In this study, it was aimed to determine the opinions of university students studying in the Department of Electrical Engineering about the distance education process they received during the pandemic. The quantitative research method was used in the research. The research consisted of 390 volunteer university students studying at 16 universities in Russia; the universe of the research was determined as the distance education system and the sample was determined as ‘Microsoft Teams’. In order to collect the data of the research, a measurement tool called ‘technology use’ developed by the researchers was used and applied. For the measurement tool, help was received from experts in the field and have worked in these fields. The data were shared with university students via an online questionnaire and their participation was ensured and collected. When looking at the research, it was stated that university students frequently used their distance education centre infrastructure with Microsoft Teams infrastructure in the distance education process and they used Microsoft Teams elements in the activities. When the results of the research are discussed, they stated that the technology levels of the university students were high; that they learned the whiteboard and electric fields in the classroom activities; and that the topics covered and the questions solved in the lessons were high with the re-watch method.
Man is born into a tangle of standard processes and behaviour patterns created and modified over time. Through gradual socialization, he acquires the attributes of his own culture and gets acquainted with the admissible modus operandi for the social group he is a member of; he also deepens these principles and confronts them with the experiences of others. Stereotyping is a process that represents the initial classification of phenomena and people, which it categorizes into groups and assigns them positive or negative characteristics. Stereotypes form the ideas that people have about themselves and ,their' group with which they identify and are aimed at members of other groups with which they do not identify. Negative stereotypes about other people arise from pursuing one's own positive social identity and positive self-presentation. Stereotyping of believers occurs precisely because of perceived differences between ,we' and ,them' (for example, in attitudes and values, possibly in ,religious' practice). Stereotypes are often the unconscious ,beginning' of a range of known intolerant attitudes; they can lead to racism, anti-Semitism, ethnic discrimination, and other forms of intolerance. According to the experts, no nation has innate attitudes to hate, as they cannot be inherited in a biological--psychological sense. Intolerance is acquired, often to justify negative attitudes and behaviours. Using the qualitative method of guided group interviews (the so-called focus group), we examine the existence of stereotypes in university students towards their religious classmates. We consider the potential of social exclusion of young believers due to stereotypes and present current measures in prevention.
The article is devoted to investigating of linguopragmatic aspect of speech behavior of English-speaking prosecutors. A speech genre of the prosecution speech allocates different stylistic types of prosecutor's behavior. In the speeches by the Englishspeaking prosecutors before a trial by jury at the beginning of the XXI century the signs of the publicistic style are revealed. Speech signals of the addresser's speech behavior in English are distinguished. Different implicit linguopragmatic strategies are described. The frequency of the planes' actualization is counted. The study allows forming and interpreting the addressers' speech portraits, diagnosing features of speech behavior of English-speaking prosecutors. Stereotyped verbal behavior of the prosecutors is examined with the help of pragmalinguistic and comparative analysis, considering the period (the beginning of the XXI century), addressee (trial by the jury), and national and cultural specificity of the addresser (English-speaking public prosecutors).
Modern ecological crisis threatens the sustainability of human civilization. Awareness and education for probable disaster risk reduction give greater urgency to the issue of decreasing industrial failure rates associated with basic manufacturing activities and, consequently, improving the training in this area. The authors have highlighted the features of modern risk based approach in engineering training based on proximity of production entities to anthropogenic factors: allocation of risks and threats in professional and personal situations or tasks; critical analysis of any industrial process and considering its consequences; using professional and personal risk response strategies; risk-based thinking as the core professional activity. The paper considers the mechanism of risk-based thinking as a necessary part of engineering students training on the basis of diversionary analysis, and gives its algorithm adapted to their learning activities. A system of professional tasks and tools to be used in the students' future job has been developed to promote their readiness and willingness to work across trades within the sphere of their technical competency. The paper is intended for researchers, practitioners, managers of enterprises dealing with ecological and economic production activities, as well as for professional training of engineers.
The significance of the research is determined by its scientific and practical significance. The modern global transformation of the world, in particular, automation, greening, the growing complexity of global risks and challenges, a network-centric society, a digital environment and many other aspects have led to the fact that the society in which the individual lives his life can rightfully be called a VUCA world. The VUCA world is a world of volatility, uncertainty, complexity and ambiguity. This is the world of "turbulent time" or "perfect storm", when all the factors complicating the situation converge at one time and at one point. Changes in the social, economic and geopolitical spheres associated with digitalization and a change in the technological structure start having a wider impact on many spheres including the education system. "Skills of the future" of both a specialist and a teacher are becoming an increasingly topical problem, while the issue related to the formation of a resource educational environment and the architectonics development of the required competences of the teacher's personality in the face of the VUCA world come to the fore in the tasks of academic science. The article is aimed at solving the problem of determining the structure, content and conditions for the implementation of pedagogical support to enhance the competitiveness of a higher education teacher for a VUCA world, as well as ensuring the effective formation of teachers' noxological competences for a VUCA world in the information and educational environment of a higher education institution. The designed pedagogical support will contribute to the effective organization of career development and professional growth of a higher education teacher for a VUCA world. The results of the study will make it possible to contribute to the development of the theory and methodology of higher education in terms of scientific substantiation and selection of the content to form a teacher's noxological competence in the information and educational environment of a higher education institution for a VUCA world. Giving a more detailed content and precise structure of the teacher's noxological competence and the proposed classification of modern risks of the educational environment will complement the theoretical foundations of pedagogical risk studies. A model of pedagogical support for the formation of noxological competences of future teachers which is to be theoretically substantiated will give an opportunity to determine the capabilities and technologies of using risk factors in pedagogical education. The expected results are believed to contribute to the solution to the problem of VUCA undertaken by the world social and humanitarian scientific community, which the modern education system in general faces and all subjects of the educational process, in particular.
The multidisciplinary nature and continuity of education involve finding ways to systematize the higher education content in order to create motivation for professional development growth. Culture-forming technologies for mastering program material, considered by the authors, perform a set of pedagogical functions, providing the educational information processing. Based on the cultural and competence approach, the authors developed the content of scientific and methodical provision at the methodological, theoretical and methodical levels aimed at updating the organizational, pedagogical and methodical mechanisms of university students' professional training. The presented scientific and methodical resource creates comfortable conditions for a modern specialist development with a high level of culture and humanitarian education.
The present text sets out to determine the relationships between the concepts of despair and selfhood in Søren Kierkegaard's Sikness unto Death. For this, a hermeneutic, as exhaustive as possible, is applied to the discernment of the concept itself, to later relate it to what the Danish calls despair. After clarifying the relationship between both concepts, examples of the desperate Kierkegaardian man abound in order to verify the irremediable discordance between the constituent elements of the self-given, his unresolved relationship with God.
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