This essay aims to elaborate the technology when it comes to banknote making for visually impaired members of the society. The visually impaired are divided in three subgroups: color-blind, partially sighted and blind people. Their first needs are useful denomination features rather than security features, as they help them in determining a banknote's value. This study provides a historical overview of banknote design features for the visually impaired. Furthermore, it looks into the methodology of banknote tests for the color-blind, showing images of how the color-blind experience the euro banknotes. Two features are needed for every subgroup of the visually impaired to establish the banknote's value; one is not reliable. These two features are dedicated firstly to the relevant user group, but will also be used by others, including people with normal vision.
The issue of efficient technologies integration into educational environment has been a mainstream today. The present paper is focused on the issue of authen-ticity enhancement through learning technologies that are integrated into Public Relations course in the framework of Content and Language Integrated Learn-ing. Based on the questionnaire conducted among lecturers of the university, the authors analyzed teachers’ perception of authenticity and the ways of au-thenticity introduction in classes through educational materials, tasks and as-sessment. The findings of the empirical study, present evidence that technolo-gies provide teachers with an opportunity to bridge the gap between the class-room and a real world as well as add variety to learning authentic activities. Technologies also contribute to the implementation of four pillars of Content and Language Integrated Learning strategy: content, cognition, communication and socio cultural competence. The combination of authenticity and technolo-gies transforms the students’ perception of studying from theoretical into a practical and engaging experience.
This article presents the peculiarities of using mentoring approach to training public relations (PR) specialists. It includes a historiographical overview of the best practices related to the specifics of using mentoring in education. Based on the literature review, it proves that the use of a mentoring approach to training PR specialists has certain peculiarities and advantages. This paper provides the results of the study in the form of an online survey. Participants were practitioners and teachers working in the PR field. They had to answer questions related to the methodology of PR professional training at universities. Based on the data obtained, the main issues of mentoring assistance in preparing PR specialists have been discussed. The key methodological aspect of using mentoring assistance in PR training is using a pedagogical model "show-tell-do". This article covers general recommendations on integrating the mentoring approach into the process of PR specialist training at the university.Keywords: public relations; education; mentoring; professional competencies; training model. IntroductionObtaining education in public relation (PR) training is currently rather popular with young people. On the one hand, there is a considerable demand for the specialists in this field on the labour market; on the other hand, there is a problem of contemporary education programmes being inadequate to current labour market requirements. The Ministry of Education of Ukraine issues some requirements to the professional training of students. Subsequently, the university designs the educational system so as to train specialists of the appropriate level, required by the government and the relevant field, using a competency-based approach to education. However, this algorithm is very often violated, which results in the training system being inadequate to the labour market requirements, as the problem of low competence of specialists in a certain field arises. Thus, it is of great importance to optimise PR specialist training programs as well as determine the approaches to developing the professional competencies in PR students. In our opinion, the mentoring approach to PR specialist training can be integrated into the education system. In this paper, we aim to prove the effectiveness of implementing the mentoring approach in training PR specialists at higher educational institutions.
The purpose of the study was to identify how the updated refresher course influences the civil servants’ readiness to promote or restore the reputation of Ukraine in the setting of crisis communication. The study used qualitative methods and tools for baseline analysis of the currently delivered refresher courses for civil servants and quantitative methods for quasi-experimental research. It was found that there was a need for updating the curriculum to concentrate more on training civil servants in promoting the reputation of the country in the context of crisis communication. The main outcome of the intervention was the student-designed and presented projects. These were as follows: “Consolidation of the world through the “soft power” of the state,” “Transparency: See, Invest, Gain,” “Handwriting of Consolidation: Books and Journals,” “Welcome to Our Club,” “Great Citizens: Footprints in History,” “Fight Fakes: Learn how,” “From Heart to Heart via Facebook,” and “Did you ever know that …? You’ll be surprised!.” Using the researcher-designed awareness and readiness for promoting the nation’s reputation scale (ARPNRS), it was found that the updated refresher course for the civil servants improved the attendees’ brand management awareness and skills, crisis communication awareness, and skills, awareness, and skills in measuring a nation’s image and reputation, and motivational components. The ANCOVA test identified that there was a shift from knowledge readiness level (71.23%) to readiness-to-perform level (62.50%) in the participants of the updated course (EG). Further research is needed to identify the effectiveness of student-designed projects in real-life settings.
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