The information technology used to acquire the skills determined as 21st-century competencies in the education-training process to individuals is increasing rapidly. Nowadays, Web 2.0 tools are increasingly used. Effective use of Web 2.0 tools, which are widely used in daily life, by students and teachers in education are also on the list. Effective use of assistive technologies by teachers depends on their attitudes towards assistive technologies. To increase their success, they use these technologies in activities held in the classroom. In the study, it was aimed to determine the attitudes of teachers and student candidates towards the use of assistive technology. A case study approach constituted the methodological framework of this study. This study was conducted in the fall semester of 2019-2020 with 42 students. Teachers and student’s obligation to take "instructional technology and material design course" was hence initiated as a result. Numerous Web 2.0 tools were reminded to the students for the results of the research. The data of this study were collected through open-ended questions developed by the researchers to define the opinions of the students regarding Web 2.0 tools and educational practices that they will encounter in their future professional lives. Content analysis, frequency and percentage was applied in the analysis of data. The analysis of data was sought to answer the following questions; (1) How often did teachers and students use web 2.0 tools?; (2) What are Web 2.0 tools that teachers and students use or plan to use in their current and future teaching profession?; (3) What are the reasons for teachers and students to use Web 2.0 tools as teachers in their professional lives?; (4) What are eacher education students' views on Web 3.0 technologies and (5) What are the changes and innovations these technologies will bring in the field of education?.
One of the important tasks of educational system of higher educational institutions is the performance of continuous work aimed at successful social-psychological adaptation to the new system of education and social relationships of students of first years of learning. The aim of this paper, with due account of available experience of adaptation of students to the new system of education and also on the basis of results of research conducted by authors, is to develop optimal model of student's social-psychological adaptation to new educational environment, in the process of which there is personal development of educate and the environment itself. The research conducted by the authors of this paper presents practical significance for development and implementation of theoretical and methodological model of psychological student school for the purpose of development of socio-cultural adaptation opportunities of students, particularly in the regions Russian Federation.
Goal: To perform monitoring of the modern experience of CSR (corporate social responsibility) manifestation in Russia and to differentiate and quantitatively measure the contribution of the support of SDGs (Sustainable Development Goals) and responsible HRM (human resources management) to managing businesses’ financial risks. For this, a sample of the 11 largest companies of one sphere—the extracting industry—which are included in the ranking of Global 2000 Forbes for 2020 are used. Based on the sample, the authors determine the level of the financial risks of Russian companies in the 2020–2021 period and the impact of CSR (in terms of its distinguished indicators) on it. The authors model and measure the contribution of CSR (in terms of its distinguished directions) to the reduction in the financial risks of Russian companies in 2020 and assess the perspective of the decrease in the financial risks of Russian companies for the 2022–2024 period based on CSR. The novelty of this paper lies in the development of a proprietary classification of the directions of CSR by the criterion of contribution to financial risk management. According to the proprietary classification, the following aspects are distinguished: (1) support of SDGs and (2) responsible HRM. The uniqueness and originality of this paper are due to the fact that for the first time the authors perform quantitative measuring of the contribution of CSR (in terms of the distinguished directions—each in isolation) to managing businesses’ financial risks in developing countries based on the example of Russia.
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