Статьи журнала - Science for Education Today
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Effect of ARGI+ and Multi Maca food supplements on sportsmen’s physical and functional capacity
Статья научная
Introduction. The aim of the present study is to determine the effect of food supplement ARGI+ and ARGI+ in combination with Multi Maca on physical and functional capacity of athletes to work in various energy production zones. Materials and Methods. Thirty-six apparently healthy, injury-free in, at least, one season and physically active men volunteered and were randomly divided into three groups, as well as participated in the double-blind study. There were no significant differences between groups for any of physical development variables, indicating homogeneity between groups. First group E1 subjects (n = 12) took the supplement ARGI+ 10g/day for 20 days. Second group E2 subjects (n = 12) took the supplement ARGI+ 10g/day and Multi Maca 2 tablets/day for 20 days. Third group K subjects consumed lactose as a placebo (PL) daily. Subjects performed the first testing session T1 one day before the intake of dietary supplements for a period of twenty days. One day after the second testing session T2 performed. Results. Therefore, based on our collective data, we conclude that 20 days use of ARGI+ and ARGI+ in combination with Multi Maca supplementation has influence on athletes’ physical capacity in short-term exercise. Results of our study demonstrate significant increases of single muscle capacity power and anaerobic alactic muscle power in group E1subjects, who took the supplement ARGI+ 10g/day. These data of the second group E2 subjects, who took the supplement ARGI+ 10g/day and Multi Maca 2 tablets/day for twenty days period increased less. Absolute and relative maximal moment muscle capacity, using 10 s maximal effort ergometry works in both experimental groups increased. Conclusions. Supplementation of ARGI+ in combination with Multi Maca for a period of twenty days more effectively influenced cardiovascular system capacity and aerobic capacity than supplementation ARGI+.
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Environmental education and its contribution to sustainable cities
Статья научная
Introduction. In 2050, the human population will reach 9.7 billion people, and more than 5 billion will live in urban areas. Anthropic pressure on natural ecosystems has been progressively increasing, and it has reached worrying levels with severe economic and social repercussions. From an ecological point of view, cities act as a hetero-trophic system. They import raw materials, transform them, and dispose their waste, mostly in faraway places. Therefore, the city is an unbalanced system needing more and more rural spaces which are functional for finding resources to continue developing and progressing. This article highlights the importance of environmental education in sustainable city building processes in South European cities. Materials and Methods. As the European Union has intensified its engagement in sustainable cities, only cities awarded by European green capitals were included. Cities from North Europe have been excluded since environmental education has been developed previously. The methodology used in this analysis is the case study. Results. Environmental education is a process that allows people to learn about environmental issues, solve problems, and take action to help the environment. Two cities were included in the analysis: Nantes and Lisbon. Nantes' strategy was to draw attention to the housing problem, improve urban life quality and active participation of citizens in future community choices. Lisbon planned to increase soft mobility, construct new bike paths, and improve the public transport network. Conclusions. The analysis of the two cities, conducted by a comparative methodology, shows the potential intervention areas and indicates how environmental education contributes to a sustainable city. Together, Nantes and Lisbon applied an environmental education strategy based on citizens' participation, involvement, and education. Similar strategies are recommended for the future development of more sustainable cities. Environmental education contributes to the city's sustainable development, promoting awareness among people of ecological problems. At the same time, it stimulates the growth of operational skills, such as a sense of initiative and the ability to assume and take responsibility.
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Статья научная
Introduction. The problem of the article is to focus on a range of aspects in the field of integration of science and higher education, which play an important role in the process of establishing the Eurasian scientific and educational space. The purpose of the article is to identify factors contributing to successful Eurasian integration in the process of establishing scientific educational space within the university.
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Статья научная
Being a driving force in almost every aspect of contemporary life, information technologies have become an integral part of the foreign language (FL) learning process. Computer-mediated communication (CMC) tools are being more frequently used for social and professional activities, such as language learning. Due to their entertainment aspect, both the general use of computer and the use of computer assisted language learning (CALL) in the classroom could exert a beneficial effect on learners’ motivation to learn, especially for those learners expressing interest in technology. Taking into account the potential motivational power of technology use, this research attempts to explore the difference displayed across various age groups in relation to technology use in general, and especially in the FL learning context. More specifically, the research seeks to examine the motivation in using technology, the frequency and form of technology use, learner beliefs about computer use in FL learning, and the effect of its use on learner motivation to invest effort in learning. The sample included high school learners, learners at the university level and learners over 30 years of age. The data was collected by means of a questionnaire which had been adapted to the needs of students, i.e. various age groups, and analyzed using the SPSS software. The results confirmed the strong significant effect of the age-related factor on learner attitudes toward technology use, its application, and potentially beneficial impact on FL learning as well as on its motivational power in the FL learning context.
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Gender representation in EFL course books explored through a corpus-based study: a case study
Статья научная
Introduction. Through this corpus-based case study, the authors examine gender representation in four English as a Foreign Language (ELF) course books, “Exploring English”, through a grammatical perspective. Particularly, the study observes the frequencies of pronouns ‘he’ and ‘she’, the association of fourteen action verbs with a certain gender, and differences in gender representation between Course book 3 and 4. To analyse the issue, a Do-It-Yourself (DIY) corpus is compiled with texts selected and stored individually from each course book. Materials and Methods. A mixed approach is used to collect and analyse the data for this study. By using AntConc, the study firstly retrieves the numerical data which are further analysed and interpreted qualitatively. Results. The findings suggest underrepresentation of women. In addition, certain actions were associated with a particular gender. More specifically, noticeable was the positioning of feminine pronouns with domestic activities or chores such as cooking, while masculine pronouns were linked with actions such as paying bills or repairing cars. Although both genders participated equally in dialogues, the contextual analysis of pronouns suggests that the order of mention in sentences reflects masculine supremacy. Nevertheless, the last two levels of the course books suggest a similar representation of gender as hypothesised. Conclusions. The pronoun and verb analysis in this study revealed the uneven and biased representation of gender in textbooks which is concerning for the future of education. Yet, this is only a case study and findings cannot be generalized. Lastly, the authors consider that further analysis on gender representation in the course books from other grammatical aspects would provide even more comprehensive results.
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Статья научная
Introduction. The degree of asymmetry in humans and the complication of mechanisms of interhemispheric interaction are formed mainly in the process of learning. However, little attention has been paid to the impact of developmental teaching methods on the regulation of nervous functions in children with intellectual disability. The aim of this article is to study the influence of developmental teaching methods on the regulation of nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain. Materials and Methods. The methodological basis of this research investigation was scholarly works by a number of authors devoted to the study of nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain, regulation of these functions, identifying difficulties, and modeling the system of work with these children. (Boguslavskaya, Miroshnichenko, 2019, Maryutina, Yermolaev 2001, Reuter-Lorenz and others, 2000). Results. The results of the research have shown that we have determined the level of mental development in mentally retarded children aged between 8 and 11 years caused by features of interhemispheric brain organization. We have conducted research of interhemispheric functional asymmetry and interhemispheric interaction in students studying different developmental programs, investigated dynamics of regulation of nervous functions in students aged between 8 and 11 years with impaired mental development and interhemispheric asymmetry. On the basis of the conducted research and work experience, the research findings are presented and a number of recommendations are provided. Conclusions. The results of the research emphasize the necessity of systematic assistance to children with impaired mental development and interhemispheric asymmetry of the brain in the regulation of nervous functions in conditions of developmental learning. The findings should be taken into account in organizing work with this category of children.
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International relations in the Napoleonic era: the long view
Статья научная
This paper will look at international relations in the Napoleonic era from a perspective which is both long in time and global in breadth. It will also interpret the words ‘international relations’ rather freely, investigating not just diplomacy and inter-state relations but also warfare and the sources of power in this era. Such broad perspectives have clear advantages. Comparative approaches can open up new issues and interpretations. They can also challenge the assumptions and enrich the debates among specialists in any historical field. Since most history-writing - and the history of war in particular - is still national and sometimes even nationalist, global perspectives and international comparisons are doubly useful. Attempting to determine what were the key issues and fundamental trends within a mass of detail is essential to the telling and understanding of history. Like all approaches, however, the broad sweep has its problems. Even the best comparisons can never replace detailed local knowledge based on mastery of the sources. Global perspectives can be little more than vapid bows to contemporary fashion. They can also feed into an inevitable danger when writing history in the longue duree, which is to read the present back into the past and to impose master narratives which legitimize contemporary assumptions and ideologies. The great point, in my opinion, is for the historian to be aware and explicit about these dangers. The Napoleonic wars occurred in the middle of what historians often call the era of revolutions [1] [1]. Though precise boundaries differ, this era is generally taken to include the French and (usually) American revolutions on the one hand, and the ‘First’ Industrial Revolution on the other. Together these revolutions are seen to have created the foundations of modernity: in other words liberal capitalism, liberal-democratic ideology and the literate, urbanized, wealthy mass societies which are taken to be its most favorable setting. To put things crudely, the era of revolutions has generally been seen as the dividing-line between the early modern and modern ages. The question therefore more or less asks itself whether the spectacular turn taken by international relations - and in particular by warfare - in the age of Napoleon represents itself a decisive shift towards modernity and break with the past. A basic argument in this paper is that while major changes did occur in international relations and especially in warfare, on the whole the elements of continuity were greater than those of change. A further conclusion of this chapter is that although in the long term the forces unleashed by the French and Industrial revolutions were of immense power and destroyed Europe’s old regime, one should nevertheless not underestimate either the strength or sometimes the intelligence with which the old regime confronted these forces in the Napoleonic era[2] [2-5].
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Статья научная
Introduction. The increase in the number of academic exchange programmes for students contributes to a significant growth in the number of international students in Russian universities who often experience a sense of dislocation and have to adjust to new academic and cultural environments. The key problem of integrating international students into the Russian educational environment is their psychological adjustment, which determines not only their academic attainment, but also indicators of their health and social well-being. The purpose of this article is to identify psychological and medical factors and manifestations of adjustment to the educational environment of the Russian university for international students, as well as to assess their satisfaction with medical and psychological support during their studies at university.
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Статья научная
Introduction. The predisposition to mindfulness and its effect on academic performance in students has been widely investigated in the past two decades. Mindfulness is defined as purposely paying attention to present moment experiences, devoid of judgment, resulting in a sense of stability and nonreactive awareness (Grossman, Niemann, Schmidt, & Walach, 2004). Moreover, the role of collocation in fostering learners' reading fluency and comprehension is proved to be effective. The current study, thus attempted to investigate whether mindful teaching of collocations has a positive effect on learners' reading fluency and reading comprehension abilities. Materials and Methods. To this end, 30 students of English language and literature studying at the department of English at the University of Mazandaran participated in this research. A reading comprehension test taken from TOEFL was utilized to measure learners' reading ability to homogenize them in terms of their entry behavior. Furthermore, Word Associate Test advanced by Read (1993, 1998) was applied to explore the participants' depth of vocabulary and collocational knowledge. Besides, the Mindful Attention Awareness Scale (MAAS) developed by Brown & Ryan (2003) was used to identify mindful and less mindful students. All of the participants were then divided into two groups of mindful and less mindful participants for more in-depth analysis. Results. The result of the Wilcoxon and Maan- whiteny U test revealed that both explicit and implicit groups progressed in the interval between pretest and posttest, and there was not a significant difference between the effects of explicit and implicit teaching of collocations. Moreover, the results of mindful teaching of collocations were not effective. The results showed neither of the instruction types was influential in terms of the learners reading fluency. Further analysis of the effect of mindfulness on the EFL learners' reading fluency showed that there was an inconsiderable difference between the less mindful and mindful learners. Conclusions. This implies that the instructors need to be sensitive to what method could be more influential regarding the improvement of the learners' fluency.
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Статья научная
Introduction.The paper introduces the results of an educational research project, aiming at the evaluation of the impact of the use of corpus-based set of classroom activities on students’ academic progress in English phonetics classes and their motivation to study English pronunciation. Consequently, the research objective was to find out the effectiveness of a corpus-based method of instruction compared to a traditional teacher-centered approach and to evaluate the impact of the use of corpora-based classroom activities during the input of a new material on students’ motivation to study phonetics. Materials and Methods. The methods employed in the current research combined a questionnaire study and a pre-, and a post-test. The evaluation of the significance of differences in the test results of the two groups was done using chi-square analysis. The participants were two groups of the second-year students of the Faculty of Foreign Languages at Novosibirsk State Pedagogical University who were doing a practical phonetics course at the time of the experiment. Results. The corpus-based method in teaching was developed mainly for grammar and vocabulary acquisition and no data was found about the research aimed at the impact of these activities on the learners’ pronunciation level. The designed corpus-based classroom activities explored English connected speech processes such as elision and assimilation. The attained results testify that a corpus-based method of instruction happened to be more effective than a traditional teacher-centered approach in introduction of the new material in the class of phonetics. The difference in pre-test and post-test results in the experimental group proved to be statistically significant, while in the control group the results appeared statistically insignificant. In addition, there was statistically significant difference found between the post-test results from the two teaching approaches. According to the questionnaire data, the application of corpora in the classroom had a positive impact on the students as it revived their interest and motivation in the process of learning pronunciation. Conclusions. Corpus-based classroom approach proved to be one of the alternatives to the traditional ways of teaching pronunciation, which allows to consider corpora a perspective technology to be integrated into the academic environment in Russian university context. The results of the research demonstrated a positive impact of the use of corpus-based classroom activities on students’ academic progress in English phonetics classes as well as their motivation level.
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Live blogging and national identity: images of now and here
Статья научная
Introduction. The authors describe and analyse practices of national identity in the medium created in live blogging, a new form of online news now employed by the world’s leading news editions. The purpose of the article is to explain the linguistic aspect of the narratives constructed in this genre. Materials and methods. Materials and methods include exploratory case study and content analysis of a sample of forty randomly selected live blogs, their readers’ feedback and their audience measurement. The interdisciplinary approach allows the authors to pinpoint the stylistic peculiarities of the new genre and interpret the effect in terms of social philosophy. Results. The study has shown that live blogging as a digital article covers a developing situation live by arranging small pieces of text or visual content in reverse chronological order. The authors suggest that live blogging brings forward group identities and actualizes them through a set of perception effects determined by the stylistic features of the form. Conclusion. The authors state that the possible effects of such texts on the practices of national identity include four aspects: shared group solidarity, unfolding simultaneousness of the event, identification with opinion leaders, accentuated importance of the event for group existence. The consistent characteristics of live blogging include division into lead parts in reverse chronological order with separate headlines and bylines, employing both reader-produced and professional graphic content, short paragraphs, emotional neutrality of the editor’s contribution and a set of linguistic features characteristic of publicist style in its newspaper variety.
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On the principle of evolutionary ontology
Статья научная
Evolutionary ontology differs from traditional ontology in the following aspects: 1. subject; 2. means of its interpretation; 3. social role. The abstractly understood natural being is the subject of traditional ontology. The ontically opposing artificial cultural being is, besides the natural being, the subject of evolutionary ontology. This is because its subject consists in the complete terrestrial reality, including the conflict between the Culture and the Nature. Traditional ontology, within the context of the natural being, preferred stability, passivity and reversibility, while evolutionary ontology emphasizes processes, ontical activity and non-reversibility; in compliance with reality it considers natural being to be an activity, to be a process powered by the residual energy of the Big Bang. Traditional ontology has been abstractly academic and individually comfortable; evolutionary ontology, which has revealed the principles of the global environmental crisis, could play a generally philosophical and culturally paradigmatic role. This article approximately corresponds to the second and third chapters of the following book: Šmajs, J. Evolutionary Ontology. Reclaiming the Value of Nature by Transforming Culture. Amsterdam and New York: Rodopi 2008; For so far the most detailed discussion of evolutionary ontology see Šmajs, J. Filosofie- obrat k zemi. Prague: Academia 2008. Evolutionary ontology is also discussed in the following book: Šmajs, J. Evoluční ontologie kultury a problém podnikání. Brno: Masaryk University Publishing and Doplněk 2012.
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Статья научная
University education does not correspond to the need to apply biofile transformation of the current anti-natural Culture as soon as possible. Students have inadequate idea about the Earth as the Culture's wider host system, about life as a planetary phenomenon and about the function, integrity and value of the Earth. Secondary schools have failed to inform them sufficiently that the Earth is a creative system which had preceded the Culture and which has spontaneously reproduced not only humans but also all other natural prerequisites of the human Culture. The Earth has not been introduced to the students as an older, wider and more powerful system than the artificial and temporarily existing Culture. Secondary school leavers do not understand the evolutionary value of the Earth, its basic right to exist and develop independently. Vague definitions of Culture is another reason for the deepening of the current environmental crisis. Contemporary university students are not taught about the Culture as a human-created system with its own internal information. They do not know that if we want to change a system with internal information, we must change information within it. In case of Culture this means a modification of Spiritual Culture. It happens because two aggressive characteristics of human activity assert themselves in the contemporary predatory form of Culture. The first is the biological characteristic, which is, together with humility, the foundation of the human nature and therefore we cannot change it. The second is the sociocultural characteristic, which we call the predatory spiritual paradigm. The outline of this paradigm was shaped by means of theoretical abstraction in the Ancient Greece and it has been further strengthened by the conceptual ideals of the New-Age classic science. Abandonment of the predatory spiritual paradigm and its replacement with a biofile paradigm are great intellectual tasks faced by philosophy, social sciences and also university education. Therefore we draw attention to the significance of the philosophical concept of the Constitution of the Earth, which was published in five languages, including Russian, in the Czech Republic in 2015.
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Статья научная
The current research aims to investigate English teachers’ ideas towards the implementation of the curriculum for teaching English as a third language to grades 1-4 and the organization of English Language Teaching (ELT) in primary schools in the conditions of multilingualism in Kazakhstan. Implementation of ELT into Primary Schools is innovative process demanding an assessment, development and practice of pedagogical innovations. In the condition of a language situation in Kazakhstan, ELT in primary schools demands the system decisions connected with its standard, scientific and methodical research, staff teaching and resource providing. The authors made the analysis of international experience, which is correlated with the state of early English language education, typical of modern Kazakhstan. On the basis of the comparison problematic aspects of this process are indicated and presented in the form of the organizational and pedagogical conditions of English language teaching at early stage in Kazakhstan. The data for the study is gathered from 105 primary school English teachers from different school via a questionnaire. The questionnaire has closed and open-ended questions and aims at finding teachers views about the starting age/grade for language learning, the type of teachers’ professional development for English teaching in primary schools, modern teaching materials (programs, curriculum and instructional kits (CIK), methodological literature, etc.), activities which are used in primary schools by language teachers. Analysis of the problem enables to reveal that along with the positive experience some school have had in teaching English language to young learners (ELYL) from the 1st grade, most schools have not yet made a transition to the system organization of teaching foreign languages in the primary school.
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Статья научная
The article aims to show the problem and decisions of early foreign language teaching. An early start of learning a foreign language has become one of the priorities in the practice of teaching the subject. Currently, in many pre-school educational institutions in various centres, children from an early age familiarize themselves with a foreign language. Integrative activities provide additional opportunities for diversified preschool education, for the development of not only the language, but also the general skills. The urgency of the problem of learning a foreign language in preschool and elementary school is substantiated by scientific evidence of the need to make the most sensitive period for learning a foreign language. The problem of how to teach a foreign language pre-school children, not completely solved either in our country or abroad, while many Methodists are showing great interest in it. Unfortunately, today in Kazakhstan there is no single methodological platform of early foreign language teaching, which led to the arbitrary choice of pre-school and secondary educational institutions of foreign educational programs and training materials, without relating them to domestic conditions for foreign language teaching. This problem has led to the need for detailed consideration of organizational - pedagogical conditions of implementation of foreign languages at early age in Kazakhstan. The authors made the analysis of international experience, which is correlated with the state of early foreign language education, typical of modern Kazakhstan. On the basis of the comparison problematic aspects of this process are indicated and presented in the form of the organizational and pedagogical conditions of foreign language teaching at early stage in Kazakhstan. Moreover, considerations of organizational and pedagogical conditions are in complex. The authors' analysis of the problem has allowed presenting the degree of implementation of and prospects for the implementation of the organizational and pedagogical conditions of the implementation of foreign languages at early stage in the Republic of Kazakhstan.
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Статья научная
Introduction. The article is devoted to the problem of organizing and carrying out the educational process according to the key points in linguistic culturology. The purpose of the article is definition of the features of the educational process, organized in accordance with the requirements for the teacher in polycultural environment. The research is aimed at analysis of the cultural content and reveal of socio-cultural requirements for the teacher. The analytical findings have been used as the basis to highlight the features of the educational process, targeted at preparation of a future teacher, who is considered as a representative of the own nationality, for implementing the professional activity in the polycultural society. Materials and Methods. The research has employed theoretical analysis of studies, which describe the basic ways to carry out the process of educating the rising generation in accordance with the linguo-cultural factor. Generalization of the cultural experience, accumulated in polycultural society, has contributed to analysis of the requirements for professional and personal preparation of future teachers. Results. The authors have revealed and described the socio-cultural requirements of the Russian and foreign cultures, considered as the complex of components of the integrated world cultural and educational area; at the same time the fact that each culture has its unique features, has been admitted and taken into account. The authors also have highlighted the features of the educational process in a higher school to achieve the purpose of making a future teacher prepared for self-realization in polycultural society; they have described the courses of educational process, organized in a higher school and based on consideration of a teacher as a person, who represents the own nationality and the accumulated national socio-cultural experience. Conclusions. The authors come to the conclusion that certain cultural requirements for developed personal and professional features of a teacher have emerged. These features show some similarities and differences in the cultural contexts, due to the unique specificity of each culture. Educational process, organized due to the socio-cultural requirements for a teacher, implies modeling the educational activity in accordance with these requirements and contributing to saving, developing of the personal socio-cultural position of a teacher as a representative of the nation (own people). The authors have compiled the specifics to organize the educational process, based on the cultural requirements for a teacher.
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Статья научная
Introduction. This article presents the results of the scientific study aimed to develop measures to improve the adaptive environment for the minority indigenous peoples of the North in higher educational institutions in order to increase their number in student population of Russian institutions of higher education. The objective of the paper is to describe effective contemporary pedagogical approaches in higher educational institutions and a system of practical techniques for creating an adaptive educational environment in institutions of higher education which would facilitate an increase in students and graduates from the minority indigenous peoples. Materials and Methods. This article is based on the following universal scientific methods: analysis and synthesis, methods of field and sociological research from 2010 to 2017 in the northern districts of the Krasnoyarsk Territory, and the method of social design. Results. The research revealed two models of academic environments which could contribute to academic achievement of the minority indigenous peoples of the North: 1) the establishment of a specialized educational institution, the main benefit of which is using the native languages of the minority indigenous peoples of the North as languages of instruction and creating an adaptive infrastructure based on the particularities of their traditional lifestyle; 2) the integration of representatives of the minority indigenous population into the classical academic system of existing higher education institutions providing that a specialized adaptive system should be set up. Conclusions. The contemporary social and cultural situation of minority indigenous peoples of the North is worrisome in light of the fact that researchers are recording insufficient integration of these peoples into the industrial and post-industrial practices of the early 21st century. The problems outlined may be resolved by way of greater involvement of the indigenous minority peoples in the higher education system. The authors hope that proposed modern pedagogical approaches to teaching the minority indigenous peoples of the North in higher education institutions may facilitate the improvement of the social situation in the places where they are resident.
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Pedagogy of political education in Confucian analects: a critical perspective
Статья научная
Judging both from its content and context, Confucian Analects is a book of political education. Due to Confucius's outstanding creation and contribution, the pedagogy of political education reflected in Confucian Analects highlights the features of dialogue-teaching, heuristic elicitation with analogical evocation, teaching in accordance with individual aptitude. Surviving the morality-politics battle, the prospect of Confucian pedagogy of political education will be justified by both educational and social needs.
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Phrasal verbs: the problem of misunderstanding or knowledge systematization
Статья научная
Introduction. The author highlights analyticism in Modern English verb building system which is of no less typological relevance than in word changing verb paradigms. Since verbal lexemes such as ‘ get down’, ‘take off’ are taught in terms of phrasal verbs, they remain a cornerstone for Russian learners of English. Typological peculiarities of such linguistic units allow the researcher to interpret them in the terms of analytical verb-adverb lexemes featuring their functional load in the sphere of naming actions together with their spacial characteristics. Material and Methods. The methods employed in the current research are based on functional-systemic and cognitive analysis. That makes it possible for the author to introduce verb-adverb lexemes as a system with a cognitive code. Results. Based on the results achieved the author argues in favour of a limited number of models of verb-adverb lexemes, productivity of which depends on the adverb - an obligatory constituent of the lexeme: V+Up, V+Down, V+In, V+Out etc. Each model possesses its own basic abstract meaning, conditioned by the direct spacial meaning of an adverb. The author also points out semantic shifts each model undergoes that generate the model’s polysemy. Conclusion. The author emphasizes the importance of such systematization of the knowledge each model is coined to express, which is helpful in both teaching English and studying it.
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Plasma free amino acid profile in patients with oral cancer
Статья научная
Metabolic changes in patients with cancer lead to alterations in their amino-acid balances. Thus, amino acid profiles may be useful as biomarkers of cancers. This study was conducted to analyze amino-acid profiles in plasma in order to elucidate differences between cancer patients and controls. We analyzed the baseline serum levels of 19 amino acids in 15 patients with II and III stages of oral cancer with no metabolic alterations or other concomitant disorders and compared the results with a control group. Compared with the control group, patients with oral cancer had significant differences in lysine, ornithine, aspartic acid, serine, glycine, glutamic acid, cysteine, leucine, tyrosine, and phenylalanine. This study revealed significant differences in plasma amino acid profiles between cancer patients and controls. The development of a cancer alters plasma amino-acid profiles and the pattern of change differs between different stages of oral cancer. Plasma amino-acid profiling might therefore be useful for the early detection of cancer.
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