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1
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Parents Role in Adaptation of Children with Limited Health Abilities

100%
MAKAROVA A.
Edukacja-Technika-Informatyka
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2013
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vol. 4
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issue 1
118-122
XX
The article gives the author’s definition of student’s self-regulation of activity, the system of components of student’s self-regulation of activity in the process of high-school educational is detected. The structural model of high-school graduate students’ self-regulation of activity is represented.
2
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INTERNET AS A CLASSROOM TOOL

86%
KAROLINA N.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2017
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issue 2
129-133
EN
Nowadays the Internet appears to be ubiquitous. Especially young people are eager to enjoy easy access to the network and spend a decent amount of time in front of their electronic devices. Thus, it seems obvious that modern technology should be incorporated into didactic process in schools. Such lessons can be much more appealing to students and increase effectiveness of learning. In order to achieve these aims the lessons must be carefully planned, taking into consideration several important factors. This text discusses some of those crucial aspects.
3

ДОСЛІДЖЕННЯ КОМПОНЕНТІВ ДІЯЛЬНОСТІ ВЧИТЕЛЯ ЯК ПЕРЕДУМОВА СТВОРЕННЯ ЇЇ МОДЕЛІ

86%
Курок В.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
235-242
EN
The need for creating the model of teachers activity in the modern society in order to select the content of modern higher education, forms and methods of students educational and extracurricular activities aimed at the development of intending teachers creative activity and professional competence is grounded in the article. Approaches to studying the educational activities are outlined. Structural, functional, dynamic and systematic ones belong there. The main functional components of pedagogical activity such as gnostic, project, structural, organizational and communicative are defined. The total integrated skills of teachers work such as the ability to teach students, the ability to solve educational problems, organizational and information skills are determined. The need to study the teachers’ professional abilities; his/her inclination to teaching profession are paid attention to. It is noted that to reach a success the teacher should have a number of pedagogical abilities such as teaching, academic, perceptual, language, organizational, authoritarian, communicative, pedagogical imagination, ability to distribute attention. It is emphasized that distinguishing the components and structural elements as well as the pedagogical abilities characteristics enables comprehensive exploring teachers’ activity. Despite the presence of the distinguishing features of professional competence, that unite all professionals operating with professional knowledge about the purposes, content, object and means of labour, the ability to perform the activities at all stages (preparatory, executive, final), possession of such personality traits that optimize the organization of the process of pedagogical activity and help to get the desired result. The author concludes that pedagogical activity in its ideal requires understanding of the integrativity and harmonious development of personality traits that can manifest in different faces in different conditions and situations. The structure of the teacher's activity is invariant for teachers of all disciplines, the differences are meaningful only in the aspect that depends on the specifics of the subject that is taught, and personal relationship to the educational process
4

ФОРМУВАННЯ ВИКОНАВСЬКОЇ МАЙСТЕРНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА

86%
Барсукова Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
277-283
EN
This article contains the description of the basic principles of development of the performance skills of the future musicalart teacher. The following methods were used during the survey: analysis, synthesis, systematization. The appropriate reference and scientific literature was investigated during research. Methodological approaches (comprehensive, humanistic and activity) were applied for the analysis of the term «performance skill of the future musical art teacher». Performance skills of the future musical art teacher – is a part of his professional skills. It includes the system of important professional qualities (musicality, performing reliability, focus on musical and professional activity), musical and professional knowledge (the attainments about the content and the means of musical performance and musical-pedagogical activity), skills (musical performance, interpretive and artistic) which are needed for the identification of the meaning of moral and aesthetic values of music. Based on the definition of the concept given above, its structural components were isolated and characterized: 1) personal and professional component (complex personal and professional qualities and abilities). Important professional qualities include musicality, reliability in a concert performance. Personal qualities are perseverance, dedication, self-control, empathy, emotion; 2) the theoretical component which includes a wide range of theoretical and practical information. These data relate to knowledge of musical performance; 3) operational and technical component includes musically-performing, musically-intellectual and artistic skills. Further pedagogical conditions of formation of performance skills of the future musical art teacher were proposed. These pedagogical conditions include: 1) promotion of educational and professional motivation of the future musical art teachers in order to improve their performance skills; 2) organization assimilation of the content of integrated performance skills of the future teachers of musical art on the basis of electronic aids; 3) the acquisition of experience performing activity of future musical art teachers. As a result, it was concluded that the efficient formation of performance skills of the future musical art teacher is possible under the complex of pedagogical conditions. Also on mastering the content of this integrated concepts and mastering musical performing experience of the future teacher of music. The perspective for further study – is to investigate the impact and effectiveness of the proposed pedagogical conditions of formation of performance skills of the future teacher of musicalart in the educational process.
5

ВИКОРИСТАННЯ ТЕХНОЛОГІЇ ПОРТФОЛІО В ОЦІНЮВАННІ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ

86%
Сидорук А.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 8(52)
187-193
EN
The article highlights the interpretation of the concept “portfolio” in the terms of pedagogy. It is proved that in education portfolio technology involves integration of quantitative and qualitative evaluation, shifting emphasis to achievement, success, self-esteem of the student, his/her understanding of readiness for professional work. It is noted that the idea of using portfolio technology as a means of assessment in education institutions arose at the turn of the 70-80 years of the ХХ century under the influence of politics and business, according to some sources in Europe, and according to the others –- in the United States. The functions of portfolio are: diagnostic, prognostic, managerial, organizational, analytical, rating, pedagogical, setting goals, motivating, informative, developing, adaptative; the principles of technology are: appropriate, systematic, compliance, heterogeneity, scientific validity and objective evaluation. Portfolio is a part of the initiated studies to determine the values of the person. The following types of portfolio are characterized, namely: the portfolio as a tool for self-assessment of students’ achievements in the process of mastering the disciplines of professional cycle; the portfolio as a tool for autonomous learning of the certain disciplines; the portfolio as a tool to demonstrate the academic product; the portfolio as a feedback tool in the learning process; a diversified portfolio that reflects the different purposes of evaluation and self-assessment of the competence of the future teachers of Physical Culture. There are such portfolio components as a list of references, testimonials, reviews, abstracts at the conferences, articles in scientific journals, certificates of participation in seminars and conferences, certificates of internships, projects. The criteria of evaluation portfolios of students serve to identify such levels of readiness as high, enough, medium, low. The prospects for further research the author sees in further study of the theoretical principles of the portfolio technology and the development of practical recommendations on its implementation in the process of future specialists of physical culture training.
6

ФОРМУВАННЯ ТЕХНОЛОГІЧНОЇ КУЛЬТУРИ МАЙБУТНЬОГО СОЦІАЛЬНОГО ПРАЦІВНИКА В УМОВАХ ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

72%
Оксана А.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 9(63)
86-96
EN
The article reveals the methods of formation of technological culture of the future social worker in higher education institution. To achieve the aim, the following investigation methods were applied: theoretical, empirical and mathematical statistics. The concept of “technological culture of a social worker” has been defined. Technological culture of the social worker is a general characteristic of his/her personality, reflecting the ability to persistently and successfully carry out professional activities using modern technologies combined with effective subject-subject interaction with different groups of customers. The author reveals the principles that contribute to the formation of technological culture of the future social worker in higher education institution, such as: purposefulness, scientific character, unity of theory and practice, professional mobility, interactive training, professional reflection. Technological culture of the future social worker is considered as a general characteristic of his/her personality, composed of three interconnected components: motivation, content and operational, that improve personal and professional development of a future specialist. Organizational and pedagogical conditions are grounded. They include: changing of priorities in defining the concept of special and professional training of the future social worker; enrichment of goals, objectives, content and structure of special and professional training of social workers; introduction into the content of professional training, within the frames of professional disciplines, the system of concepts regarding technological aspects of social activity; including of modern technologies of social work into training; implementation of technological tasks into the program of educational training; learning of innovative experience of organizations and institutions, that provide social services to different groups of customers, by students during their practical training. Further prospects of the research include the development of the model of technological culture of the future social worker and its experimental verification.
7
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The component-criterial structure of cultural readiness of future specialists of agrarian field

72%
KOSTRYTSYA N.
Edukacja-Technika-Informatyka
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2012
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vol. 3
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issue 1
223-229
EN
The structural components of cultural readiness of future specialists in agriculture are proved in the article and corresponding criterions and formation levels of these components are proposed.
PL
W artykule zostały przedstawione strukturalne komponenty kultury przyszłych specjalistów w rolnictwie. Zaproponowano równieŜ odpowiedni zestaw kryteriów i stworzenie poziomów tychŜe komponentów.
8

РОЗВИТОК ВОЛЬОВИХ ЯКОСТЕЙ МАЙБУТНІХ ЛІКАРІВ І ПРОВІЗОРІВ У ПРОЦЕСІ ФОРМУВАННЯ ІТ-КОМПЕТЕНТНОСТІ

72%
Анна Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 10(64)
24-44
EN
In the article, attention has been focused on the concepts of “competitiveness” and “volitional quality”. We have described the content, motivational, emotional and volitional, operational components, within the limits of which the structure of competitiveness of the future doctors and pharmacists is determined at the presence of information technology competence (IT competence) formed during teaching the disciplines of naturally scientific training. The volitional qualities, what the future specialists develop and show in the process of formation of IT competence during teaching the disciplines of naturally scientific training, have been systematized. We have come to the conclusion that volitional qualities of the future doctors and pharmacists, which develop in the process of formation of IT competence during teaching the disciplines of naturally scientific training, should be divided into four groups, i.e. by spatial, time, energy and information parameters. The method of evaluation of levels of volitional qualities of the future doctors and pharmacists on condition of acquisition IT competence by them during teaching the disciplines of naturally scientific training has been offered, which provides the questionnaire survey of subjects of educational process with the use the formulated questions and implementation of algorithm of evaluation of its results with the use of the appropriate statistical methods. The high, middle, satisfactory and low (unsatisfactory) levels of volitional qualities, which develop at the future specialists in the process of formation of IT competence during teaching the disciplines of naturally scientific training, have been described. We have come to the conclusions on the levels of volitional qualities for each of participants of research as the results of the questionnaire survey. The results of the questionnaire survey with the use of statistical methods and the proper algorithm have been estimated. It has been found out, that the process of formation of IT competence during teaching the disciplines of naturally scientific training with the use of the developed manuals allows the future specialists to develop their volitional qualities effectively.
9
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Utvářenost slov vstupujících do pomístních jmen na Moravě a ve Slezsku:

72%
Šlosar D.
Národopisný věstník
|
2010
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vol. 51
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issue 1
314-338
EN
The article explores the formation of nouns and adjectives entering the anoikonyms of Moravia and Silesia. The presented survey is based exclusively on the headword-book containing 33 000 headwords, which was processed at the Department of Dialectology of the Academy of Science of the Czech Republic in Brno. It gives the word-formative forms of individual names according to the formants and the connectivity of the formants with the bases of certain parts of speech, possibly the connectivity of components in compounds. The geographical differentiation of the observed forms was not considered. The aim is to state how the respective word-formative forms participate in the resulting meaning of the anoikonyms.
10

СУТНІСТНА ХАРАКТЕРИСТИКА НАВЧАЛЬНО-МЕТОДИЧНОГО ЗАБЕЗПЕЧЕННЯ ШКІЛЬНОГО ПРЕДМЕТУ (НА ПРИКЛАДІ ГЕОГРАФІЇ)

72%
Стадник О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
361-368
EN
The article is devoted to questions of designing and use of educational and methodological providing of the school subject on the example of geography. The features of the contents and the application sphere of the term «educational and methodological providing» are considered, approaches to the structure of its components are found out. The definition of the term «educational and methodological providing» on the example of school geography is formulated. The structure of educational and methodological providing as a part of two blocks is offered: the first block – is invariable (internal, difficult) which includes three groups of means (programmatically standard, educational and methodological); the second – is variable (external, easy) which includes special means of support. The formation of educational and methodological providing of the productive information environment by components which provide educational activity of all the participants, carrying out educational, educative and developing functions is grounded. It is found out that as a result of integration into the universal information space the educational and methodological providing receives opportunities to self-development. Its parameters become adequate to parameters of the open information environment: variety of sources, pluralism of the contents, creative approach of use. Thus the value of information selection, proceeding from its compliance to the put tasks, reliability, existence of necessary functions, possibility of effective use in a concrete educational situation increases. It is stated that on the one hand educational and methodological providing is a necessary condition of educational process implementation in unity of its purposes, contents, methods and organizational forms, and on the other hand it forms the basis for self-development for the purpose of conscious mastering by pupils the studied material, their personal development, and also professional growth of the teacher. Transformation of educational and methodological providing consists of inter-structural changes and the output into the world information space. The variety of study means of the second block causes redundancy of information which provides variability of the teacher’s and pupils’ educational trajectory by the way of differentiation and individualization of the study process.
11
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Digital Competence in Cybercrime Behaviours: A Study Based on Eurobarometer Research

58%
Gruchoła M., Szulich-Kałuża J.
Zeszyty Naukowe KUL
|
2022
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vol. 65
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issue 1
3-27
PL
Celem artykułu było uporządkowanie i określenie w ujęciu relacyjnym zakresu komponentów kompetencji cyfrowych w zachowaniach cyberprzestępczych oraz skonfrontowanie teoretycznych założeń z częstotliwością ich doświadczania przez mieszkańców Unii Europejskiej. Analizie poddano 16 raportów Eurobarometer obejmujących wszystkie państwa Unii Europejskiej w latach 2010–2019. Zastosowano metody ilościowej i jakościowej analizy danych zastanych, porównawczą, historyczną oraz analityczno-syntetyczną. Jako hipotezy badawcze przyjęto, że: 1) ujęcie katalogowe kompetencji cyfrowych koncentrujące się na cechach społeczno-demograficznych powinno być zastąpione ujęciem relacyjnym uwzględniającym także inne komponenty kompetencji cyfrowych, czyli wiedzę, umiejętności i postawy; 2) mieszkańcy Unii Europejskiej mają większe kompetencje cyfrowe o charakterze technologicznym i częściej przyznają się do bycia ofiarą cyberprzestępczości o charakterze technicznym niż humanistycznym. Pierwsza hipoteza została potwierdzona całkowicie. Ujęcie relacyjne – w odróżnieniu od katalogowego – uwzględnienia wiedzę, umiejętności i postawy jako komponenty kompetencji cyfrowych, a obok kompetencji technologicznych – także humanistyczne, czyli informacyjne, kulturowe i społeczne. Druga hipoteza została potwierdzona częściowo. Chociaż uśredniony wynik dla państw Unii Europejskiej wskazuje na większe kompetencje cyfrowe o charakterze technologicznym niż humanistycznym (w 2017 roku o 20 punktów procentowych, a w 2019 roku o 18 punktów procentowych) to istnieją wyjątki od tej prawidłowości (Niemcy w 2017 roku i Malta w 2019 roku). Zauważa się również grupę państw, w których odnotowano zarówno najwyższy poziom kompetencji technologicznych i humanistycznych (Dania, Holandia, Niemcy, Szwecja), jak i najniższy (Bułgaria, Rumunia, Włochy). Mieszkańcy Unii Europejskiej częściej przyznają się do bycia ofiarą cyberprzestępczości o charakterze technologicznym niż humanistycznym (uśredniony wynik to odpowiednio 37,7 i 15,3% w ciągu roku). Zmniejsza się zatem różnica pomiędzy liczbą ofiar, które przynajmniej raz doświadczyły cyberprzestępczości o charakterze technologicznym i humanistycznym. Bazując na typologii trzech warstw internetu, tj. technicznej, społecznej i informacyjnej, zaproponowano nowe obszary kompetencji cyfrowych: technologiczną, społeczną oraz informacyjną. Podstawowe komponenty kompetencji przyporządkowano poszczególnym warstwom internetu i w tym kontekście dokonano analizy opinii społecznej mieszkańców Unii Europejskiej dotyczącej zachowań cyberprzestępczych i podstawowych typów cyberprzestępczości, wymagających kompetencji zarówno z obszaru technologicznego, jak i humanistycznego.            
EN
The purpose of the article is a study of components of digital competence (technological and humanistic) in cybercrime behaviours, based on the example of internet levels (technical, social and informative) as well as the confrontation of theoretical assumptions with the frequency of their experience by the citizens of the European Union. Subject to analysis were fourteen reports of Eurobarometer, carried out in twenty-eight countries of the EU in the years 2011-2019. The method applied is a quantitative and qualitative analysis of data available, comparative, historical as well as analytical-synthetic. Two research hypotheses were accepted: 1) A catalogue formulation of digital competences focusing on social-demographic traits should be replaced by a relational formulation taking into account the skills, knowledge and attitude of internet users. 2) EU citizens possess greater digital competences of a technological character and more often admit being affected by cybercrime behaviours of a technological kind than of a humanistic one. The first hypothesis was confirmed, whereas the second was only partially confirmed. In basing ourselves on a typology of three layers of the internet, we proposed two areas of digital competence: technological competence and humanistic competence (social and informative). These were subordinated to particular layers of the internet and in this context an analysis was carried out of the social opinion of EU citizens on the subject of cybercrime behaviours. The low level of humanistic competence (52%) reported by EU citizens determines a high degree of fear which does not show a causal-effective connection in the actual level of noted experiences of being a victim of criminal behaviour.
12
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Badania autentyczności numerów identyfikacyjnych

51%
Jędrych E., Mróz R., Biskup K.
Problemy Kryminalistyki
|
2022
|
issue 316
EN
This article provides basic definitions of terms, such as „VIN number” and „nameplate”. Also described are methods of vehicle identification, methods of revealing non-factory tampering with identification markings. The examples show how to rework identification markings and replace a body part with a VIN number with another body part with a different VIN number in order to legalise vehicles derived from criminal acts.
PL
Niniejszy artykuł przedstawia podstawowe definicje takich pojęć jak numer VIN i tabliczka znamionowa. Opisane zostały również metody identyfikacji pojazdów oraz metody ujawniania ingerencji pozafabrycznej w oznaczenia identyfikacyjne. Na przykładach przedstawiono również sposoby przerabiania oznaczeń identyfikacyjnych i wymiany fragmentu karoserii z numerem VIN na inny fragment karoserii z innym numerem VIN celem zalegalizowania pojazdów pochodzących z czynów zabronionych.
13
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Metafora DROGI jako środek perswazji w dyskursie kaznodziejskim

37%
Ramczykowska B.
Język - Szkoła - Religia
|
2014
|
vol. 9
|
issue 1
45-54
PL
Celem artykułu jest wskazanie na rolę metafory DROGI jako środka perswazji w dyskursie kaznodziejskim. Materiał do badań stanowią kazania wygłoszone w roku 2010 i 2011, zebrane w jednym z tomów „Świętokrzyskich kazań radiowych”. Jak wynika z przeprowadzonej analizy, metaforyka DROGI (m.in. obok metaforyki SERCA) występowała najczęściej w badanych tekstach. Praca nad kazaniami doprowadziła do stwierdzenia, iż pojawiają się w nich często następujące komponenty: cel DROGI (wymiennie pielgrzymki) – Królestwo Niebieskie oraz Bóg jako ten, który pomaga człowiekowi w jego DRODZE do celu. Bóg człowiekowi pokazuje właściwą DROGĘ, prowadzi nią, idzie z człowiekiem, wyposaża go na DROGĘ. W kazaniach pojawiły się wskazania na niewłaściwe postawy człowieka, czyli chodzenie nieodpowiednią DROGĄ. Przedstawione przykłady, pochodzące z tekstów kaznodziejskich, są dowodem na to, że metaforyka DROGI ułatwia przekazanie odbiorcom prawd trudnych, związanych ze sferą sacrum, za pomocą prostych sformułowań, które jednocześnie zwiększają obrazowość i komunikatywność przekazu. Metaforyka DROGI jest jednym ze skutecznych środków perswazji w kazaniach.
EN
The aim of an article is to show the role of the road metaphor as a mean of persuasion in discourse of the preacher. The material of researches was taken from sermons, that were pronounced in years 2010 and 2011, gathering together in one of volumes: „Świętokrzyskie broadcast sermons”. As a result of carried on analysis – road methaphor (together with inter alia heart methaphor) performs most frequently in examined texts. Studies show that in sermons following components were used the most frequently: aim of the road (mentioning of pilgrimage) – kingdom of Heaven, and the God, as the One, who helps a man in his road to aim. The God shows to the man appropriate road, leads him, goes with him, equips him. Sermons bring out inappropriate attitudes of the man: walking on the wrong road. Showed examples, coming from sermons, prove that road metaphor simplifies recipients to communicate difficult truths, conected with sacrum sphere, with help of simple expressions, that increasing imagery and communication of speech.
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