Статті в журналах: "Preparatory faculty"

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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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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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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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Nazim, Mohammed, and Abduljalil Hazaea. "Enhancing Language Assessment Skills among Faculty Members in Saudi EFL Context." Journal of Language and Education 6, no. 4 (December 31, 2020): 138–52. http://dx.doi.org/10.17323/jle.2020.10124.

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In Saudi higher education, assessment has shifted to incorporate intended learning outcomes rather than merely textbook content. Subsequently, faculty members unwillingly participate in high-stakes competitive and harmonized assessment in English as a Foreign Language (EFL) courses during the preparatory year (PY). These challenges emphasize the importance of need-based training for faculty members. Accordingly, this context-specific study scrutinized faculty members’ needs as well as the impact of a training program on engaging the participants and on fostering language assessment skills (LASs) among them. In so doing, an action research design used pre- and post-questionnaires and included a training portfolio to collect data from 31 faculty members. The study first identified those needs as instructional skills, design skills, and educational measurement skills. In the context of professional development, the researchers designed a training program based on those reported needs. During training, the participants expressed their satisfaction with the language assessment. After the training, the participants greatly improved their LASs. The paired tests indicated that the faculty members increased their instructional skills, design skills, and skills of educational measurement. Further research is recommended for enhancing LASs among EFL students.

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Ali, Abdulaziz, and Khaled Abu Sheirah. "Utilizing the Blackboard Learning Management System at the University of Ha’il from the Perspective of Faculty Members using Internet Of Things (IOT)." International Journal of Education and Information Technologies 14 (February 22, 2021): 214–22. http://dx.doi.org/10.46300/9109.2020.14.23.

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The study aims to investigate the perceptions of faculty members in the preparatory year at the University of Ha’il concerning the use of the Blackboard learning management system, and to identify the impact of the study variables (gender, discipline, teaching language, and number of training courses) on the responses of the study sample members. A descriptive methodology has been used, as the study was applied to a sample of (123) faculty members, and to collect information, a questionnaire of (32) items was developed. The results of the study showed that the level of using the Blackboard at the University of Ha’il by faculty members was high. It indicated that there were no statistically significant differences due to gender. Moreover, the results revealed that there were no statistically significant differences (p=0.218) in the use of Blackboard based on the number of training courses, and that there were no statistically significant differences (p=0.390) in the use of Blackboard based on academic ranking.

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Erdoğan, Polat, and Mehmet Gürol. "The Needs Analysis of English Preparatory School Instructors Towards Professional Skills in Higher Education." Journal of Curriculum and Teaching 10, no. 1 (February 17, 2021): 56. http://dx.doi.org/10.5430/jct.v10n1p56.

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Many factors affect providing high-quality English education and rendering it sustainable. One of these factors is undoubtedly ensuring the professional development of the English language instructors. An important way to guarantee professional development is through needs analysis. Needs analysis is of utmost significance in determining the professional skills that English preparatory instructors require to develop and taking the necessary steps. In this regard, the aim of the study is to determine the professional skills that these instructors need to develop in higher education. Qualitative research method was used in the research to unearth the opinions, thoughts, views and feelings of instructors on professional skills to be improved. Since the research covered only one unit of a higher education institution, a holistic single case design was preferred. Participants included English preparatory school instructors, administrators, students, and senior members of the Faculty of Education. Convenience and criterion sampling techniques were used in the selection of the participants. In the study in which interview technique was used, an interview form was implemented in order to ascertain the professional skills. The data collection process was carried out over the course of eight weeks. Descriptive analysis and content analysis techniques were used in data analysis. While the opinions of the English preparatory school stakeholders were shared via verbatim quotation technique during the descriptive analysis process, the professional skills that English preparatory instructors require to improve were determined via the content analysis of the participants’ relevant opinions. As a result of the research, professional skills that these instructors need to enhance were identified.

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Elhadky, Islam Youssry, and Sultan Şimşek. "The Attitudes of the Theology and Islamic sciences faculty students in Turkey towards the program of Arabic language in the preparatory year." darulfunun ilahiyat 30, no. 1 (June 30, 2019): 231–62. http://dx.doi.org/10.26650/di.2019.30.1.0066.

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Adida, Claire L., David A. Lake, Fatemeh Shafiei, and Matthew Platt. "Broadening the PhD Pipeline: A Summer Research Program for HBCU Students." PS: Political Science & Politics 53, no. 4 (June 30, 2020): 723–28. http://dx.doi.org/10.1017/s1049096520000542.

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ABSTRACTThis article introduces, describes, and evaluates a program designed to broaden the PhD pipeline in political science to achieve greater equity and inclusion. In its fifth year, the program brings undergraduate students from two Historically Black Colleges and Universities to an R-1 political science PhD department for a seven-week summer program, in which they are paired with a faculty mentor to conduct research for, prepare, and present an original research project. Additionally, participants attend methods classes, GRE preparatory workshops, subfield presentations from graduate students and faculty in the host department, and social events. We describe key lessons drawn from our experience in piloting this program. We evaluate its success using data about the composition of the host institution’s PhD program and exit surveys conducted with all participants from 2016 to 2018.

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Баранникова and G. Barannikova. "Problems of Adaptation of Chinese Students in the Preparatory Department of the Russian Technical University." Modern Communication Studies 4, no. 3 (June 17, 2015): 45–47. http://dx.doi.org/10.12737/11534.

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The article considers the problems of adaptation of Chinese students in the preparatory faculty of the Russian technical universities. There are marked differences in the systems of teaching in China and in Russia. The article describes traditional features of Chinese national character and their changes in recent years. It analyzes changes in Chinese students. The necessity of taking into account individual characteristics of Chinese students and creating a favorable psychological-pedagogical conditions of cooperation in the classroom are described.

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Zaghloul, Hisham Saad, Jehan Abd-Alwahab Alandejani, and Yousef Khader Sanajlawe. "A Proposed Plan to Implement Core Competencies and High-Impact Educational Practices in Saudi Universities in Light of The Experiences of Some International Universities." International Journal of Education and Information Technologies 14 (February 22, 2021): 223–40. http://dx.doi.org/10.46300/9109.2020.14.24.

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Although first-year seminars and experiences have been widely considered as a high-impact educational practice, which is used to enhance academic performance, retention, and acquisition of critical 21st Century outcomes, first-year seminars and experiences tend to be loosely defined and assessed in prior studies to highlight its importance in improving the education process as a whole; therefore, this study aims to assess the impact of highimpact educational practices (HIEPs) in preparatory years in Saudi Arabia and international universities, then proposing a plan for efficiently implementing HIEPs in higher education institutions. To achieve that, case-based analysis and the survey analysis method were used wherein qualitative examination of practices in University of California and Indiana University and quantitative assessment of (130) faculty members and students’ perception of Northern Border University was conducted. Case analysis revealed that international universities implement practices suited for their institution and not the stated one i.e., Health Professional Advising Center, undergraduate research programs, or Capital academic internship program in University California, while undergraduate research, service-learning practices, or learning community in Indiana University. Survey analysis on the other hand stated that consisting of the above (20_ years respondents, implementation of core competencies and HIEPs helps in exploring relevant issues and controversies, linking of knowledge and skills, and better students and faculty bond which raise teaching and learning experience. Results revealed that core competencies and HIEPs have a significant influence on the teaching and learning outcomes. As result, an efficient implementation the plan is proposed to activate HIEPs and core competencies in the preparatory year at Saudi universities.

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Pal, Andrej, Drago Potočnik, and Milivoj Vulić. "Rock-Fill Cofferdam Crest Settlement Behavior Analysis Through Geodetic Monitoring Data." Minerals 10, no. 2 (February 11, 2020): 152. http://dx.doi.org/10.3390/min10020152.

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Construction of rock-fill dams requires extensive preparatory work. The rationality of construction, ecological aspects, and flood safety must be considered. Potential catastrophic consequences of failure or collapse classify dam structures as high-risk objects which are built according to all safety regulations, and their conditions must be monitored. In this study, we focus on the settlement behavior of a cofferdam crest by analyzing the obtained monitoring data with a non-exponential modified sigmoid function, developed at the Faculty of Natural Sciences and Engineering (FNSE model). Furthermore, monitoring adjustment is introduced, and future settlement is estimated based on verification with actual values.

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Tolstova, Natal'ya Nikolaevna. "METHODS OF WORKING WITH SCIENTIFIC TEXTS ON ECONOMICS IN CLASSES WITH VIETNAMESE STUDENTS AT THE PREPARATORY FACULTY." Pedagogy. Issues of Theory and Practice, no. 1 (April 2018): 139–42. http://dx.doi.org/10.30853/pedagogy.2018-1.28.

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Mohammed Hamdan, Orwah. "The Practice of Human Relations of the Taibah University Preparatory Year Faculty Members from their Students Perspectives." International Journal of Research in Education and Psychology 2, no. 1 (April 1, 2018): 74–94. http://dx.doi.org/10.12785/ijrep/020104.

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Вострякова, Н. А. "TRAINING IN THE PERCEPTION OF EDUCATIONAL AND SCIENTIFIC MEDICAL INFORMATION OF FOREIGN STUDENTS OF THE PREPARATORY FACULTY." Russkii iazyk za rubezhom, no. 4(287) (September 10, 2021): 96–114. http://dx.doi.org/10.37632/pi.2021.287.4.013.

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Многие иностранные выпускники подготовительных факультетов российских вузов, избравшие в качестве своей будущей специальности профессию стоматолога, не могут продуцировать о ней развёрнутые монологические высказывания на русском языке, общаться на элементарные профессиональные темы и испытывают коммуникативные трудности при лечении зубов в российских поликлиниках. Автор статьи разработал практическое занятие на тему «Здоровые зубы как условие общего здоровья и счастья человека». Материалы ориентироваы на студентов I сертификационного уровня обучения. Они могут быть полезны и для учащихся немедицинских профилей обучения. Many foreign graduates of preparatory faculties of Russian universities, who have chosen the profession of a dentist as their future specialty, cannot produce detailed monologues about it in Russian, communicate on elementary professional topics and experience communication difficulties when treating teeth in Russian polyclinics. The author has developed a practical lesson on the topic Healthy teeth as a condition of general health and human happiness. The lesson is aimed at students of the first certification level of education who are native or secondary native speakers of English. It can also be can be useful for students of non-medical learning profiles, as it influences the attitude of foreigners to their health and contributes to their adaptation in communicative situations related to the sphere of Russian healthcare.

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SAYAMOVA, VALENTINA, TAMARA OLESHKO, and SVETLANA DYACHENKO. "INFORMATION AND COMPUTER TECHNOLOGY: ORGANIZATION OF FOREIGN STUDENTS’ INDEPENDENT WORK IN DISTANCE LEARNING MODE AT PREPARATORY FACULTY." World of academia: Culture, Education, no. 8 (November 12, 2021): 104–12. http://dx.doi.org/10.18522/2658-6983-2021-8-104-112.

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Nadarajah, Vishna Devi, Chew Fei Sow, Sharifah Sulaiha Syed Aznal, Adam Montagu, Katharine Boursicot, and Hui Meng Er. "Development of and First Experiences with a Framework (EASI) for Options and Implementation Opportunities for Online Clinical and Communication Skills Learning." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052097089. http://dx.doi.org/10.1177/2382120520970894.

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A preparatory framework called EASI (Evaluate, Align, Student-centred, Implement and Improve) was developed with the aim of creating awareness about interim options and implementation opportunities for online Clinical and Communication Skills (CCS) learning. The framework, when applied requires faculty to evaluate current resources, align sessions to learning outcomes with student-centred approaches and to continuously improve based on implementation experiences. Using the framework, we were able to generate various types of online CCS learning sessions for implementation in a short period of time due to the recent Covid-19 pandemic. Importantly we learnt a few lessons post-implementation from both students and faculty perspective that will be used for planning and delivery of future sessions. In summary, the framework was useful for creating or redesigning CCS sessions which were disrupted during the pandemic, however post-implementation experience suggests the framework can also be used for future solutions in online CCS learning as healthcare systems and delivery are increasingly decentralised and widely distributed.

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Dean, Yasmin, Jodi Nickel, Janet Miller, and Ruth Seltner Pickett. "Creating an Academic Ecosystem Where Chairs Can Thrive:." Brock Education Journal 30, no. 2 (July 13, 2021): 99. http://dx.doi.org/10.26522/brocked.v30i2.875.

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This study aimed to understand the lived experience of department chairs in a Canadian university context. Guided by phenomenological inquiry, twenty-one individual interviews of experienced academic chairs were analyzed. Findings focus on the rewards and challenges of the position, advice for professors interested in taking on this role, and the systemic issues that impact change. Results highlight the importance of preparatory training and ongoing institutional support including the deliberate building of a chair community. This paper includes a call to action which will be of interest to Deans and other senior administrators, faculty leaders, those contemplating the chair role, and those involved with institutional governance.

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Musabayova, Narmin Chingiz. "PROFESSIONAL TEXT FOR LISTENING AS A MEANS OF TEACHING LISTENING COMPREHENSION TO FOREIGN STUDENTS AT THE PREPARATORY FACULTY." European Journal of Humanities and Social Sciences, no. 6 (2020): 47–52. http://dx.doi.org/10.29013/ejhss-20-6-47-52.

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Korneev, A. G., R. M. Aminev, N. N. Shevlyuk, and E. V. Lantsov. "A.D.Shaikov - a military doctor, a scientist, a chancellor." Bulletin of the Russian Military Medical Academy 21, no. 3 (September 15, 2019): 87–89. http://dx.doi.org/10.17816/brmma20697.

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The article is dedicated to the 100th anniversary of the birth of a prominent Russian epidemiologist and former rector of the Orenburg State Medical Institute, lieutenant colonel of the medical service of retired Anatoly Dmitrievich Shaikov. He left a bright trace in the history of naval medicine, having traveled from the ship doctor to the flagship epidemiologist of the 7th Pacific Navy. In the 1960s, under the direction of A.D.Shaikov, a pediatric faculty, a preparatory department, more than 10 new departments and 6 laboratories were created at the Orenburg Medical Institute; A.D.Shaikov made a significant contribution to the scientific development of the problems of military epidemiology, epidemiology of intestinal infections, parasitology, etc.

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W Calhoun, Daniel, Steven Tolman, and Kaylee M. King. "Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 001–16. http://dx.doi.org/10.28945/4472.

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Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

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Dickerson, Amy M., John L. Hoffman, Baramee Peper Anan, Kelsey F. Brown, Linda K. Vong, Marilee J. Bresciani, Reynaldo Monzon, and Jessica Oyler. "A Comparison of Senior Student Affairs Officer and Student Affairs Preparatory Program Faculty Expectations of Entry-Level Professionals' Competencies." Journal of Student Affairs Research and Practice 48, no. 4 (October 2011): 463–79. http://dx.doi.org/10.2202/1949-6605.6270.

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Lunin, Valery S. "From the History of Establishment and Activities of the Mordovian Working Faculty (1929–1939)." Humanitarian: actual problems of the humanities and education 21, no. 4 (December 30, 2021): 333–55. http://dx.doi.org/10.15507/2078-9823.056.021.202104.333-355.

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Introduction. In the 1920s and 1930s, the USSR accumulated significant experience in pre-university training for young people, some elements of which remain relevant to this day. In domestic historical science, special attention was paid to the analysis of the phenomenon of workers’ faculties, which played a huge role in our country in the formation of the Soviet intelligentsia. However, at the regional level, to date, there is not a single special study, which would comprehensively consider the issues of the emergence and activities of the Mordovian workers’ faculty. This article attempts to partially fill this kind of “white spot” in the latest historiography of the history and culture of the Mordovian region and people. Materials and Methods. The main resource base of the study was made up of materials from the funds of the Central State Archives of the Republic of Mordovia (CSA RM), most of which are introduced into scientific circulation for the first time. The methodological basis for the analysis of the collected factual material was both general scientific research methods (analysis, synthesis, induction, deduction, etc.) and special historical methods: descriptive (ideographic), historical-genetic, problem-chronological, historical-systemic. Results. The author reveales the reasons for the creation of the Mordovian workers’ faculty as the main form of pre-university training in Mordovia in the 1930s, shows the dynamics of its student body; analyzes the state of the educational process and extracurricular work at the workers’ faculty; gives the characteristic features of the financial situation, everyday life and life of Mordovian students-workers of the faculty. Conclusion. The creation of the Mordovian Workers’ Faculty at the end of the 20s of the last century was an adequate response to the urgent vital need of the young Mordovian statehood for its own highly qualified personnel. With all the minuses and shortcomings in its activities, the workers’ faculty has become the main “forge of applicants” from workers and peasants for the higher school of Mordovia, a kind of “forerunner” of the preparatory department and the faculty of pre-university training and secondary vocational education of Ogarev Mordovia State University.

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Katelina, L. S., and V. A. Kornev. "The role of the psychological climate in the training of foreign students at the preparatory faculty in a Russian university." Язык и текст 5, no. 2 (2018): 70–74. http://dx.doi.org/10.17759/langt.2018050212.

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The article is devoted to the problem of creating a favorable psychological climate in the process of teaching foreign students in Russian universities at the initial stage of study at the faculties of pre-University training. It pays close attention to pedagogical technologies, ways and means of solving this problem. Of particular interest is the approach to solving the problem largely from the point of view of the students themselves, analyzed on the basis of the results of the survey conducted by the authors.

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Babich, Tetyana, and Maryna Lipatova. "SOME ASPECTS IN TEACHING SCIENTIFIC LANGUAGE STYLE IN THE COURSE OF UKRAINIAN LANGUAGE AT THE INITIAL STAGE." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 70–73. http://dx.doi.org/10.36550/2415-7988-2021-1-194-70-73.

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The actuality of theme is due to current trends in education. The article deals with problems of professional language formation competence of foreign students. The article considers special features of studying scientific style by the students of the Preparatory faculty, with the actual issues related to the questions of teaching the language of speciality in the course of Ukrainian as a foreign language at the initial stage. The importance of learning the language of speciality at the initial stage in the course of learning Ukrainian as a foreign language is emphasized. The article examines the problems of selection and presentation of language material for foreign students training at the pre-university level of education. The authors define the basic methods of scientific words and semantization of terms, the ways of developing and forming general scientific concepts. Сommunicative skills are the leading tendency in the modern methods of teaching foreign languages. The peculiarities of formation of professional communicative competence of foreign students are regarded in the article. Process of the formation of professional and communicative competence of foreign students in higher technical educational establishments has two stages and is a complicated phenomenon. Formation of communicative competence at the initial stage will intensify the process of formation of professional and communicative competence on the main stage. At the preparatory department of the main goal is the formation of knowledge, skills and abilities in the volume, which provides further successful learning of foreign students in higher educational institutions of Ukraine.

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Tolstova, Natal'ya Nikolaevna. "ATTEMPT OF EDUTAINMENT TECHNOLOGY APPLICATION IN TEACHING THE LANGUAGE OF SPECIALTY TO STUDENTS FROM THE CIS COUNTRIES AT THE PREPARATORY FACULTY." Philological Sciences. Issues of Theory and Practice, no. 5-1 (May 2018): 208–12. http://dx.doi.org/10.30853/filnauki.2018-5-1.44.

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Talmon, Geoffrey, Alejandro Wolf, Mariam Molani, Kimberly Martin, Elizabeth Waibel, Jeff Jacobs, and James Wisecarver. "The Advocacy Journal Club." American Journal of Clinical Pathology 153, no. 2 (October 11, 2019): 175–80. http://dx.doi.org/10.1093/ajcp/aqz154.

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Abstract Objectives To describe a method of educating pathologists about health policy. Methods The Advocacy Journal Club was a series of six conferences. Topics were of those in the news or affecting local practice. Participants reviewed preparatory readings, completed a six- to 10-question pretest, attended an interactive presentation stressing advocacy groups’ efforts, and completed a posttest. All were invited to complete a survey after the sessions. Results Faculty and residents had increased posttest scores following each presentation with a significant difference in four and three sessions, respectively. More than 80% agreed they could discuss the topics with others and understood how regulations affect practice. More than 90% agreed that they gained an understanding of how involvement in organizations’ advocacy initiatives affects policy. Conclusions We present a method for educating pathologists about policy and the role of professional societies that could be implemented by nearly all graduate medical education programs.

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Nazim, Mohd. "Textbook Evaluation: A Case Study of Cutting Edge." Journal of Language Teaching and Research 12, no. 6 (November 2, 2021): 1021–33. http://dx.doi.org/10.17507/jltr.1206.18.

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This paper, in deviation from the traditional practices of textbook evaluation, reports the faculty members’ evaluation of Cutting Edge, Student Book, KSA Third Edition Intermediate Level, by Sarah Cunningham & Peter Moor, published by Pearson 2013 in terms of Language Development Skills, in general, and, Listening, Speaking, Reading, Writing, Grammar & Vocabulary, and Style & Appropriacy in particular. 20 EFL teachers participated in this mixed method approach of study who work at the Department of English Skills, Preparatory Year, Najran University, Saudi Arabia. A google form questionnaire, consisted of 57 numerically rated items & open-ended questions under 7 domains, was created to elicit faculty members’ responses. The validity of the questionnaire was examined by a group of experts in the textbook evaluation and content analysis. The analysis indicates that the respondents evaluated the textbook contents positively and the majority viewed them mostly suitable in terms of language skills, usage, and appropriacy. However, the researcher, based on the adverse comments like video material for listening, lack of specific strategies for conversation or other spoken activities, and hardly distinction between active and passive vocabulary under listening, speaking and grammar & vocabulary domains, suggests that a latest EFL commercial textbook or series be reviewed which, potentially, will cover the space. To conclude, the researcher recommends developing authentic materials that are tailored to the needs and interests of the learners.

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Bullock, J. O. "First principles: physical science concepts as a foundation for advanced studies in physiology." Advances in Physiology Education 266, no. 6 (June 1994): S55. http://dx.doi.org/10.1152/advances.1994.266.6.s55.

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The importance of mathematics and physical science to physiology is amply evident in both the classic and current literature of this field. Students who have completed typical medical school preparatory programs, however, have been poorly equipped to embark on serious graduate study in physiology. Because undergraduate education in the sciences is typically structured as narrowly defined, disjointed degree programs in separate disciplines, students of biology have had only limited access to the resources of physical science departments. Attempts by physiology faculty to remedy specific deficiencies on a piecemeal basis have been found to be both time consuming and ineffective. We describe an intensive one-semester course as an alternative. Maintaining high levels of generality and concentrating on the development of physical insight were possible only when the mathematical foundation attained by the students was adequate. Although physiological applications were stressed throughout, extended examination of complex problems was limited to a few examples of particular interest. Emphasis was placed on rigor and sophistication rather than proficiency and detail.

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Stefan, R., J. Maskalyk, L. Puchalski Ritchie, M. Salmon, and M. Landes. "P023: Development of a Canadian Global Health Emergency Medicine (GHEM) Certificate Program based on established best practices." CJEM 22, S1 (May 2020): S72—S73. http://dx.doi.org/10.1017/cem.2020.231.

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Innovation Concept: Global health fieldwork is valuable for Canadian residents, but is often trainee-organized, short-term, unsupervised, and lacking in preparation and debriefing. In contrast, we have developed a Certificate Program which will be offered to University of Toronto (UofT) emergency medicine (EM) trainees in their final year of residency. This 6-month Program will complement the Transition to Practice stage for residents interested in becoming leaders in GHEM. Methods: We completed a multi-phase needs assessment to inform the structure and content of a GHEM Certificate Program. Phase 1 consisted of 9 interviews with Program Directors (PDs), Assistant PDs, and past fellows from existing GH fellowships in Canada and USA to understand program structure, curriculum, fieldwork and funding. In Phase 2 we interviewed 4 PDs and fellows from UofT fellowship programs to understand local administrative structures. In Phase 3 we collected feedback from 5 UofT residents and 7 faculty with experience in global health to assess interest in a local GHEM Program. All interview data was reviewed and best practices and lessons learned from key stakeholders were summarized into a proposed outline for a 6-month GHEM Certificate Program. Curriculum, Tool, or Material: The Program will comprise of 1) 3 months of preparatory work in Toronto followed by 2) 3 months of fieldwork in Addis Ababa, Ethiopia. Fieldwork will coincide with activities under the Toronto-Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM). The GHEM trainee's work will support TAAAC-EM activities. Preparatory months will include training in specific competencies (POCUS, teaching, tropical medicine, QI) and meetings between the trainee and a UofT mentor to design an academic project. During fieldwork, the trainee will do EM teaching (75% of time) and complete their academic project (25% of time). A UofT supervisor will accompany, orient and supervise the trainee for their first 2 weeks in Addis. Throughout fieldwork, the trainee will be required to debrief with their UofT mentor weekly for academic and clinical mentoring. One AAU faculty member will be identified as a local supervisor and will participate in all evaluations of the trainee during fieldwork. Conclusion: This Program will launch with a call for applications in July 2021, expecting the first trainee to complete the Program in 2022-23. We anticipate that this Program will increase the number of Canadian EM trainees committed to global health projects and partnerships throughout their career.

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WIDIANSYAH, APRIYANTI. "ANALISIS MODEL PEMBELAJARAN REFLEKTIF DALAM MENINGKATKAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH PENDIDIKAN PANCASILA." Cakrawala - Jurnal Humaniora 21, no. 1 (February 28, 2021): 19–24. http://dx.doi.org/10.31294/jc.v21i1.9619.

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The problems of students show that the values of Pancasila have been eroded in life in society, nation, and state. Therefore, it is necessary to find alternative solutions to various problems, by showing the importance of Pancasila education learning in educational institutions. This is intended to equip students to understand and try to fix some of these problems. In this case, it is necessary to have problem-solving through Pancasila Education learning activities by using the Reflective Learning Model. The research aims to determine the improvement of student learning outcomes in the Pancasila Education course, Faculty of Law, Bhayangkara University, Jakarta Raya. The research was conducted by doing learning actions, and how to make observations. Initial results are expected to bring awareness of students about the importance of Pancasila Education which aims to improve learning outcomes. Furthermore, several preparatory steps are arranged for observing the learning action. Researchers carried out observations of learning in the classroom with a Reflective learning model, by the actions planned in the study. Activities carried out by lecturers who have been provided with observation guidelines by recording all research activities from introduction, development, application, closing and writing additional information that has not occurred such as initiatives and reactions, both from researchers and students, as well as providing conclusions and general suggestions of actions which are conducted. The observation time was adjusted to the Pancasila Education course hours at the Faculty of Law, Bhayangkara University Jakarta Raya

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Tolstova, Natal'ya Nikolaevna. "INCREASING THE EFFICIENCY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE TO UNIVERSITY ENTRANTS FROM THE COMMONWEALTH OF INDEPENDENT STATES AT THE PREPARATORY FACULTY." Pedagogy. Issues of Theory and Practice, no. 2 (June 2019): 25–29. http://dx.doi.org/10.30853/pedagogy.2019.2.5.

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Antonova, L. N., and K. P. Tolstyakova. "Textbooks on Russian as a foreign language: from the experience of work at the preparatory faculty in M.K. Ammosov North-Eastern Federal University." Russian language studies 17, no. 1 (2019): 103–14. http://dx.doi.org/10.22363/2618-8163-2019-17-1-103-114.

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Vostriakova, N. A. "TRAINING PERCEPTION OF THE TEXT OF THE POPULAR RUSSIAN SONG FOR FOREIGN STUDENTS PREPARATORY FACULTY (based on material of the song "Yellow Leaves")." Filologické vědomosti 2, no. 1 (March 24, 2017): 62–69. http://dx.doi.org/10.24045/fv.2017.1.9.

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Ahmed, Aya. "The Effectiveness of Using Costa and Kallick's Habits of Mind in Developing Achievement and Some Visual Thinking Skills of First Year Preparatory School Pupils." International Journal for Innovation Education and Research 8, no. 1 (January 31, 2020): 248–62. http://dx.doi.org/10.31686/ijier.vol8.iss1.2156.

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This research aims at investigating the effectiveness of using Costa and Kallick's Habits of Mind in developing achievement and some visual thinking skills of first-year preparatory school pupils. To achieve that, the researcher designed the following: a list of Habits of Mind in the light of Costa and Kallick and converting it into educational goals which can be achieved after teaching geometry for the first year prep school pupils; Teacher's guide and pupils worksheets for teaching "geometry and measurement" unit of the first year prep school pupils according to Costa and Kallick's Habits of Mind; an achievement test of "geometry and measurement" unit for the second term of the first year prep school pupils and finally, visual thinking skills test. The current research used quasi-experimental research through applying it to a group of female pupils of the first year prep school. The sample consisted of (100) female pupils of Beni Ahmed prep school (1) in Minia Governorate, Egypt. It was divided into two groups: the experimental and control group. The control group consisted of (50) pupils taught with the traditional method, while the experimental group consisted of (50) pupils taught using Costa and Kallick's Habits of Mind. The results have shown that pupils' grades of the experimental group are higher than other group grades on achievement and some visual thinking skills. The researcher introduced some recommendations such as the necessity to set up professional development programs for training mathematics teachers in order to develop pupils' Habits of Mind, the necessity also to train student teachers of mathematics in the faculty of education to develop Habits of Mind. Moreover, Geometric content in the preparatory stage should be enriched with different educational activities that contribute to developing learners' visual thinking.

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Kamyingkird, Ketsarin, Piangjai Chalermwong, Vannarat Saechan, Domechai Kaewnoi, Marc Desquesnes, and Ruttayaporn Ngasaman. "Investigation of Trypanosoma evansi infection in bullfighting cattle in Southern Thailand." August-2020 13, no. 8 (2020): 1674–78. http://dx.doi.org/10.14202/vetworld.2020.1674-1678.

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Background and Aim: Trypanosoma evansi infection has been reported in Thai livestock such as beef and dairy cattle. However, there is little information on T. evansi infection in bullfighting cattle in Southern Thailand. The aim of this study was to investigate the infection of T. evansi in bullfighting cattle presented for health checks at the Animal Hospital, Faculty of Veterinary Science, Prince of Songkla University, Thailand. Materials and Methods: Blood and serum samples were collected from 177 bullfighting cattle from April 2016 to February 2017 after bullfighting matches. Animal inspected showed signs of fever, weight loss, or exercise intolerance. Investigation of T. evansi infection was tested using polymerase chain reaction (PCR) with TBR primers and using indirect enzyme-linked immunosorbent assay with T. evansi crude antigen. Results: The seroprevalence of T. evansi in bullfighting cattle was 22.60% (40/177). The PCR results detected no parasite DNA in this study. However, bullfighting cattle may serve as T. evansi reservoirs. Conclusion: Health checking procedures for T. evansi should be promoted for bullfighting events so that infected animals can be quarantined in the preparatory stages of such events.

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Abdullahi, Musa Siddiq, and Mussa Salisu. "University of Ilorin Final Year Students’ Experience in Practice Teaching Exercise." Journal of Language and Education 3, no. 3 (September 30, 2017): 99–106. http://dx.doi.org/10.17323/2411-7390-2017-3-3-99-106.

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Practice teaching is a vital aspect of the teacher preparatory program in teacher training institutions. This study examined the University of Ilorin final year students’ experience in a practice teaching exercise. It made use of descriptive survey research design. The population for this study were all students of the Faculty of Education, University of Ilorin, Ilorin, Nigeria. The researchers’ self-developed questionnaire with a reliability coefficient of 0.63 was used for data collection while the data collected were analysed using descriptive statistics of mean and standard deviation and inferential statistics of independent t-test. It was found that during the course of practice teaching exercises, student-teachers acquired skills which enabled them to use a variety of teaching methods, and instructional resources, improved their skills in tests construction, scoring and recording, built their teaching confidence and presentation, among others. However, student-teachers were faced with a number of challenges in the course of lesson presentation during practice teaching. It was, therefore, recommended among others, that student-teachers should not perceive their personality and logical presentation of instructional objectives as challenges but rather should embrace and exploit it to improve and widen their (cognitive) domains.

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Matyushina, Marina Aleksandrovna, and Anton Veniaminovich Tarakanov. "The peculiarities of professional identity of creativity among the junior students majoring in psychology." Психология и Психотехника, no. 1 (January 2021): 51–61. http://dx.doi.org/10.7256/2454-0722.2021.1.34960.

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This article examines the problem of the formation of professional identity of the first and second year students majoring in psychology in relation to creativity. The authors cover the problem of professional identity of the students and its correlation with various parameters of creativity. The subject of this research is the peculiarities of interconnection between the professional identity and the parameters of creativity in psychology students of the first and second year students majoring in psychology. The article presents the results of preparatory stage of research of the role of creativity in the formation of professional identity. The sampling involved 100 junior students of the psychological faculty of Novosibirsk State Technical University. At this stage of empirical research, the author determined the peculiarities of the statuses pf professional identity and the parameters of creativity among junior students majoring in psychology, as well as interdependence of these psychological phenomena. The obtained results indicate positive correlations between the indefinite status of professional identity and the parameters of verbal creativity; as well as negative correlations between the moratorium of professional identity and the parameters of imagery creativity.

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Argiolas, R., V. Bagnolo, S. Cera, and G. Sanna. "ANALYTICAL REPRESENTATION OF ARCHITECTURAL BUILT HERITAGE. A SKETCH-TO-BIM APPROACH." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLVI-2/W1-2022 (February 25, 2022): 33–40. http://dx.doi.org/10.5194/isprs-archives-xlvi-2-w1-2022-33-2022.

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Abstract. HBIM methodology is increasingly used for the management of all aspects of architectural heritage, from survey and analysis to conservation, management and restoration issues.Application of HBIM are the so-called Scan-to-BIM processes in which the artifact is surveyed with digital techniques of laser scanning and photogrammetry. These techniques result in point clouds, the basis of the subsequent process of informative and geometric modelling of the artifact. The resulting "smart models" are composed of parametric objects rich in information that can be easily updated at any time.The proposed methodology aims at integrating a study of architectural orders, whose results become preparatory to the subsequent phases of survey and modeling, to the classic Scan-to-BIM workflows. In particular, in the modeling these results have allowed a more targeted choice of techniques used.The method has been applied to the atrium of the former Jesuit College of Santa Croce in Cagliari, which today hosts one of the seats of the Faculty of Engineering and Architecture of the University of Cagliari; in particular, the atrium of the east body of the former Jesuit College, designed by the Piedmontese architect Antonio Felice De Vincenti, has been modelled.

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Davitkov, Ivana. "[Past and Present of Bulgarian Studies at the University of Belgrade." Bulgarski Ezik i Literatura-Bulgarian Language and Literature 63, no. 5 (October 9, 2021): 475–86. http://dx.doi.org/10.53656/bel2021-5-2.bel.uni.fil.

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This article aims to outline the main stages in the development of Bulgarian studies at the University of Belgrade, as well as to describe its current state, without claiming to be exhaustive. The ﬁrst stage of the development of the specialty could rather be considered a preparatory stage in the development of Bulgarian studies as we know it today. The second stage is marked by the scientiﬁc work of Marin Mladenov and the development of mainly literary Bulgarian studies. In the third stage, the emphasis is placed on the linguistic Bulgarian studies by Mariana Aleksic, as the teaching staff expands. Today, the Faculty of Philology at the University of Belgrade is the only place in Serbia where Bulgarian studies exist as a separate specialty within the Department of Serbian with South Slavic Languages. The Bulgarian language is also studied as an elective discipline (twosemester and four-semester), and almost all Bulgarian disciplines can be studied as electives by students from other specialties. It could be said that Belgrade Bulgarian studies today strive to soon achieve the much-needed balance in the presence of specialists in the ﬁeld of literature and language.

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Jovanovic-Srzentic, Snezana, Ivana Rodic, and Mirjana Knezevic. "The development of the program of voluntary blood donation promotion in students population of the University of Belgrade." Vojnosanitetski pregled 72, no. 6 (2015): 489–94. http://dx.doi.org/10.2298/vsp1506489j.

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Background/Aim. Given that in each country students represent the most progressive population group, as of 2001, the Blood Transfusion Institute of Serbia (BTIS) has been carrying the program of voluntary blood donation promotion and education of volunteers at the University of Belgrade (UB). In 2011, the BTIS intensified all activities at the UB. The aim of this study was to present activities performed from 2001 at the Blood Donors` Motivation Department (DMD) of the BTIS related with increasing the level of awareness on voluntary blood donation in the Belgrade students` population, enhancing their motivation to become voluntary blood donors (VBDs), increasing the number of blood donations at faculties of the UB, and increasing the number of blood donations in the UB students population compared with the total number of blood units collected by BTIS in Belgrade, with the emphasis on the year 2013. Methods. Initially, the applied methodology was based on encouraging students to donate blood through discussions and preparatory lectures, followed by organized blood drives. Appropriate selection of volunteers at each faculty was crucial. Besides their recognisable identity, they had to have remarkable communication skills and ability to positivly affect persons in their environment. The applied principle was based on retention of volunteers all through the final academic year, with the inclusion of new volunteers each year and 1,000 preparatory lectures on the annual basis. The activities were realized using two Facebook profiles, SMS messages and continuous notification of the public through the media. Results. There was an increase in the average number of students in blood drives at the faculties from 2011, when the average number of the students per blood drive was 39, followed by 43 in 2012 and 46 in 2013. The number of students who donated blood in 2013 increased by 21.3% compared with 2012 data. Conclusion. The applied concept highly contributed to generation and retention of future VBDs willing to regularly donate blood in the coming years, with a minimum risk of transmission of transfusion transmissible diseases markers.

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Stearns, Richard. "James Merrill Safford." Earth Sciences History 4, no. 1 (January 1, 1985): 38–48. http://dx.doi.org/10.17704/eshi.4.1.c187426518w0327l.

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James Merrill Safford (1822-1907), famous for geological investigations of Tennessee, taught chemistry and biology, as well as geology, for 52 years. He held administrative posts in medicine, and his teaching, even of geology, was mostly to would-be physicians, engineers and pharmacists. His education in Silliman's laboratory at Yale, during 1847, probably was the key to his success. From 1848 to 1873 he taught full-time at Cumberland University in Lebanon, Tennessee, except for leave in 1854-56 to work for the geological survey of Tennessee. During the Civil War hiatus, 1862-1866, he taught preparatory languages on a private basis, operated his farm, and investigated oil and gas properties. After 1875, Safford held part-time teaching posts. He was a half-time Professor of Geology and Biology at Vanderbilt University and taught chemistry as a proprietor in a Medical Department jointly operated by Vanderbilt and the University of Nashville. He was also secretary of the Medical Faculty and Dean of the Pharmacy Department at Vanderbilt. Safford was a pleasant, friendly man, who quoted classical poetry and lead early morning prayers. Through 1869, his professional contributions mainly consisted of survey work in geology. Later he mainly applied geology to health, agriculture, and resource development.

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Ahmed, Mahgoub Dafalla. "Can Smartphones Pave the Path towards EFL Competence for Saudi College Students?" Education and Linguistics Research 1, no. 2 (November 25, 2015): 120. http://dx.doi.org/10.5296/elr.v1i2.8467.

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<p>The study reported here focuses on how modern technology, specifically smartphones can pave the path towards English as a foreign language (EFL) competence. It emphasizes on how smartphones can enhance EFL learning where the focus is mainly on the acquired linguistic knowledge and language skills. It sheds light on language competence in more general terms and learners' vocabulary acquisition, listening, speaking, reading and writing, in particular. The sample for the study was drawn from Saudi college students at the faculty of Science and Arts, Khulais Branch at King Abdulaziz University, Saudi Arabia. After conducting an Entry Level English language Test, 50 students from the preparatory year were selected. Then, they were split into two homogenous groups. The first group (control group) was instructed in the conventional way, while the second group (experimental group) was offered instruction and encouraged to learn through smartphones. Results showed that the participants who received treatment (experimental group) significantly outperformed than the other group. It revealed that employing smartphones yielded a positive result. Additionally, results showed that students in the experimental group who used smartphones were more enthusiastic and driven than their counterparts in the control group who were still stuck in paper-text materials.<strong> </strong></p>

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Keskin, Ozlem, and Muhammet Eyup Uzuner. "Investigation of exam cheating attitudes of university students (Case of Kocaeli University)Investigation of exam cheating attitudes of university students (Case of Kocaeli University)." Journal of Human Sciences 15, no. 1 (March 25, 2018): 478. http://dx.doi.org/10.14687/jhs.v15i1.5225.

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Exam cheating is one of the biggest problems of the educational system of many different countries, from past to present. This problem is still continuing in many branches of education today. The aim of this study was to determine the attitudes of the students of Kocaeli University towards exam cheating. 254 students studying at Kocaeli University voluntarily participated in the research. As a data collection tool, "Attractiveness Attitude Related to Exam Cheating" developed by Semerci (2003) was used. The attitudes of students of Kocaeli University on exam cheating were found to be moderate in the research (205,44±42,51). Although there was no statistically significant difference between the exam cheating attitude scores of university students according to gender, age group & department variables (p>0,05), there was a significant difference according to grade variables (p<0,05). This meaningful difference occurred from preparatory grades - 2nd grades, 2nd grades - 3rd grades and, 2nd grades - 4th grades. Precautions for exam cheating can be increased so that more conscious and well-educated students can be graduated. The courses that will be successful by exam cheating behavior should be emphasized by the relevant faculty members to the student who may need them in professional business life. Disciplinary policies should be implemented to prevent students from exam cheating behavior.

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