to physical activity, depending on the weight category and style of confrontation.
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Astuti, Puji, Ashari Ashari und Eko Setyadi Kurniawan. „Pengembangan Handout Fisika Berbasis Team Assisted Individualization Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik SMA“. Radiasi : Jurnal Berkala Pendidikan Fisika 11, Nr. 1 (30.04.2018): 11–16. http://dx.doi.org/10.37729/radiasi.v11i1.57.
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Abstract – Research has been carried out on the development of team assisted individualization-based physics handouts to determine the feasibility of team-assisted individualization-based physics handouts developed, student responses after using the team-assisted individualization-based physics handouts that have been developed, and improvement in students' critical thinking skills. This type of research is a development that refers to the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. This research was conducted at SMA Negeri 4 Purworejo with 32 research subjects. The instruments used in this study were validation sheets, student response questionnaires, learning achievement sheets, and learning achievement tests. Based on the research, the data obtained from the team-assisted individualization-based physics handout validation from three validators, namely two expert lecturers and physics teachers, received an overall score of 3.35, included in the good enough category and feasible to be used in the learning process. Students' responses to the physics-based handout team assisted individualization implementation phase obtained a percentage of 77.7% with a good category. Increased critical thinking skills of the application stage obtained an N-gain of 0.581 and included in the category of moderate improvement. Thus, a team assisted individualization-based physics handout developed in this study is categorized as good and suitable for use in learning and can improve students' critical thinking skills.
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Hicks, Jennifer L., Wu-Min Deng, Aaron D. Rogat, Kathryn G. Miller und Mary Bownes. „Class VI Unconventional Myosin is Required for Spermatogenesis inDrosophila“. Molecular Biology of the Cell 10, Nr. 12 (Dezember 1999): 4341–53. http://dx.doi.org/10.1091/mbc.10.12.4341.
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We have identified partial loss of function mutations in class VI unconventional myosin, 95F myosin, which results in male sterility. During spermatogenesis the germ line precursor cells undergo mitosis and meiosis to form a bundle of 64 spermatids. The spermatids remain interconnected by cytoplasmic bridges until individualization. The process of individualization involves the formation of a complex of cytoskeletal proteins and membrane, the individualization complex (IC), around the spermatid nuclei. This complex traverses the length of each spermatid resolving the shared membrane into a single membrane enclosing each spermatid. We have determined that 95F myosin is a component of the IC whose function is essential for individualization. In wild-type testes, 95F myosin localizes to the leading edge of the IC. Two independent mutations in 95F myosin reduce the amount of 95F myosin in only a subset of tissues, including the testes. This reduction of 95F myosin causes male sterility as a result of defects in spermatid individualization. Germ line transformation with the 95F myosin heavy chain cDNA rescues the male sterility phenotype. IC movement is aberrant in these 95F myosin mutants, indicating a critical role for 95F myosin in IC movement. This report is the first identification of a component of the IC other than actin. We propose that 95F myosin is a motor that participates in membrane reorganization during individualization.