Journal articles on the topic 'Economics Study and teaching Great Britain'
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Buripakdi, Adcharawan. "The marginalized positions of Thai professional writers on the global hegemony of English." Journal of Asian Pacific Communication 22, no. 1 (February 10, 2012): 41–60. http://dx.doi.org/10.1075/japc.22.1.03bur.
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This qualitative study investigated the positions of the Thai professional writers towards Thai English. Data was collected from in-depth interviews of 20 Thai bilingual writers. The findings revealed that most of the writers had different ways to distant themselves from Thai English. The majority of the participants expressed a marginalized view toward their English. Their attitudes were greatly influenced by the hegemonic Standard English. Evidently, Thai perceptions of the English language conformed to a colonial, hierarchical standpoint which privileged the types of English spoken and written within the U.S. and Great Britain and denigrated spoken and written Thai English. The study not only reflected the reality of World Englishes but also addressed political aspect of language use related with identity, power, and hierarchical discourse. It clearly indicated the political nature of teaching English and called for a reconsideration of teaching practices in countries where English is not the native language.
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Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 52–57. http://dx.doi.org/10.32996/ijels.2021.3.2.7.
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With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.
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BARNA, OLHA, and OLENA KUZMINSKA. "MODELS AND RESOURCES FOR TEACHING STEM-DISCIPLINES IN THE CONTEXT OF THE COVID-19 PANDEMIC." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 224–32. http://dx.doi.org/10.25128/2415-3605.21.1.27.
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The development and improvement of human skills and capabilities through education are key drivers of economic, social success and personal well-being. This study highlights the need for training STEM specialists in educational institutions. An analysis of the conceptual framework and regulatory support for the implementation of STEM-education in Ukraine. The lack of a unified strategy for the digital transformation of domestic higher education institutions and the launch of new STEM-oriented educational programs has been identified. The peculiarities of teaching STEM-disciplines related to the need to use equipment and specialized software are described. An overview of approaches and examples of implementation of STEM-disciplines according to the model of traditional, blended and distance learning at Ternopil National Pedagogical University named after Volodymyr Hnatiuk has been given. The need to modify the existing models of teaching STEM-disciplines for the implementation of quality education in the conditions of COVID-19 is substantiated. Examples of STEM-education resources in universities in Great Britain, Spain and Ukraine are given. A model of behavior of teachers of STEM-disciplines under conditions of uncertainty about the model of teaching organization has been developed. The proposed model can serve as a basis for analyzing the needs and capabilities of the educational institution to implement effective teaching of STEM-disciplines in conditions of uncertainty, in particular, caused by COVID-19, costs and alternative ways of organizing the educational process. Prospects for further research are identified.
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Andriichuk, Viktoriia. "TEACHING FINANCIAL LITERACY IN PRIMARY SCHOOL STUDENTS: INTERNATIONAL EXPERIENCE." Continuing Professional Education: Theory and Practice, no. 1 (2021): 81–87. http://dx.doi.org/10.28925/1609-8595.2021.1.10.
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The article is devoted to international experience in teaching financial literacy in elementary school students. The state of research is analyzed in the theory and practice of elementary education. This article reacts to the current situation in our society and the need for financial education in schools. The modern world requires financial and economic literacy. The essence of the concept and importance of financial literacy is considered. Appearances of scientists to interpret the concept of «financial literacy» are revealed. The author proposes an actual definition of financial literacy, which is understood as human skills to dispose of their own funds, possessing the basic financial knowledge, which will rationally take financial decisions. An analysis of international experience in teaching financial literacy and organization of educational process aimed at developing financial skills of elementary school students is carried out. Financial literacy and financial education are not new categories for the world experience of young education. The number of countries that implement financial literacy programs increases annually. So, in Europe there are more than 180 such programs. The study showed that it is extremely important to include financial literacy in the educational process in the elementary school an important role in learning students of the elementary school of financial literacy play relevant programs developed by ministries of finance, national banks, public organizations, charitable foundations, etc. that exist in different countries of the world (USA, Great Britain, Netherlands, Turkey and others). The author concludes that there is a need for mastering young competencies in various types of financial activity due to the peculiarities of the development of Ukrainian society. From these grounds for key competencies that should form into school students, financial literacy includes.
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Bokhonko, Yevhen. "Foreign Experience in Training Future Engineering Educators for Modeling Technological Processes." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 102–9. http://dx.doi.org/10.1515/rpp-2017-0015.
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AbstractThe article deals with the study of foreign experience in training engineering educators for modeling technological processes. It has been stated that engineering education is a field that is being dramatically developed taking into account the occurring changes in educational paradigms, global higher education space, national higher education systems, economics, society, etc. It has been indicated that the abundance of the latest information and communication technologies alter the approaches to training various specialists, and, in particular, engineering educators. It has been mentioned that engineering teacher education is undergoing significant development. The activities of the International Society for Engineering Education – IGIP have been justified. It has been found out that there is the vital need for those specialists able to combine the techniques of traditional teaching and innovative scientific achievements, design technical structures, be leader and facilitator of the education process. It has been defined that the activity of the society is aimed at providing engineering educators with relevant training that involves their obtaining the qualification that is accorded with European education standards. US experience in training engineering educators for professional activity has been analyzed. It has been specified that engineering education has become more integrated into the curricula of elementary, middle and high school because of the increasing focus on STEM subjects; the demand for engineering educators is dramatically growing at all the levels of the education system. The peculiarities of engineering educators’ training have been demonstrated on the example of the Purdue Polytechnic Institute. It has been concluded that Bachelor of Science in Engineering Technology Teacher Education is a rather interdisciplinary degree program and trains future engineering educators for a wide range of fields. The organization of the program is considerate and well-planned. It has been stated that in Great Britain future engineering educators should be able to apply innovative and less conventional teaching methodology, namely, via problem-based learning, virtual learning environment, etc. According to the mentioned above, the author has outlined the recommendations to improve engineering teacher education in Ukraine.
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Chumakov, Vitaliy. "Political contexts of the "soft power", cultural and educational diplomacy of the european countries through channels of local-global interactions." Science Culture Society 27, no. 4 (December 14, 2021): 17–29. http://dx.doi.org/10.19181/nko.2021.27.4.2.
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The use of "soft power" as the set of extensive organizational and project tools by the conventional bodies of the European Union and leading European countries (Great Britain, Germany, France, Spain) for informal promotion of their national interests and common European values in third countries, including Russia, is being examined. Existence of the EU as itself in the comprehensive configuration and with the current ideological principles serves not so much as an example and a role model but as an object of aspiration of both the political elites of non-EU countries and their ordinary population. Despite the notorious disagreements among some of its members on certain political issues EU demonstrates solidarity in adherence to the principles, norms and rules developed over decades for socio-economic and cultural-humanitarian integration. Considered national language programs, cultural and educational initiatives have a common feature that the studied foreign language fully reflects the life of its “native” land. Moreover, textbooks and teaching aids in most cases contain value orientations of the people or value agenda of the whole country. All of them are designed to train foreigners in a variety of majors: as a result, most exchange students participate therein for their capabilities expansion, personal capital increasement and possible further employment in the country of study, based on the expected high level of income and everyday life. Conclusion is drawn about the disproportion of the significant resources directed by individual European states and the central EU bodies to promote common European cultural and political values, and the relatively modest efforts of the Russian government to expand the “global” Russian world towards the “local” areas which historically and civilizationally gravitate to Russia.
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Venieris, Yiannis P., and Dipak K. Gupta. "Marco Interactions in a Social System: A Case Study of Great Britain." Southern Economic Journal 51, no. 3 (January 1985): 681. http://dx.doi.org/10.2307/1057872.
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GREGG, P., and R. NAYLOR. "AN INTER-ESTABLISHMENT STUDY OF UNION RECOGNITION AND MEMBERSHIP IN GREAT BRITAIN." Manchester School 61, no. 4 (December 1993): 367–85. http://dx.doi.org/10.1111/j.1467-9957.1993.tb00242.x.
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Makukh-Fedorkova, Ivanna. "The Role of Cinema in the History of Media Education in Canada." Mediaforum : Analytics, Forecasts, Information Management, no. 7 (December 23, 2019): 221–34. http://dx.doi.org/10.31861/mediaforum.2019.7.221-234.
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The era of audiovisual culture began more than a hundred years ago with the advent of cinema, and is associated with a special language that underlies non-verbal communication processes. Today, screen influence on humans is dominant, as the generation for which computer is an integral part of everyday life has grown. In recent years, non-verbal language around the world has been a major tool in the fight for influence over human consciousness and intelligence. Formation of basic concepts of media education, which later developed into an international pedagogical movement, in a number of western countries (Great Britain, France, Germany) began in the 60’s and 70’s of the XX century. In Canada, as in most highly developed countries (USA, UK, France, Australia), the history of media education began to emerge from cinematographic material. The concept of screen education was formed by the British Society for Education in Film (SEFT), initiated by a group of enthusiastic educators in 1950. In the second half of the twentieth century, due to the intensive development of television, the initial term “film teaching” was transformed into “screen education”. The high intensity of students’ contact with new audiovisual media has become a subject of pedagogical excitement. There was a problem adjusting your children’s audience and media. The most progressive Canadian educators, who have recognized the futility of trying to differentiate students from the growing impact of TV and cinema, have begun introducing a special course in Screen Arts. The use of teachers of the rich potential of new audiovisual media has greatly optimized the learning process itself, the use of films in the classroom has become increasingly motivated. At the end of 1968, an assistant position was created at the Ontario Department of Education, which coordinated work in the “onscreen education” field. It is worth noting that media education in Canada developed under the influence of English media pedagogy. The first developments in the study of “screen education” were proposed in 1968 by British Professor A. Hodgkinson. Canadian institutions are actively implementing media education programs, as the development of e-learning is linked to the hope of solving a number of socio-economic problems. In particular, raising the general education level of the population, expanding access to higher levels of education, meeting the needs for higher education, organizing regular training of specialists in various fields. After all, on the way of building an e-learning system, countries need to solve a set of complex technological problems to ensure the functioning of an extensive network of training centers, quality control of the educational process, training of teaching staff and other problems. Today, it is safe to say that Canada’s media education is on the rise and occupies a leading position in the world. Thus, at the beginning of the 21st century, Canada’s media education reached a level of mass development, based on serious theoretical and methodological developments. Moreover, Canada remains the world leader in higher education and spends at least $ 25 billion on its universities annually. Only the United States, the United Kingdom and Australia are the biggest competitors in this area.
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Komochkova, Olga. "Undergraduate Courses in Linguistics at Universities of Great Britain." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 104–8. http://dx.doi.org/10.1515/rpp-2015-0074.
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Abstract The concept of linguistics as a branch of science has been considered. Key abilities linguists possess have been defined. The need to apply to foreign experience, in particular, British one, has been justified. Relevant information sources, namely, Benchmark Statement for Linguistics (2007), data on Education UK, the official website for international students launched by the British Council, programme specifications for linguistics at a number of British universities have been reviewed. The list of higher education institutions (65) offering undergraduate courses (424) in Linguistics has been presented. Study options for undergraduate courses in Linguistics have been described. It has been stated that curricula in linguistics provided by higher education institutions do not greatly differ from each other by the content; nevertheless they preserve their own originality. General characteristics of study years (primarily three-year curricula) have been given. Teaching and learning methods and techniques as well assessment methods generally used at British universities have been listed. Positive aspects of British experience in professional training of future linguists have been outlined. Perspectives for improving the Ukrainian curricula for professional training of future linguists have been justified.
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Sousounis, Panos, and Gauthier Lanot. "Social networks and unemployment exit in Great Britain." International Journal of Social Economics 45, no. 8 (August 13, 2018): 1205–26. http://dx.doi.org/10.1108/ijse-04-2017-0137.
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Purpose The purpose of this paper is to examine the effect employed friends have on the probability of exiting unemployment of an unemployed worker according to his/her educational (skill) level. Design/methodology/approach In common with studies on unemployment duration, this paper uses a discrete-time hazard model. Findings The paper finds that the conditional probability of finding work is between 24 and 34 per cent higher per period for each additional employed friend for job seekers with intermediate skills. Social implications These results are of interest since they suggest that the reach of national employment agencies could extend beyond individuals in direct contact with first-line employment support bureaus. Originality/value Because of the lack of appropriate longitudinal information, the majority of empirical studies in the area assess the influence of social networks on employment status using proxy measures of social interactions. The current study contributes to the very limited empirical literature of the influence of social networks on job attainment using direct measures of social structures.
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Komochkova, Olga. "Strategies of Higher Education Institutions Development in Great Britain." Comparative Professional Pedagogy 5, no. 3 (August 1, 2015): 58–63. http://dx.doi.org/10.1515/rpp-2015-0055.
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Abstract The current stage of higher education sector transformation in Ukraine has been indicated. The study of foreign experience, namely of Great Britain, and the use of positive aspects of such experience have been justified. Information sources of Universities UK (Universities UK Strategic Plan 2013-2018; Efficiency and Effectiveness in Higher Education: A report by the Universities UK Efficiency and Modernisation Task Group; Annual Report and Consolidated Financial Statements of UUK) and The Strategic Plan 2009-2015 of Lancaster University have been studied. Vision, mission, functions,pressing issues, strategic aims of the Strategic Plan of UUK for the next five years have been presented. The achievements of UKK for 2013-2014 in accordance with strategic aims have been outlined. The actions of the organization aimed at providing British universities with various supports have been presented. The constituents of Strategic Plan of Lancaster University for 2009-2015, namely vision, mission, sectors of development (International, Teaching, Research and Impact, Finance and Organisation, the Lancaster experience) and consequently successfully achieved results have been presented. Positive aspects of British experience in strategic development of higher education institutions have been defined. Perspectives for further researches in this area have been outlined.
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Perlman Lorch, Marjorie. "A Late 19th-Century British Perspective on Modern Foreign Language Learning, Teaching, and Reform." Historiographia Linguistica 43, no. 1-2 (June 24, 2016): 175–208. http://dx.doi.org/10.1075/hl.43.1-2.06per.
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Summary The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain.
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Bolshakov, A. "Regulatory Autonomy of Great Britain: Problems and Perspectives." World Economy and International Relations 65, no. 7 (2021): 71–79. http://dx.doi.org/10.20542/0131-2227-2021-65-7-71-79.
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Sovereignty does not imply regulatory autonomy. After Brexit, the UK should align its regulatory policy with European norms, if it is interested in close partnership with the EU. Compromises must be made by both sides in order to ensure stability of the partnership. The EU will have to acknowledge the UK’s right to diverge from European rules. Britain will have to partly accept the jurisdiction of the European Court of Justice. The structure of dispute settlement mechanism which will be created under the partnership agreement should be a product of a compromise. The present study shows that optimal structure of dispute settlement mechanism must include two different procedures: one for political issues and the other for commercial issues. The central role for the European Court of Justice must be envisaged as a part of politically oriented procedure. There must be no role for the European Court of Justice or any Union to set the pace of political communication. The latter reflects the interest of Great Britain to simplify economic relations, which means that, firstly, disputes are resolved by independent arbiters; secondly, the EU acknowledges the UK’s right to diverge from European regulations; and thirdly, the UK accepts the EU’s right to impose countervailing duties to compensate for adverse effects of divergence on competition. This article also examines the main problems of future British regulatory policy, especially in the field of state aid. Boris Johnson’s government has decided not to form a full-fledged regulatory regime in the area of state aid. Its stance is politically appropriate since Conservative party manifesto for the 2019 general election promised to support local industries without limitations. But that decision created a great deal of economic risk. Firstly, the absence of a domestic subsidy control regulator can cause chaos within regulation system because workable norms and rules can only be sustained by a tight enforcement mechanism. Secondly, the EU can cite lack of subsidy control as an obstacle for British business to have unrestricted access to the European market.
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Xie, Yu, and Alexandra Killewald. "Intergenerational Occupational Mobility in Great Britain and the United States Since 1850: Comment." American Economic Review 103, no. 5 (August 1, 2013): 2003–20. http://dx.doi.org/10.1257/aer.103.5.2003.
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Using historical census and survey data, Long and Ferrie (2013) found a significant decline in social mobility in the United States from 1880 to 1973. We present two critiques of the Long-Ferrie study. First, the data quality of the Long-Ferrie study is more limiting than the authors acknowledge. Second, and more critically, they applied a method ill-suited for measuring social mobility of farmers in a comparative study between 1880 and 1973, a period in which the proportion of farmers dramatically declined in the United States. We show that Long and Ferrie's main conclusion is all driven by this misleading result for farmers. (JEL J62, N31, N32, N51, N52)
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Mudra, Olena. "MODERN PRINCIPLES OF ORGANIZATION AND FUNCTIONING OF THE PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION COURSES IN GREAT BRITAIN." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 831-832 (2021): 231–40. http://dx.doi.org/10.31861/gph2021.831-832.231-240.
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The objective of this article is to analyze the content of the professional foreign language communication courses at the universities of Great Britain – Oxford, Cambridge and London School of Economics. The purpose of our project is to identify the features of the organization and functioning of the professional foreign language communication courses at universities of Great Britain and to substantiate the possibilities of using the British experience in Ukraine. According to the purpose of the project, the following main tasks of our research are defined: to study the state of the problem research; to investigate the directions of reforming courses in Great Britain; to describe the organization and functioning of the professional foreign language communication courses; to carry out a comparative and pedagogical analysis of language policy in Ukraine and Great Britain and to exemplify some recommendations for the possible implementation of the experience of Great Britain in the practice of higher education in our country. The object of the project is the professional foreign language communication courses in universities of Great Britain. The subject of the study is the content, forms, methods and technologies of the above mentioned courses. During our research it has been proved that an important incentive for the creation of courses is the introduction and practice of both compulsory and optional elective courses in British universities. The practical significance of the obtained results of the project lies in the possibility of using the experience of organizing and functioning of professional foreign language communication courses in universities of Great Britain in higher educational institutions of Ukraine.
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Broadberry, Stephen, Hanhui Guan, and David Daokui Li. "China, Europe, and the Great Divergence: A Study in Historical National Accounting, 980–1850." Journal of Economic History 78, no. 4 (September 19, 2018): 955–1000. http://dx.doi.org/10.1017/s0022050718000529.
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As a result of recent advances in historical national accounting, estimates of GDP per capita are now available for a number of European economies back to the medieval period, including Britain, the Netherlands, Italy, and Spain. The approach has also been extended to Asian economies, including India and Japan. So far, however, China, which has been at the center of the Great Divergence debate, has been absent from this approach. This article adds China to the picture, showing that the Great Divergence began earlier than originally suggested by the California School, but later than implied by older Eurocentric writers.
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Blanden, Jo, Robert Haveman, Timothy Smeeding, and Kathryn Wilson. "Intergenerational Mobility in the United States and Great Britain: A Comparative Study of Parent-Child Pathways." Review of Income and Wealth 60, no. 3 (April 3, 2013): 425–49. http://dx.doi.org/10.1111/roiw.12032.
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Belmaz, Yaroslava. "CRITERIA OF EFFICIENCY OF HIGHER EDUCATION TEACHERS (US AND GREAT BRITAIN EXPERIENCE)." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 74–81. http://dx.doi.org/10.51706/2707-3076-2019-1-8.
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The article deals with the work efficiency issue of a higher education teacher. The author analyzes the main criteria for determining the efficiency of a higher education teacher in the US and Great Britain. It is established that a significant amount of research on the effectiveness of teachers’ work is associated with a study of the validity of determining the rating of teachers among students. It was determined that the student rating of teachers is highly correlated with the personal qualities of the teacher, student achievement, student rating and assessment of teachers by the same students after a few years. The author emphasizes that it is impossible to evaluate teaching objectively, based on one source of information. American scientists identify the so-called triad of sources for the effective evaluation of higher education teachers: students, colleagues, and self-evaluation.
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Weidenfeld, Katia, and Alexis Spire. "Punishing tax offenders in France and Great Britain: two criminal policies." Journal of Financial Crime 24, no. 4 (October 2, 2017): 574–88. http://dx.doi.org/10.1108/jfc-05-2016-0030.
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Purpose Since 2008-2009, the governments in France and Great Britain have encouraged more rigorous penalization of tax evaders. This paper aims to investigate the implementation of these policies on the basis of an important and original empirical material. Design/methodology/approach The study done in France relies on interviews conducted with representatives of law enforcement agencies on public statistics and on an innovative database compiled from nearly 600 cases submitted to the judiciary. The comparison with Great Britain is developed through interviews conducted with different participants in the fight against tax fraud and statistical information. Findings This paper describes the recent evolution of the machinery for screening tax-related wrongdoings in France and in the UK. It demonstrates that whilst publicly calling for harsh punishment against tax dodgers, in practice, both governments tend to seek a balance between the growing demand for tax equality and the belief that the State should not intervene in the economic realm. This strategy leads to the over-representation of certain categories of taxpayers. Despite the commonalities resulting from the numerous filters before prosecution, the penal strategy takes on two different shapes on either side of the Channel: whereas the British institutions support an “exemplary punitive” system, French regulatory system favours a “quasi-administrative” treatment. The French tax authority continues to use the criminal procedures mainly as a financial instrument for the improved restitution of stolen taxes. The policy of Her Majesty’s Revenue and Customs, supported by the “Sentencing Guidelines”, aims much more at obtaining exemplary convictions. Originality/value Based on a large empirical material, this paper highlights the different outcomes of the criminal trials against tax evaders in the two countries.
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Shaimardanova, N. A. "Key factors of the civil servants’ pay in Russia and Great Britain." Moscow University Economics Bulletin, no. 6 (November 8, 2022): 159–89. http://dx.doi.org/10.38050/01300105202268.
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The article compares civil servants’ payment systems and wage levels in the Russian Federation and the United Kingdom, and identifies the factors affecting the civil servants’ pay level in both countries. With comparable civil servants’ payment levels in terms of purchasing power in Russia and Great Britain, there are differences in structural elements of payment and the fields of activity that are highly paid. The study is based on data analysis of the RF Ministry of Labour and the UK Office for National Statistics concerning civil servants’ pay levels in central offices of federal executive bodies of the Russian Federation and central public bodies of the UK. The comparative analysis shows that civil servants’ payment in Russia is significantly higher than that in Great Britain in such fields as security, defense, justice, legal proceedings, construction, housing and utilities, and statistics. In Great Britain, by contrast, civil servants are paid more than in Russia in speres of education, science, culture, tourism, media, industry and economics. Based on theories and studies reviewed, the article provides an econometric analysis of factors affecting the civil servants’ pay level in Russia and Great Britain. Regression analysis identifies statistically significant institutional, gender and age factors which determine the high level of the civil servants’ pay in both countries, for example, activities in financial, tax and customs spheres in Russia or work in small-size public bodies in Great Britain.
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Pirmanova, Gavkhar Nazarkulovna, Saidova Surayyo Yarkulovna, Khudoyarova Dildora Najmiddinovna, Isayev Anvar Mustafakulovich, and Jurayeva Nargiza Shavkatovna. "Extracurricular classes on the study of historical and cultural monuments of England." Linguistics and Culture Review 5, S2 (November 9, 2021): 1366–72. http://dx.doi.org/10.21744/lingcure.v5ns2.1716.
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Successful training depends not only on active vocabulary but mainly on the presentation of cultural material about England. First of all - from the general information about the greatest ancient-architecture as a whole which can be successfully solved during non-school time. With the maximum use of intellectual and creative abilities of adolescence, including adequate communication and education activities of adolescents. The article reveals the contents of new technologies, non-traditional and original, innovative methods, modern information tools that are effectively used in extracurricular activities, primarily for the development of intellectual and creative activities of teenagers - precisely not included in the teaching scope - on potentially-effective material about monuments of history and culture (Great Britain, England).
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Jones, Brian, and Mark Tadajewski. "Origins of marketing thought in Britain." European Journal of Marketing 49, no. 7/8 (July 13, 2015): 1016–39. http://dx.doi.org/10.1108/ejm-07-2014-0407.
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Purpose – The purpose of this paper is to document contributions to the early study and teaching of marketing at one of the first universities in Britain to do so and, in that way, to contribute to the literature about the history of marketing thought. Given that the first university business program in Britain was started in 1902, at about the same time as the earliest business programs in America, the more specific purpose of this paper was to explore whether or not the same influences were shared by pioneer marketing educators on both sides of the Atlantic. Design/methodology/approach – An historical method is used including a biographical approach. Primary source materials included unpublished correspondence (letterbooks), lecture notes, seminar minute-books, course syllabi and exams, minutes of senate and faculty meetings, university calendars and other unpublished documents in the William James Ashley Papers at the University of Birmingham. Findings – The contributions of William James Ashley and the Commerce Program at the University of Birmingham to the early twentieth-century study and teaching of marketing are documented. Drawing from influences similar to those on pioneer American marketing scholars, Ashley used an historical, inductive, descriptive approach to study and teach marketing as part of what he called “business economics”. Beginning in 1902, Ashley taught his students about a relatively wide range of marketing strategy decisions focusing mostly on channels of distribution and the functions performed by channel intermediaries. His teaching and the research of his students share much with the early twentieth-century commodity, institutional and functional approaches that dominated American marketing thought. Research limitations/implications – William James Ashley was only one scholar and the Commerce Program at the University of Birmingham was only one, although widely acknowledged as the first, of a few early twentieth-century British university programs in business. This justifies future research into the possible contributions to marketing knowledge made by other programs such as those at the University of Manchester (1903), University of Liverpool (1910) and University of London (1919). Originality/value – This paper adds an important chapter to the history of marketing thought which has been dominated by American pioneer scholars, courses, literature and ideas.
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Žygaitienė, Birutė, and Evelina Buivydaitė. "A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?" Pedagogika 129, no. 1 (April 25, 2018): 268–85. http://dx.doi.org/10.15823/p.2018.18.
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The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made:
1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition.
During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics.
2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.
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Bishop, Paul. "Knowledge diversity and entrepreneurship following an economic crisis: an empirical study of regional resilience in Great Britain." Entrepreneurship & Regional Development 31, no. 5-6 (November 2018): 496–515. http://dx.doi.org/10.1080/08985626.2018.1541595.
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Steedman, Hilary, and Karin Wagner. "Productivity, Machinery and Skills: Clothing Manufacture in Britain and Germany." National Institute Economic Review 128 (May 1989): 40–57. http://dx.doi.org/10.1177/002795018912800104.
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This study compares samples of matched plants in Britain and Germany engaged in the manufacture of women's outerwear; it follows earlier matched plant studies, also published in the National Institute Economic Review, which examined matched plants in metalworking and furniture manufacture in these two countries. German clothing manufacturers specialise in high-fashion items produced in great variety of which a high proportion is exported at high unit prices; the typical British manufacturer concentrates on more standardised items produced in long runs and is consequently more vulnerable to competition from lower-cost producers in developing countries. The study examines the contribution of machinery, new technology and skills to differ ences in clothing productivity in the two countries. A final section discusses future trends in the industry in the light of the 1992 proposals for a Single European Market.
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Bérešová, Jana. "The Impact of the CEFR on Teaching and Testing English in the Local Context." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 959. http://dx.doi.org/10.17507/tpls.0711.03.
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The paper presents communicative language teaching and testing in Slovakia. In the late 1990s, Slovakia as many other Central and Eastern European countries being involved in piloting the first draft of the Common European Framework of Reference for Languages: Learning, teaching, assessment (2001) started the reform of the school-leaving examination to change the traditional approach of testing structural aspects of foreign languages. The reform was induced by foreign language teachers who were not satisfied with the imbalance between teaching and testing as using books published in Great Britain changed their attitude to teaching. Based on a long-term study, the author of the article will discuss problematic issues concerning the changes in teaching and testing, focusing on the impact of the Common European Framework of Reference for Languages (CEFR) and its model of language use. The article underlines the importance of being familiar with CEFR descriptors and illustrative samples in order to implement the CEFR effectively. The study reveals the extent to which the CEFR has generated change and how the framework might be further exploited to improve the effectiveness of teaching and testing English.
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Aidt, Toke S., and Raphaël Franck. "What Motivates an Oligarchic Elite to Democratize? Evidence from the Roll Call Vote on the Great Reform Act of 1832." Journal of Economic History 79, no. 3 (July 18, 2019): 773–825. http://dx.doi.org/10.1017/s0022050719000342.
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AbstractThe Great Reform Act of 1832 was a watershed for democracy in Great Britain. We study the vote on 22 March 1831 in the House of Commons to test three competing theories of democratization: public opinion, political expedience, and threat of revolution. Peaceful agitation and mass-support for reform played an important role. Political expedience also motivated some members of Parliament to support the reform, especially if they were elected in constituencies located in counties that would gain seats. Violent unrest in urban but not in rural areas had some influence on the members of Parliament. Counterfactual scenarios suggest that the reform bill would not have obtained a majority in the House of Commons in the absence of these factors.
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Mearman, Andrew, and Steve G. Snow. "Using great works of literature in an interdisciplinary, political economy framework." On the Horizon 23, no. 3 (September 7, 2015): 149–57. http://dx.doi.org/10.1108/oth-05-2015-0017.
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Purpose – The purpose of this paper is to contribute to the effectiveness of teaching in economics. Design/methodology/approach – This paper provides as a case study, the authors’ reflections on a first-year “learning community” at a US liberal arts college, which combined courses on political science and economics to explore issues of political economy, including poverty and social mobility. Findings – The authors argue that, compared with standard delivery, using literature allows increased student access to and, thus, greater engagement with certain theoretical concepts. More specifically, literature can open avenues for critical thought, and challenge pre-existing views, when it illuminates controversial questions without providing obvious answers. It is this open-ended aspect of literature that seems to provide the best opportunity for increased student engagement and critical thinking. Research limitations/implications – The arguments in this paper are based on authors’ reflections and would benefit from other empirical analysis. This method of teaching only offers pedagogical opportunities, and learning gains do not occur automatically. Several features of the course design and assessment, and the interaction between disciplines, made the use of literature more likely to be successful. Practical implications – These authors also reflect more broadly on their use of literature in other courses, and provide some suggestions for specific works that might be used in further teaching and research. Originality/value – This paper contributes to current debate on teaching practice in economics, and will be of use to those seeking to challenge student viewpoints in a subtle yet effective manner.
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Kmecová, Iveta. "Efficiency of Teaching Based on the Comparison of Textbooks." Acta Educationis Generalis 8, no. 1 (April 1, 2018): 50–62. http://dx.doi.org/10.2478/atd-2018-0003.
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AbstractIntroduction: The paper’s introduction contains a set of notes concerning high-quality preparation of pupils and students and doing best to achieve adequate efficiency related to the educational process, where pupils’ or students’ personality development and activation together with their key-competence and self-cultivation development, as well as preparation for the labour market, successful versatility plays a role of great importance. The pupils’ or the students’ capability to work with information included in the natural language test is considered to be of a great importance for their further professional or private life. Therefore, any school is responsible for the quality of education and teachers should work with adequate and up-to-date, high quality teaching and learning aids.Purpose: The purpose of the study was to monitor and verify the didactic efficiency of the proposed chapters for the Economics textbook at a technical secondary school in Hlohovec, as well as to check the quality of the proposed textbook in relation to the outputs of the educational process.Methods: The following methods and techniques related to the investigation of a developed Economics textbook have been applied: natural pedagogic experiment; questionnaire; cloze test; didactic test and statistical methods for data processing.Conclusions: The research has shown that the created textbook for Economics is appropriate for students. We believe that introducing newly developed textbooks/teaching materials into the teaching process (despite modern types of media) may contribute to improving the quality and efficiency of the educational process.
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Sari, Rina, and Noverita Wahyuningsih. "UTILIZING BUSINESS GAME FOR IMPROVING STUDENTS’ SPEAKING PROFICIENCY IN ECONOMICS FACULTY." Jurnal ELink 6, no. 1 (July 1, 2019): 148. http://dx.doi.org/10.30736/e-link.v6i1.123.
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In the field of English teaching and learning, many English teachers see that teaching English for Specific Purposes (ESP) is relatively very challenging and thus demands a great deal of creativity to manage classroom activities. This paper aims at describing the use of ILO-SIYB Business Game, a business simulation, for improving students’ speaking proficiency. This study employed classroom action research, which was administered to find out how the ILO-SIYB Business Game can help improving speaking proficiency of students in Economics Faculty of Maulana Malik Ibrahim State Islamic University of Malang, Indonesia. The result of the study showed that the use of ILO-SIYB Business Game could improve students’ speaking proficiency, in terms of several aspects covering fluency, accuracy, and enjoyment in class. Therefore, the game is recommended to be used in ESP classes, especially to students of Economics Faculty. Key words: ILO-SIYB business game, Speaking proficiency, Economic faculty
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Hardill, Irene. "Trading Places." Local Economy: The Journal of the Local Economy Policy Unit 13, no. 2 (August 1998): 102–13. http://dx.doi.org/10.1080/02690949808726432.
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This paper reports on some of the findings of a recent study on the employment impact of moving to a rural area. A case study approach is used to elucidate the choices/constraints/compromises encountered by women in in-migrant households to rural and semi-rural parts of the East Midlands, Great Britain. Rural labour markets are quantitatively and qualitatively different from urban labour markets and, while some of the surveyed in-migrant women managed to find jobs following their move, they often experienced downward occupational mobility; others withdrew from the labour market. A number of policy recommendations are also made to improve labour market access.
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Борисенко, Ірина Василівна, Оксана Павлівна Биконя, Ольга Олександрівна Рембач, Лариса Петрівна Шумна, Олександр Іванович Олійник, and Вікторія Олександрівна Аніщенко. "EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND." Information Technologies and Learning Tools 75, no. 1 (February 24, 2020): 42–55. http://dx.doi.org/10.33407/itlt.v75i1.3151.
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The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation.
The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage.
Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.
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Adiyeva, P. M. "Teaching of Rakhimzhan Otarbayev's Creativity in Secondary School." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 91–104. http://dx.doi.org/10.47526/2022-2/2664-0686.08.
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Every word has a living soul, its own psychology. The word is power. Therefore, to be able to use it correctly is a great noble art that not everyone can possess. Being a speaker is much more difficult than ruling the world. The writer Rakhimzhan Otarbayev's works are presented in a short and concise language. He never uses false words in his works. He portrays the reality on a piece of paper to the reader without distorting it as it is in real life. This society does not have the patience and nerves to read long, sonaric works full of false praises and complaints, glossy paint and foam. The popularity of Rakhimzhan Otarbayev's works on the world stage is probably due to the author's short, sharp and concise language. The upbringing of a child or the younger generation comes first from his parents and family, and the second from his school and teachers. And the third it is provided by the social life we create. Based on this stereotype, the main problem under consideration in the work is the presentation of optimal approaches to the introduction of Rakhimzhan Otarbayev's stories into the school curriculum, as well as the study of reasoned opinions on this matter.
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Kuzminykh, Zh O., and N. V. Krasilnikova. "COMMUNICATIVE AND PRAGMATIC FEATURES OF A SPEECH GENRE IN BUSINESS MASS MEDIA DISCOURSE: A CASE STUDY OF ENTREPRENEURIAL PITCHES FROM ENGLISH MEDIA." Bulletin of Udmurt University. Series History and Philology 32, no. 2 (April 29, 2022): 286–94. http://dx.doi.org/10.35634/2412-9534-2022-32-2-286-294.
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The paper considers the phenomenon of the entrepreneurial pitch as a speech genre of the mass media subtype of business discourse. The communicative and pragmatic specificity of the genre was explored using a sample of 30 entrepreneurial pitches from the television reality shows "Dragons' Den" (Great Britain) and "Sharks Tank" (USA, Australia). The methodology is based on studying semantics, pragmatics and style characteristics of the pitches, as well as on the methods of cognitive analysis and linguistic interpretation. The findings show that the genre of the entrepreneurial pitch, from the mass media discourse perspective, is distinguished by such discourse features as semantic and pragmatic richness, focus on a high degree of persuasive impact on the audience during the short time of a pitch session. To achieve the effect, all communication strategies and tactics employed by the speaker must be purposefully planned and implemented in accordance with the communication settings and the target audience. The results obtained can be applied in the process of teaching English, as well as in linguistic research.
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Epaneshnikov, A. "Comparative Analysis of Russian and Foreign Approaches to Labor Motivation." Management of the Personnel and Intellectual Resources in Russia 9, no. 5 (December 21, 2020): 47–49. http://dx.doi.org/10.12737/2305-7807-2020-47-49.
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In this day and age, the basic characteristics of motivated labor efforts are described. This study is a comprehensive study of the motivations of labor workers. A detailed analysis of subspecies in Japan, SSA, France, Great Britain, Germany and Sweden has been conducted. For rubies, various methods of motivating staff are suggested. National Economics Companies presented the principles of independence: more personalized staff, long-term and hard work, and more generally work and professional relationships. In American companies, the motivation is based on stimulating activities. In France, the basic method of motivation for a full-time employee is to work for weeks, which means that working hours a week do not exceed 35 hours, and in Russia – 40 hours. At the same time, two modifications of the system are being introduced in Great Britain, depending on the companies involved: today, the basis for which the regulatory supplementation is fully implemented, the video is activated and the payment plan is established in the established earnings. In Germany, for many workers, the economic benefits of the eye mean a lot, and the study of local interest and determination places personalities in the social system. In Sweden, the most important thing is to be diligent - as a social collective, material and non-material motivation motivated by the background plan, in the context of the total management of organizations motivated to pay minimal attention. The Western subcontinent combines financial, material and non-material incentives.
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Haraschuk, K. "Importance of British Experience of Structural Reforming of the System of Secondary Education for Ukrainian Schooling." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 67–72. http://dx.doi.org/10.35433/pedagogy.3(89).2017.67-72.
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A large-scale reformation of Ukrainian schooling aimed at organizing modern educational process more efficiently and providing better services, thereby enhancing the competitiveness of each individual school and the education system as a whole, can benefit to a great extent from significant foreign experience.
The article focuses on notable productive restructuring of British secondary education, which resulted in the essential raising standards in this sphere of the last decades, and therefore can be of special interest for Ukrainian educators. An attempt is made to analyze general results of structural reforming of secondary education in Great Britain at the end of ХХ – the beginning of ХХІ century. The possibilities of their creative implementation in Ukrainian schooling are considered. The investigation presupposed the use of the following methods: generalization , analysis, synthesis, comparison and generalization in the process of education documents study; typological and component analysis methods to define the specific activity of innovative schools in Britain; method of scientific extrapolation to define the innovative potential of British reforms for further development of Ukrainian secondary education. One of the major factors of successful reforming of secondary education in Great Britain is the consistency of schooling policy during the chain of political cycles. The awareness of British statesmen of the necessity to follow the consistent continuity of reforming processes is pointed out. The analysis of practical results of British education reforms reveals a range of perspectives for Ukrainian schooling: extending diversification in secondary education, developing a more diverse spectrum of schools with equal access to education and social justice; practical implementing of personalized studying; extending innovative school network (a complex of educational establishments united by the common innovative idea and activity which is aimed at the increase of the teaching and educational process efficiency); considering networks as an effective way of innovative educational development management under the conditions of the decentralization processes; transforming schools into the centre of community life by means of extended educational and social services. Further research of the issue can be focused on the problems and results of implementing the policies of the DfE's White Paper 'Educational excellence everywhere'.
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Zhang, Jing. "Cultivating Moral Competence of Chinese Undergraduates with KMDD-Sessions." ETHICS IN PROGRESS 4, no. 1 (February 1, 2013): 48–56. http://dx.doi.org/10.14746/eip.2013.1.4.
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This study describes the results of interventions with the Konstanz Method of Dilemma Discussion (KMDD) by Georg Lind, with 89 economics undergraduate participants sampled from Guangdong province. The participants’ mean C-score in the Moral Judgment Test increased only a little because of the teacher’s little experience in using KMDD, but otherwise the intervention produced good results: the participants showed great interest in KMDD although this teaching method is very different from the typical Chinese teaching, and they enjoyed the KMDD-sessions and the classroom atmosphere created through it. Students’ feedback will be useful for future application and research on KMDD in China.
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Kumar Shah, Rajendra. "Pedagogical Reform at Primary Schools in Nepal: Examining the Child Centred Teaching." Shanlax International Journal of Education 8, no. 4 (September 1, 2020): 57–75. http://dx.doi.org/10.34293/education.v8i4.3355.
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In the history of Nepalese education, 1853 AD marked the entry of the English system of education by the establishment of Durbar Elementary School by Jung Bahadur Rana after his return from his visit to Great Britain. The English type followed the British model of India, which was at one time accredited based on the Oxford and Cambridge examinations. Several other types of education, such as Buddhist Bihar, Hindu Ashram, and Gandhian Basic Education, existed side by side. Present-day, Nepalese school education has been facing two major enduring challenges: increasing access to education and improving the quality of education, which has now been put together as quality education for all. Explicitly or implicitly, Nepalese education documents forward learner-centered education (LCT) to improve the quality of education. Indented quality needs to be implemented at the classroom level, which yet seems not been materializing in the Nepalese context. It is, therefore, essential to analyze various facets of the LCT in the Nepalese context to weave different aspects together to achieve LCT in the Nepalese school classrooms. The major objective of the present article is to analyze the pedagogical reform at primary school from LCT perspectives in Nepal. Thus the present study wasdescriptive. Library documents and online documents were used as tools for the collection of data. The results of the present study indicated that what has been intended LCT practices have not been implemented. Still, there is a need to clarify envisioned LCT pedagogical approaches and its effective implementation. It will be worthwhile to plan a step by step implementation and development plan and execute it incrementally with emphasis on building upon successes and expanding.
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Fouarge, Didier, Anna Manzoni, Ruud Muffels, and Ruud Luijkx. "Childbirth and cohort effects on mothers' labour supply: a comparative study using life history data for Germany, the Netherlands and Great Britain." Work, Employment and Society 24, no. 3 (September 2010): 487–507. http://dx.doi.org/10.1177/0950017010371651.
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Mitch, David F. "Market Forces and Market Failure in Antebellum American Education." Social Science History 32, no. 1 (2008): 135–39. http://dx.doi.org/10.1017/s014555320001395x.
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The international rise of mass education over the past few centuries is often seen by historians as due to the increasingly long arm of the state (see, e.g., Lindert 2004). On this view, the early rise and high level of mass education in the United States in contrast with its colonial ruler Great Britain reflects the ability of Americans to mobilize local and state government support for public education from the earliest days of the Republic. Indeed, institutions dating to the colonial era could have been at work. The articles in this special section are informed by the view that schools and the instructional services they offered during the antebellum period were subject to the choices of buyers and sellers of these services. The article by Kim Tolley provides a rich case study of this basic principle with her account of Mrs. Sambourne's foray into music teaching in early-nineteenth-century North Carolina.
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Liu, Hui. "On the Training Mode of Innovative and Entrepreneurial Talents in Higher Vocational Finance and Economics Professional Groups under the Background of “Big Wisdom and Cloud”." Advances in Multimedia 2022 (October 5, 2022): 1–11. http://dx.doi.org/10.1155/2022/9515736.
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The arrival of the era of “big wisdom and cloud” has promoted the restructuring of the industrial system, and the development of the new economy has also brought new changes to the demand for financial and business professionals. With the change of the employment market, the training objectives of financial and business professionals are also changing day by day. Practical teaching is becoming more and more important in the training of financial and business professionals. “Employment” in people’s livelihood has been identified as the main goal of government work. As the main source of economic restructuring, “mass innovation and mass entrepreneurship” has successfully integrated the spirit of innovation into all fields of society. Entrepreneurship has attracted the attention of the whole society. Under the influence of policy factors and various factors during the entrepreneurship period, the source and connotation of China’s entrepreneurship policy have changed significantly. On the basis of summarizing the practical teaching modes of foreign finance and economics majors, this study introduces the training objectives, conditions, and curriculum settings of the practical teaching of finance and economics majors in higher vocational colleges. This paper designs a recommendation algorithm for innovation and entrepreneurship talent training model based on potential Dirichlet distribution (LDA) theme model and alternating least squares (ALS) collaborative filtering, which not only improves the accuracy of the recommendation results of talent training model but also improves the accuracy of the recommendation results of talent training model. On the premise of stable recommendation, the diversity of recommendation results has increased, which meets the needs of innovative and entrepreneurial talent training of higher vocational finance and economics majors under the background of “great wisdom and cloud” and provides a certain reference for the practical teaching reform of higher vocational finance and economics majors in China. The cultivation of compound talents is of great significance to the development of professionals in modern multimedia and advanced e-commerce industries.
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Kotin, Igor Yu, and Ekaterina D. Aloyants. "Century of Indology at the University of Hamburg." Vestnik of Saint Petersburg University. Asian and African Studies 13, no. 1 (2021): 91–102. http://dx.doi.org/10.21638/spbu13.2021.106.
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The article is devoted to the development of Indology at the University of Hamburg and analyzes the contribution of Hamburg Indologists to the study of ancient and medieval India and the study of modern languages and literature of India in the discipline’s development in the sister city of St. Petersburg. The authors note that the development of Indology has a long history in Germany and the uniqueness of the Hamburg school is observed. Germany had more than forty Indology departments in the 19th century, much more than Great Britain then had. The teaching of Indian languages in Hamburg began in 1914 in the classrooms of the university’s predecessor, the Hamburg Colonial Institute founded in 1908 and dissolved in 1919, soon after World War I. The University of Hamburg started as new and progressive institution of education in Weimar Germany, and continued for the next hundred years, where the teaching of Sanskrit, studying ancient medieval monuments of Indian literature, philosophy, and religious texts reached a global level thanks to outstanding Indologists, such as Walter Schubring, Ludwig Alsdorf, Albrecht Welzer, and Lambert Schmithausen. The article also considers the contribution to the development of Indology in Hamburg by current Professors Eva Wilden, Michael Zimmermann, Harunaga Isaacson et al. Thanks to the activities of these professors and their colleagues from Russia and India such as Tatiana Iosifovna and Ram Prasad Bhatta, the study and teaching of the languages and cultures of India within the framework of the Center for Culture and History of India and Tibet of the Institute of Asia and Africa now includes the study of Tamil language and literature as well as North Indian languages and literature.
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Mankovsky, I. A. "Institutional Economics as a Scientific Basis for the Transition to a New Technological Order: Prospects and Conditions for Application." Economic Revival of Russia, no. 4 (74) (2022): 57–67. http://dx.doi.org/10.37930/1990-9780-2022-4-74-57-67.
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It is noted that the economic development of the Russian Federation takes place in the conditions of digitalization of the economy, the construction of an innovative type of economy with the subsequent transition to a new technological order. It is established that the goals of innovative development and the results to which the economy should come are legalized in the decree of the Government of the Russian Federation and, therefore, are mandatory for implementation. It is stated that achieving the goals of innovative development requires the development of an appropriate economic theory, the methodology of which is based on an interdisciplinary approach to the analysis of economic relations. It is argued that the neoclassical economic theory, which uses mathematics and econometrics as a tool for constructing theoretical models and verifying their validity, cannot be recommended for further use as a scientific basis for the digitalization of the economy and its development as an innovation-type economy. It is proposed as a scientific basis for building a new economic policy of the state in the conditions of digitalization of the economy to apply institutional economic theory as a scientific basis that meets the modern requirements of economic development, the methodology of which involves taking into account in the course of economic analysis various aspects of social interaction directly or indirectly capable of influencing the behavior of economic agents. A brief analysis of the publications of Russian scientists in the field of institutional economic theory is carried out, it is concluded that the basis for the development of Russian institutionalism are the scientific achievements of scientists from the USA and Great Britain, but, due to the fact that the scientific achievements of foreign scientists are based on the study of the institutional environment of the USA and Great Britain, which differs in fundamental aspects from the institutional environment of the Russian Federation, the conclusion is made about the need to adapt institutional economic theory to the Russian institutional environment. Proposals are made to carry out priority measures for the development of institutional economic theory corresponding to the political, legal and other social characteristics of the Russian Federation.
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Eisfeld, Rainer. "Political Science in Great Britain and Germany: The Roles of LSE (The London School of Economics) and DHfP (The German Political Studies Institute)." Polish Political Science Review 2, no. 2 (December 1, 2014): 71–82. http://dx.doi.org/10.1515/ppsr-2015-0022.
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Abstract The London School of Economics and Political Science (LSE) and the Deutsche Hochschule für Politik (DHfP, German Political Studies Institute) in Berlin both emerged extramurally. LSE was founded in 1895 by Fabian socialists Sidney and Beatrice Webb; DHfP was established in 1920 by liberal-national publicists Ernst Jäckh and Theodor Heuss. However, superficial resemblances ended there, as shown in the paper’s first part. The founders’ aims differed markedly; incorporation into London and Berlin universities occurred at different times and in different ways. The chair of political science set up at LSE in 1914 was held, until 1950, by two reform-minded Fabians, Graham Wallas and Harold Laski. DHfP, which did not win academic recognition during the 1920s, split into nationalist, “functionalist”, and democratic “schools”. Against this backdrop, the paper’s second part discusses Harold Laski’s magnum opus (1925) A Grammar of Politics as an attempt at offering a vision of the “good society”, and Theodor Heuss’ 1932 study Hitler’s Course as an example of the divided Hochschule’s inability to provide adequate analytical assessments of the Nazi movement and of the gradual infringement, by established elites, of the Weimar constitution. Laski’s work and intellectual legacy reinforced the tendency towards the predominance, in British political science, of normative political theory. West German political science, initially pursued “from a Weimar perspective”, was also conceived as a highly normative enterprise emphasising classical political theory, the institutions and processes of representative government, and the problematic ideological and institutional predispositions peculiar to German political history. Against this background, the paper’s third part looks, on the one hand, at the contribution to “New Left” thinking (1961 ff.) by Ralph Miliband, who studied under Laski and taught at LSE until 1972, and at Paul Hirst’s 1990s theory of associative democracy, which builds on Laski’s pluralism. On the other hand, the paper considers Karl Dietrich Bracher’s seminal work The Failure of the Weimar Republic (1955) and Ernst Fraenkel’s 1964 collection Germany and the Western Democracies, which originated, respectively, from the (Research) Institute for Political Science – added to Berlin’s Free University in 1950 – and DHfP, re-launched in the same year. In a brief concluding fourth part, the paper touches on the reception, both in Great Britain and West Germany, of the approaches of “modern” American political science since the mid-1960s.
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Abd Wahab, Norazilawati, Ruzaini Sulaiman @ Abd. Rahim, Arba'iyah Mohd Noor, Mohd Firdaus Abdullah, and Noraini Mohamed Hassan. "Itqan al-Muluk bi Ta’dil as-Suluk: The Implication of Terengganu Institution 1911 Promulgation." Journal of Al-Tamaddun 17, no. 2 (December 21, 2022): 25–38. http://dx.doi.org/10.22452/jat.vol17no2.3.
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The concern felt by Sultan Zainal Abidin III (1881-1918) (“the Sultan”) over the entry of a British agent in Terengganu pursuant to the agreement entered into between Terengganu and Great Britain on 22 April 1910 had led to the enactment of Itqân al-Mulûk bi Ta’dîl Al-sulûk, or the Law for the Self-Government of Terengganu, on 2 November 1911. The Sultan attempted to protect Terengganu from foreign interference despite having to abide by the terms of the said agreement, which required a British agent to be stationed in Terengganu. The establishment of the said law appears to be an attempt to maintain the dominance of the local government in Terengganu’s governmental system, and this move also affected its socio-economic development throughout the stated period. The interesting element about this law is the presence of a very strong Islamic influence, which shows that the Sultan strictly adhered to the teachings of Islam during his reign in Terengganu. This study aimed to analyse the extent to which the presence of British agents in Terengganu had influenced the actions and thinking of Sultan Zainal Abidin III in enacting and establishing Itqân al-Mulûk bi Ta’dîl Al-sulûk. It also aimed to examine how far Itqân al-Mulûk bi Ta’dîl Al-sulûk played a role in empowering the political and socio-economic sectors in Terengganu during the specified period and the extent to which the teachings of Islam embedded within it were used to protect and preserve the sovereignty of Terengganu against British intervention at the time. This research adopted a qualitative method that involved the collection and analysis of data from primary sources obtained from the Terengganu State Museum and the National Archives of Malaysia, such as the Manuscript of Itqân al-Mulûk bi Ta’dîl Al-sulûk, CO 840/1 (Terengganu Administration Report, 1910-1930), CO 840/2 (Terengganu Administration Report 1931-1940), The Terengganu Secretary of State File, and the Terengganu British Advisor File. In addition, secondary sources such as journals, books, chapters of books, and magazines were also used to further reinforce the study conducted. The findings proved that the enactment of Itqân al-Mulûk bi Ta’dîl Al-sulûk managed to fortify the political system in Terengganu, which projected a very strong image of Islam. In fact, it is this strengthening of the political system which led to the development of the economy, due to the availability of stable sources of income for the Malay farmers and female entrepreneurs at the time.
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Zheng, Fang. "Professional Training and Tutorial Mode of Social Media SPOCS under the Background of “1+x” Certificate System." Mathematical Problems in Engineering 2022 (July 13, 2022): 1–9. http://dx.doi.org/10.1155/2022/9976880.
Full textAbstract:
SPOCS is a brand-new teaching concept, which focuses on reflecting the dominant position of students. The application of SPOCS guidance mode in international trade practice teaching will help stimulate students' interest in knowledge, improve classroom-teaching effect, and improve classroom teaching quality. In order to fully mobilize students' subjective initiative and creativity, we should cultivate students into new talents with strong comprehensive quality. Let students study actively and autonomously under the correct guidance of teachers. From the perspective of “1 + x” certificate system, this paper introduces the necessity of developing application-oriented undergraduate education. This paper expounds the requirements of the “1 + x” certificate system for the classroom teaching of applied economics and analyzes the problems existing in the classroom teaching. This paper puts forward the reconstruction of efficient classroom teaching mode, makes great efforts to deepen the cooperation between industry and education in classroom teaching, and realizes the goal of “1 + x” certificate system to cultivate talents. A three-stage tutoring mode of “knowledge transfer before class,” “knowledge internalization in class,” and “evaluation and reflection after class” is designed. Practice has proved that the combination of microclassroom and flipped classroom is an effective strategy to improve the effect of learning knowledge. It provides some references and suggestions for front-line teachers to implement flipped classroom teaching in the future.
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Bishop, Alex, and Juan Mateos-Garcia. "Exploring the Link Between Economic Complexity and Emergent Economic Activities." National Institute Economic Review 249 (August 2019): R47—R58. http://dx.doi.org/10.1177/002795011924900114.
Full textAbstract:
Recent studies have shown a strong link between the complexity of economies and their economic development. There remain gaps in our understanding of the mechanisms underpinning these links, in part because they are difficult to analyse with highly aggregated, official data sources that do not capture the emergence of new industrial activities, a potential benefit from complexity. We seek to address some of these gaps by calculating two indices of economic complexity for functional local economies (Travel to Work Areas) in Great Britain, and explore their link with these locations’ economic performance. Seeking to gain a better understanding of the mechanism connecting economic complexity with economic performance, we create a measure of emergent technological activity in a location based on a combination of novel data sources including text from UK business websites and CrunchBase, a technology company directory, and study its link with economic complexity. Our results highlight the potential value of novel, unstructured data sources for the analysis of the links between economic complexity and regional economic development.
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Machitadze, Elisabed, and Guranda Chelidze. "Issues on Teaching Area Studies in Georgia." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 2 (December 29, 2019): 19–25. http://dx.doi.org/10.22333/ijme.2019.14003.
Full textAbstract:
Today, influence of globalization can be apparently seen in the spheres of politics, economics, culture and education. The countries are not able to isolate from one another anymore. Globalization influences social systems, institutes, communication sphere and this clearly shows that this process impacts the higher education as well. Changes in teaching of different discipline were put on agenda. Collapse of the Soviet Union, gaining of independence by Georgia, geopolitical position of Georgia, diplomatic contacts made, all these have increased the role of Georgia as an independent actor on international arena. Since that time, Georgia gradually became part of the global processes. Thus, in the 21st century, against the background of globalization and dialogue of civilizations, Georgia faced new challenges. The country has to take its position in the contemporary world. Today, implementation of the proper policies would determine our prospects, both, in short and long run. Goal of the research is to investigate the issue of education of the proper professionals against the background of such challenges. Today, regarding its political, economic and cultural relationships, Georgia increasingly needs highly qualified professionals in the spheres of regional studies and area studies. Mostly we imply gaining of wide knowledge about the European and oriental countries and generalization of this knowledge in the process of inter-country relationships development. Today we regard that due consideration of the experience of foreign countries is of great significance to adjust modernization and globalization to the historical and cultural traditions of our country. In this respect, it is important to study history and current situation of the Europe and Near East, Georgia has great traditions of this. As for the Europe, together with teaching Western European languages, it is desirable to develop teaching of European studies in interdisciplinary context, as this responds to the globalization challenges. Georgia’s active participation in Bologna Process, internationalization of education processes provide good opportunities, with respect of improvement of teaching of cross-cultural studies, though together with education, expansion of scientific researches, conducting of interdisciplinary studies is of significance as this would allow introduction of the new approaches, provide opportunity of training of the highly qualified and competitive professionals. In addition, teaching of cross-cultural studies should become more pragmatic to ensure its contribution to the state building.
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O’Sullivan, Jane, Jack Collins, David Cooper, Ana Magdalina, Frances Meehan, Lachmann Kumar, John Quinlan, Donal O’Connor, and Gerry Fitzpatrick. "Optimisation of perioperative investigations among elective orthopaedic patients in a Dublin-based teaching hospital." Journal of Perioperative Practice 29, no. 9 (December 19, 2018): 291–99. http://dx.doi.org/10.1177/1750458918813254.
Full textAbstract:
Background The current National Institute for Health and Care Excellence guidelines, in accordance with the Association of Anaesthetists of Great Britain and Ireland guidelines, recommend the following haematological investigations for all patients undergoing major elective surgery: full blood count, renal profile and coagulation screen if clinically indicated. However, the guidelines fail to specify a time-interval for which normal blood results remain valid. Currently all patients in Ireland undergoing substantial elective surgery requiring general or regional anaesthetic have a preoperative assessment prior to the surgery. Patients have phlebotomy performed as part of this assessment. Patients admitted for elective surgery often have these bloods repeated on the morning of surgery. Objectives To determine if blood investigations taken over a one-year period prior to surgery can be used as a baseline for clinically stable patients undergoing elective surgery. Study design and methods All consecutive day of surgery admission patients >18 years of age undergoing elective orthopaedic surgery in Tallaght Hospital between 1 December 2014 and 1 December 2015 were identified using hospital records. Their blood results in the one-year period prior to surgery were compared to the blood results on the morning of surgery, using a McNemar’s test. A further clinical analysis was performed. Results There was no statistically significant change between blood results from three months prior to the surgery and the morning of surgery (P < 0.05). Furthermore, the blood results remained largely unchanged in the one year prior to surgery. No patient had the operation deferred due to aberrant blood results, following previously normal results prior to surgery. The potential cost-saving of omitting bloods is enormous. Conclusions There appears to be neither a statistical nor clinical benefit to repeating blood tests on the morning of surgery, following normal bloods <3 months in a clinically stable individual.