Готові списки джерел за темами / Preparatory faculty

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Добірка наукової літератури з теми "Preparatory faculty"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Preparatory faculty"

Bereznyak, Yury L., Igor I. Sheikhet, Tatyana K. Scherbakova, Tamara V. Oleshko, and Vera Z. Ignatenko. "Distance teaching of physics to foreign students of preparatory faculty." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 1 (2021): 176–87. http://dx.doi.org/10.31862/2218-8711-2021-1-176-187.

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Droga, Marina Anatolievna, Dina Ivanovna Romero Intriago, Irina Mikhailovna Subbotina, and Yuliya Aleksandrovna Klimova. "Tutor at the preparatory faculty: a teacher’s point of view." SHS Web of Conferences 127 (2021): 03004. http://dx.doi.org/10.1051/shsconf/202112703004.

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Анотація:

The article analyzes the experience of tutoring teachers teaching foreign students in the distance learning mode. It is also about the interaction of a teacher and a student throughout the whole academic year, as well as the importance of all elements of systematic work in teaching Russian as a foreign language from scratch. A team of tutors was organized at the faculty, whose mission was to contact their wards within the framework of distance learning: from their connection to the educational platform of the university to organizing their admission to Russian universities. Purpose of the study: consider the role of a tutoring teacher in the system of teaching Russian as a foreign language in a distance mode. The main methods of work are the methods of observation and description of the features of the pedagogical process. The forecasting method is also used to model the future educational mode of foreign students. The survey method is applied, which allows to get “feedback” from the respondents. The quantitative technique allowed us to analyze the number of responses as a percentage. The changes taking place in the world have given a powerful impetus to the improvement of digital educational resources. Teachers were able to mobilize and conduct their own experiment, while adhering to the new standards of distance learning. An attempt is made in the work to comprehensively analyze the introduced system of tutoring and summarize its first results.

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Gruzdev, S. S. "From "Introduction to the Course of the Faculty Therapeutic Clinic"." Kazan medical journal 22, no. 2 (December 24, 2020): 158–66. http://dx.doi.org/10.17816/kazmj52871.

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I greet you, comrades, on a major, great turning point in your academic life. In the first two courses, you were introduced to the preparatory sciences for medicine like physics, chemistry, anatomy, physiology. Then last year, in the third year, you already penetrated, so to speak, on the eve of medicine proper - you stocked up on information on general and specific pathology, diagnostics, pharmacology, etc.

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Beshentseva, Oksana. "Main aspects of efficiency of teaching foreign students at the preparatory faculty." Engineering and Educational Technologies 7, no. 1 (March 30, 2019): 8–17. http://dx.doi.org/10.30929/2307-9770.2019.07.01.01.

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Savas, Behsat, and Fatma Celik Kayapinar. "Comparing the attitudes of students of faculty of divinity and faculty of education towards the physical activity." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 85–90. http://dx.doi.org/10.18844/prosoc.v6i1.4158.

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The aim of this research is to compare the attitudes of the students of the Faculty of Divinity and Faculty of Education towards physical activity. The sample of the research, with survey research design, consists of 360 students who are in preparatory and undergraduate education in the autumn semester of 2018–2019 in Mehmet Akif Ersoy University in Turkey. In the faculty of divinity, women were n = 130, 65.7% and men were n = 68, 34.3%. In the faculty of education, women were n = 128, 79% and men were n = 34, 21%. An independent t-test was used to compare the mean scores. From the results, it was understood that the attitudes of the faculty of divinity students towards physical activity were more positive than the students of the faculty of education. No significant difference was observed in intra-group comparisons of attitudes towards physical activity. Keywords: Faculty of divinity, faculty of education, attitude, physical activity.

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Zhukovska, Alla A. "Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 1, 2020 (2020): 205–11. http://dx.doi.org/10.31862/2218-8711-2020-1-205-211.

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Анотація:

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

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Klain Gabbay, Liat, and Snunith Shoham. "The role of academic libraries in research and teaching." Journal of Librarianship and Information Science 51, no. 3 (December 4, 2017): 721–36. http://dx.doi.org/10.1177/0961000617742462.

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The perceptions of faculty members from the faculties of social sciences and humanities regarding the role of the library in assisting with their research and teaching needs are compared with those of academic librarians. This research was designed as a comprehensive, mixed-methods study. First, interviews were conducted with faculty members and librarians; then, based on the findings, a questionnaire was constructed and distributed to faculty members and librarians in these departments. The main finding is that the contribution of library services to the various aspects of teaching and research is perceived as higher by the librarians than by the faculty members. Faculty members appear to expect more from the library in various aspects of research support; however, most faculty members believe that the library fulfils their teaching needs. Regarding research, faculty members believe most libraries support the technical aspects, but they do not support other aspects, such as locating the information or providing more comprehensive information relevant for the faculty members’ research. Therefore it is important to compare and resolve the differences between faculty and librarians’ perceptions. The findings of this study indicate that the perception in libraries needs to change, and some of these changes should be made already in the preparatory stages of the profession.

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Pirrocco, Fiona, Ian Goodman, and Michael B. Pitt. "Leveraging Peer Teaching for Global Health Elective Preparation: Implementation of a Resident-Led Global Health Simulation Curriculum." Global Pediatric Health 6 (January 2019): 2333794X1985110. http://dx.doi.org/10.1177/2333794x19851108.

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Introduction. As more trainees engage in global health electives, the call for best practices in predeparture preparation grows. However, many residency programs may not have the infrastructure or staffing in place to consistently meet these expectations. Objective. To assess the feasibility, benefits, and limitations of having residents trained to facilitate and implement a global health preparatory simulation curriculum. Approach. In 2016, we had 5 residents undergo online Simulation Use for Global Away Rotations (SUGAR) facilitator training. Since then, we have conducted 3 simulation sessions from 2016 to 2018. Feedback was obtained from 75% of our participants, which was found to be similar to feedback obtained from attending-led models. Lessons Learned. A resident-led global health preparatory curriculum provides a sustainable model for residency programs without placing additional burden on attending faculty.

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Ungureanu, Aurora, Gabriel Muntean, and Mădălina Oana Dochia. "Determining Dynamics of the Effort in Physical Education Lesson." Applied Mechanics and Materials 555 (June 2014): 634–39. http://dx.doi.org/10.4028/www.scientific.net/amm.555.634.

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SummaryThe physical education class preparatory grade students have only recreative caracter but it must contribute to increasing the effort capacity of the student The physical education class for preparatory grade students cannot have only a recreative character but it must contribute to increasing the effort capacity of the students’ body which can result into modifocations and adaptations of different organs, systems and apparatuses. Movement games are basic ways of reaching the goals of physical education at this age level (6-7 years old). Children, actively participate in accomplishing the tasks and, because of their somatic and functional particularities, they tend to reach a higher pulse rate than in standard exercises. This is what recommends a closer attention from the teacher in order to graduate effort correctly. The purpose of the present work was to apply a protocol of density in the preparatory school grade for measuring functional density and, implicitely, effort dynamics during that particular class. The hypothesis of the research was to obtain concrete and objective data about the values of cardiac frequency during effort in preparatory school students in order to be able to graduate effort in the future. The experiment took place on November 19th 2013, at "Alexandru Macedonski" Gymnasium School in Craiova at the preparatory school grade A, teacher M.G. The density protocol was applied by the students in their 3rd year study, The Faculty of Letters - Pedagogy Primary and Preparatory School Level, Craiova. The interpretation of the density protocol was about measuring motric, pedagogical and functional density, the values of the cardiac rate by sketching the effort dynamics. All data was given to the teacher, to be rightly informed, and to be able to graduate effort correctly for the children, in the future.

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Sadaf, Shazia, Doaa AlEraky, Faraz Farooqi, Faiyaz Syed, Muhanad Alhareky, and Jehan AlHumaid. "COVID-19 Myth Busters: Comparing knowledge and perceptions amongst the dental workforce at an institution in the Eastern Province, Saudi Arabia." PLOS ONE 16, no. 12 (December 22, 2021): e0260698. http://dx.doi.org/10.1371/journal.pone.0260698.

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Background Currently, world is suffering from a respiratory disease names as COVID-19. This is a novel coronavirus (n-CoV), a new strain which has not been previously identified in humans and it has spread in more than 100 locations internationally due to which it is termed as “public health emergency of international concern” (PHEIC) by the World Health Organization So far, no study done as yet to assess whether the dental workforce is aware about the facts and myths related to Covid-19 awareness. Objective This study aims to analyze and compare the level of awareness about the facts and myths related to COVID-19 amongst faculty, dental students and prep year students of the College of Dentistry (COD) as part of an awareness campaign. Methods An awareness test about COVID-19 was designed using information from the World Health Organization’s (WHO) Myth Busters Awareness webpage. The questionnaire was administrated online to faculty and students, of the College of Dentistry and preparatory year students who had applied for the admission to the dental college using a secure enterprise online assessment platform (Blackboard). The tests were administered over a period of three months from March to June 2020. A written informed consent was obtained. Results The online COVID-19 awareness test was administered to 810 participants, out of which 325 (40%) were prep year students, 429(53%%) were dental students, and 56 (7%) were faculty members. Analysis of the results showed that 86% of the Faculty were able to correctly identify the facts and the myths related to COVID-19 followed by 81% of the prep year students and 74% of the dental students. Preparatory year student’s knowledge related to COVID-19 was found to be high when compared to dental students (26.47±4.27, 23.67±6.2). Student to faculty knowledge score did not differ significantly (p = 0.808). Conclusion This study reports about a successful pilot test conducted to assess the perceived knowledge about facts and myths related to corona virus amongst the dental workforce.

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Більше джерел

Дисертації з теми "Preparatory faculty"

Romanov, Yu. "The Model of an Electronic Edition of a Scientific Language Text-book for the Foreign Students Learning Russian." Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/21158.

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Книги з теми "Preparatory faculty"

Office, General Accounting. Military education: Student and faculty perceptions of student life at the military academies : report to the Subcommittee on Defense, Committee on Appropriations, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): U.S. General Accounting Office, 2003.

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Office, General Accounting. Military education: DOD needs to align academy preparatory schools' mission statements with overall guidance and establish performance goals : report to the Subcommittee on Defense, Committee on Appropriations, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington 20013): U.S. General Accounting Office, 2003.

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Office, General Accounting. Military education: Actions on recommendations involving Institute for National Strategic Studies and Capstone : report to the Chairman, Panel on Military Education, Committee on Armed Services, House of Representatives. Washington, D.C: The Office, 1992.

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Office, General Accounting. Military education: Information on service academies and schools : briefing report to congressional requesters. Washington, D.C: The Office, 1993.

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Shadow of the lions: A novel. Algonquin Books of Chapel Hill, 2017.

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Military education: Implementation of recommendations at the National War College : report to the Chairman, Panel on Military Education, Committee on Armed Services, House of Representatives. Washington, D.C: The Office, 1992.

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Military education: Information on service academies and schools : briefing report to congressional requesters. Washington, D.C: The Office, 1993.

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Military education: Implementation of recommendations at the Industrial College of the Armed Forces : report to the Chairman, Panel on Military Education, Committee on Armed Services, House of Representatives. Washington, D.C: The Office, 1992.

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Bermann, Gregorio. La salud mental en China. De la UNLa - Universidad Nacional de Lanús, 2020. http://dx.doi.org/10.18294/9789874937643.

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Rescatar la memoria para construir identidad es uno de los objetivos de la serie “Clásicos” de la colección Cuadernos del ISCo. La publicación de La salud mental en China se inscribe dentro de ese propósito, al recuperar la figura de Gregorio Bermann, partícipe de la Reforma Universitaria de 1918; dinamizador del campo de la salud mental en América Latina en discusiones que atraviesan la psiquiatría, el psicoanálisis y la psicología; un intelectual ligado a ideas socialistas con acción política a nivel nacional e internacional; y uno de las dieciséis miembros titulares expertos en salud pública que conformaron el Comité Técnico Preparatorio de la Conferencia Internacional de Salud, de la cual surge en 1948 la Organización Mundial de la Salud (OMS). La primera edición de este libro fue publicada en español por Jorge Álvarez, en 1970. Fue traducido al italiano y prologado por Franco Basaglia, uno de los principales referentes de la reforma psiquiátrica italiana, y publicado en 1972 en la prestigiosa editorial de Giulio Einaudi. También fue traducido al francés por Alain Barbaste y publicado en 1973, en el auge del maoísmo entre los intelectuales franceses, por la editorial de François Maspero que, al igual que Einaudi en Italia, fueron propagadoras del pensamiento de izquierda europeo. En Maspero, este libro de Bermann fue incluido en una colección junto a autores como Guattari y Castel. La edición alemana se publicó en 1973, traducida por Thomas Lorenzen y publicado por la editorial Europäische Verlagsanstalt. Esta nueva edición ha sido enriquecida con fotografías, cartas personales y documentos recuperadas del Archivo General de la Nación; del Archivo Gregorio Bermann, Centro de Estudios Avanzados, Facultad de Ciencias Sociales, Universidad Nacional de Córdoba; del Centro de Conservación y Documentación y Audiovisual, Universidad Nacional de Córdoba, Colección Antonio Novello; y de la World Health Organization, Historical Collection.

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Частини книг з теми "Preparatory faculty"

"Faculty Constructions of Gender at Xavier Preparatory." In Gender Consciousness and Privilege, 32–48. Routledge, 2005. http://dx.doi.org/10.4324/9780203978917-8.

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"10. Curriculum Intensity in Graduate Preparatory Programs." In Doctoral Education and the Faculty of the Future, 146–59. Cornell University Press, 2020. http://dx.doi.org/10.7591/9780801461569-011.

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R. Hermann, John. "A Demographic Shift in College Students: A Preparatory Guide for Political Scientists and the Discipline." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98804.

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As United States higher education moves from the gilded age to a more challenging one, this research examines how the changing demographics of American college students should influence how political science faculty teach their classes. With more first-generation, underrepresented students (FGUS) on college campuses, the study offers five best practices to improve student success for political science faculty. Additionally, the research proposes that the content in political science courses should reflect the changing demographics of our students – both in revising our existing courses and offering new ones. Finally, diversification of faculty in political science is vital when teaching students of underrepresented groups.

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Danker, Stephanie Harvey, and Stephanie Baer. "Significant Spaces of Freedom Summer." In Advances in Media, Entertainment, and the Arts, 57–77. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1727-6.ch004.

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During the 2014-15 academic year, Miami University celebrated the 50th anniversary of Freedom Summer with a plethora of events, exhibitions, and visual reminders of what it means to be called to action. As the university-wide theme, students, faculty, and staff became involved in a communal call to remember, reflect, and participate. The goal of this chapter is to describe how various communities came together to remember and celebrate an important part of local (and national) history through interwoven visual experiences and dialogue. The authors highlight several key art forms that took community members from a place of simple recall, to a more empathetic and compassionate space and attitude concerning events of Freedom Summer. The chapter consists of four examples of spaces that utilized different art forms: the individual/preparatory space, museum space, conference space, and experiential classroom space. Each section weaves through and around the idea of curriculum, communities present, the art form itself and implications for teaching, learning, and civic responsibility.

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Johnson, Japera, Tiffany Jones, Georges Haddad, Clyde Wilcox, and Judith K. (Gwathmey) Wilcox. "Strategies to Enhance the Role of HBCUs in Increasing the Science, Technology, Engineering, Mathematics, and Medical (STEMM) Workforce." In Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities, 96–118. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0308-8.ch007.

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Historically Black Colleges and Universities (HBCUs) have a long history of student engagement and institutional commitment to developing STEMM degrees. To become even better at fostering a diverse STEMM field, HBCUs must assess their strengths, weaknesses and challenges as well as opportunities in order to remain competitive in the 21st century. This chapter explores factors related to improving STEMM student academic preparation, retention and engagement. The authors provide recommendations to enhance experiential learning and offer educational pathways that lead to long-term retention and engagement of minority students. Furthermore, in the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty and institutional cultures. Historically black colleges and universities have played an important role in diversifying the Science Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. In this paper we offer practical suggestions to clarify and strengthen their roles in student recruitment, retention, engagement, and advancement in STEMM. Preparatory summer institutes give minority students access to curriculum, tutoring, research opportunities, psycho-social support while encouraging the development of peer and faculty relationships. Such institutes nurture a successful socialization of minority students into STEMM disciplines. Dual admissions between two year and four year degree granting institutions will likely enhance student retention. Institutional agents and mentors play a major role by providing experiential learning opportunities that capture and retain students' interests. A combination of experiential learning, dual articulation, and the creation of strong and engaged institutional agents as well as mentors will likely facilitate student retention and successful integration into a larger STEMM network.

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Тези доповідей конференцій з теми "Preparatory faculty"

Kuznetsova, T. "Russian mathematical language in conditions preparatory faculty for foreign citizens: relation of two numbers; proportion." In XX International scientific and practical conference "Russian cultural space: language – mentality – understanding". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1440.rcs_xx-2019/149-156.

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Lorenzetti, Liza, Rita Dhungel, Diane Lorenzetti, Tatiana Oschepkova, and Lemlem Haile. "A Transformative Approach to Social Work Education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5422.

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The paper presents an overview of “The Journey Guides Program” - a mentorship and experiencial learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. This article begins by discussing critical pedagogy, the theoretical framework that undepinned the “The Journey Guides Program”, followed by a description of the eight-step process we adopted to implement this program. The authors conclude by discussing the benefits of the Journey Guides program, and plans for ongoing development and transferability of this model. Keywords: Journey guides, transformative learning; mentorship; social work

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Chang, Shi-Chung, Jennifer Wen-Shya Lee, Kun-You Lin, Ho-Lin Chen, Jiun-Peng Chen, Shih-Yuan Chen, Chien-Mo Li, et al. "Student Engagement in Co-designing and Co-teaching Cornerstone Course of EECS Design and Implementation at National Taiwan University." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11176.

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International higher education policies and literature have called for students and faculty to collaborate effectively in the co-designing and co-teaching of curricula. In the fall of 2017, the Department of Electrical Engineering of National Taiwan University launched the “Creative Cornerstone Course Design for ICT+ and Engineering Education” course, which is a co-design course, to engage higher division and graduate students in co-creating and co-teaching the curriculum of a “Cornerstone EECS Design and Implementation” freshman course, which was a cornerstone course to be conducted in the spring of 2018. This paper presents the educational practice and learning outcomes of the co-design course. The implementation of the co-design course involved the following activities: (a) project- and team-based learning approaches, (b) active student partnership with teachers for designing the cornerstone course curriculum, and (c) preparatory cultivation of the students as teaching assistants for co-teaching. Learning outcome analysis indicated that freshman students significantly benefited in terms of their self-exploration of ICT-related subjects, basic professional knowledge, operational techniques, and confidence in self-learning when the cornerstone course was developed through co-designing.+ICT: Information and Communication Technology

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Звіти організацій з теми "Preparatory faculty"

Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.

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