Relevant bibliographies by topics / Aesthetic training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Aesthetic training'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "Aesthetic training"

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Lee, Liza, and Pei-Ju Chao. "Perceptions of and Reflections on Aesthetic Education Training from the Perspective of Taiwanese Preschool Educators." Education Sciences 13, no. 1 (January 16, 2023): 96. http://dx.doi.org/10.3390/educsci13010096.

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Many studies have demonstrated that music has many benefits for children’s physical and mental development. However, many preschool educators have scant preparation for or a lack of experience in aesthetic education. The purpose of this study is to explore preschool educators’ perceptions of and reflections on aesthetic education training. We conducted a survey associated with three aspects: “aesthetics appreciation”, “aesthetics implementation”, and “aesthetics evaluation”. The results of the study show the majority of participants agreed that (1) musical participation would strengthen participants’ attitudes toward aesthetic appreciation through proper aesthetic training programs and (2) musical engagement would benefit young children by enhancing their aesthetic experiences. The attitudes toward aesthetic implementation for young children were more favorable among the middle-aged and experienced participants; (3) musical activities are also a good way to improve young children’s aesthetic abilities, which helps to create an aesthetic atmosphere in educational practice. These results indicate that it is vital for preschool educators to receive the appropriate training in aesthetics and continuous assessment to provide high-quality early education to young children.
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Pan, Bowen, Shangfei Wang, and Qisheng Jiang. "Image Aesthetic Assessment Assisted by Attributes through Adversarial Learning." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 679–86. http://dx.doi.org/10.1609/aaai.v33i01.3301679.

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The inherent connections among aesthetic attributes and aesthetics are crucial for image aesthetic assessment, but have not been thoroughly explored yet. In this paper, we propose a novel image aesthetic assessment assisted by attributes through both representation-level and label-level. The attributes are used as privileged information, which is only required during training. Specifically, we first propose a multitask deep convolutional rating network to learn the aesthetic score and attributes simultaneously. The attributes are explored to construct better feature representations for aesthetic assessment through multi-task learning. After that, we introduce a discriminator to distinguish the predicted attributes and aesthetics of the multi-task deep network from the ground truth label distribution embedded in the training data. The multi-task deep network wants to output aesthetic score and attributes as close to the ground truth labels as possible. Thus the deep network and the discriminator compete with each other. Through adversarial learning, the attributes are explored to enforce the distribution of the predicted attributes and aesthetics to converge to the ground truth label distribution. Experimental results on two benchmark databases demonstrate the superiority of the proposed method to state of the art work.
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Pearce, Tim. "The importance of safety and training in medical aesthetics." Journal of Aesthetic Nursing 8, no. 4 (May 2, 2019): 188–92. http://dx.doi.org/10.12968/joan.2019.8.4.188.

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As part of our Ethics in Aesthetics campaign, we have been exploring the issue of training in aesthetics, and the impact that this has on patient safety. In this article, Tim Pearce discusses why training in this sector varies so widely, and what makes a training course adequate in preparing aesthetic practitioners to practise safely and effectively
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Vyshnevetska, Maryna. "FORMATION OF AESTHETIC COMPETENCE AS PSYCHOLOGICAL AND PEDAGOGICAL ISSUE." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 210–14. http://dx.doi.org/10.24195/2218-8584-2018-9-210-214.

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The paper considers psychological and pedagogical issues of formation of aesthetic competence of a future music teacher. Education plays a major role in the formation of a competent individual, and aesthetic competence is one of important components in training of a music teacher, since it is an ability of a person to aesthetic perception and comprehension of beauty, which presupposes knowledge of aesthetics, maturity of aesthetic beliefs, feelings, values, ideals, behavior in the field of music art. Keywords: aesthetic competence, general cultural competence, artistic and aesthetic values, personality, music teacher.
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Xiang, Xiaoyu, Yang Cheng, Jianhang Chen, Qian Lin, and Jan Allebach. "Semi-supervised Multi-task Network For Image Aesthetic Assessment." Electronic Imaging 2020, no. 8 (January 26, 2020): 188–1. http://dx.doi.org/10.2352/issn.2470-1173.2020.8.imawm-188.

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Image aesthetic assessment has always been regarded as a challenging task because of the variability of subjective preference. Besides, the assessment of a photo is also related to its style, semantic content, etc. Conventionally, the estimations of aesthetic score and style for an image are treated as separate problems. In this paper, we explore the inter-relatedness between the aesthetics and image style, and design a neural network that can jointly categorize image by styles and give an aesthetic score distribution. To this end, we propose a multi-task network (MTNet) with an aesthetic column serving as a score predictor and a style column serving as a style classifier. The angular-softmax loss is applied in training primary style classifiers to maximize the margin among classes in single-label training data; the semi-supervised method is applied to improve the network’s generalization ability iteratively. We combine the regression loss and classification loss in training aesthetic score. Experiments on the AVA dataset show the superiority of our network in both image attributes classification and aesthetic ranking tasks.
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OLIVER, KRISTI, and MAUREEN P. HALL. "Training of the Aesthetic Being." Dev Sanskriti Interdisciplinary International Journal 10 (July 31, 2017): 63–71. http://dx.doi.org/10.36018/dsiij.v10i0.99.

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This paper grows out of the collaboration between an English Educator and an Art Educator who both work with pre service and in-service teachers as they prepare for teacher licensure. Through ongoing conversations about shared interests, the collaboration now has connected the East and West. More specifically, this paper connects Sri Aurobindo’s ideas about education and self-education, ones that privilege the visual and aesthetic, to theories and practices in US Education. Aesthetic Education is at the center of this work. We believe that engaging with artwork, artifacts, and visual culture, provides learners with opportunities to explore the unfamiliar as a way to understand the familiar, enhancing a greater worldview. Ideas from theorists in the West, such as John Dewey and Maxine Greene, along with strategies for visual analysis based on Feldman and Yenawine, align with and are enhanced by Sri Aurobindo’s ideas about education. Through the about power of Intercultural Education, the interconnections and connections begin to knit together East and West, opening a broader worldview in the service of improving education.
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Freeman, Barry, Alex McLean, Daniel Mroz, Sonia Norris, Ker Wells, and Maiko Bae Yamamoto. "Aesthetic Diversities in Acting Training." Canadian Theatre Review 160 (October 2014): 15–20. http://dx.doi.org/10.3138/ctr.160.003.

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Kraft, Casey T., and Jeffrey E. Janis. "The Value of Resident Aesthetic Clinics in Aesthetic Surgery Training." Annals of Plastic Surgery 86, no. 4 (February 10, 2021): 485. http://dx.doi.org/10.1097/sap.0000000000002719.

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Momeni, Arash, Rebecca Y. Kim, Derrick C. Wan, Ali Izadpanah, and Gordon K. Lee. "Aesthetic Surgery Training during Residency in the United States: A Comparison of the Integrated, Combined, and Independent Training Models." Plastic Surgery International 2014 (August 24, 2014): 1–7. http://dx.doi.org/10.1155/2014/281923.

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Background. Three educational models for plastic surgery training exist in the United States, the integrated, combined, and independent model. The present study is a comparative analysis of aesthetic surgery training, to assess whether one model is particularly suitable to provide for high-quality training in aesthetic surgery. Methods. An 18-item online survey was developed to assess residents’ perceptions regarding the quality of training in aesthetic surgery in the US. The survey had three distinct sections: demographic information, current state of aesthetic surgery training, and residents’ perception regarding the quality of aesthetic surgery training. Results. A total of 86 senior plastic surgery residents completed the survey. Twenty-three, 24, and 39 residents were in integrated, combined, and independent residency programs, respectively. No statistically significant differences were seen with respect to number of aesthetic surgery procedures performed, additional training received in minimal-invasive cosmetic procedures, median level of confidence with index cosmetic surgery procedures, or perceived quality of aesthetic surgery training. Facial aesthetic procedures were felt to be the most challenging procedures. Exposure to minimally invasive aesthetic procedures was limited. Conclusion. While the educational experience in aesthetic surgery appears to be similar, weaknesses still exist with respect to training in minimally invasive/nonsurgical aesthetic procedures.
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Lim, Sang Seop, and John L. Innes. "Forest aesthetic indicators in sustainable forest management standards." Canadian Journal of Forest Research 47, no. 4 (April 2017): 536–44. http://dx.doi.org/10.1139/cjfr-2016-0365.

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Sustainable forest management (SFM) standards have been criticized for their lack of aesthetic indicators, which some consider to be an important social component of forestry. To provide a basis for the inclusion of aesthetic indicators in SFM frameworks, we used Delphi techniques to survey the beliefs and opinions of SFM and aesthetic experts. The three major reasons provided for the lack of aesthetic indicators were a lack of aesthetic training among those designing criteria and indicators, a bias against aesthetics, which are often considered to be highly subjective, and the general omission of people with knowledge of aesthetics during the development of SFM standards. Based on the responses, we present 10 possible aesthetic indicators appropriate for international SFM standards, including eight quantitative and two qualitative indicators. We also provide 18 other potential aesthetic indicators, which can be applied at various scales of SFM, ranging from local to national. These results should provide guidance to groups developing and revising criteria and indicators of sustainable forest management at various scales, from local to international.
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Dissertations / Theses on the topic "Aesthetic training"

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Clover, Faith Maire. "Contributions of gender and culture to aesthetic response." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187109.

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The purpose of this study is to test and extend Parsons' (1987) theory of aesthetic development by gathering extensive data on the ways that Mexican American and Navajo females and males respond to selected art images. Studies of twelve participants, six Mexican American and six Navajo, were based on a series of semi-structured in-depth phenomenological interviews (Seidman, 1991). Participants from each culture included six male/female pairs for each of three age groups: upper elementary students, high school students and adults. Each participant responded a series of open-ended questions about a set of eleven art images. Participants described their cultural background and their own personal or educational experiences with art. The data was analyzed in several ways and used to develop a case or portrait for each participant and was compared across groups. Parsons' model with the addition of two additional stances and a rating on a naive/expert continuum was found useful in examining the ways education, experience, gender, and cultural background contributed to aesthetic responses to art images. The resulting cases should be useful in art teaching and teacher education and contribute to the literature of cases in education.
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Pretorius, J. P. H., and Maltitz M. J. Von. "Artistry in education and aesthetic education : a report of arts-based staff training and learning." Journal for New Generation Sciences, Vol 8, Issue 3: Central University of Technology, Free State, Bloemfontein, 2010. http://hdl.handle.net/11462/573.

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Published Article
The central theme of this article is to investigate the potential advantages to school management and teacher training in South Africa of an aesthetic approach or arts-based staff development. It is argued that the field of education with its specific body of professional and scientific knowledge seems unable to offer satisfying solutions to pressing problems in post-apartheid South African schools. It is suggested that the arts should be explored for answers and solutions. The opinions and attitudes of school management teams from some of the poorest schools in the Free State Province of South Africa were analysed in order to gauge whether any positive change had occurred in their professional knowledge, confidence and self awareness after the said teams had been exposed to arts-based staff training and learning workshops. The positive change that was detected may be ascribable to the application of an aesthetic approach being followed during in-service workshops. Statistical analysis of the pre- and post-unit responses of 117 attendants of management training workshops indicated that there had indeed been some statistically significant improvements in their professional knowledge, in their confidence as managers and in their perception of themselves as educational artists. Most appear to have been quite prepared to see themselves as educational artists. The positive changes could provide some encouragement and a kind of quantitative basis for the advocates of aesthetic education.
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Tutas, Nazan. "A transactional approach to the teaching of literature in EFL situations : the effects of aesthetic and efferent teaching approaches on EFL undergraduates responses to literature." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336681.

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Ferreira, Luciana Haddad 1980. "Educação estética e prática docente : exercício de sensibilidade e formação." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254170.

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Orientador: Ana Maria Falcão de Aragão
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-26T15:39:58Z (GMT). No. of bitstreams: 1 Ferreira_LucianaHaddad_D.pdf: 9088647 bytes, checksum: 211fe3e534c4d70eeff591e2aabcdf89 (MD5) Previous issue date: 2014
Resumo: Ao dialogar com presente texto, o leitor irá se deparar com uma investigação desenvolvida a partir das experiências de um grupo de formação continuada, para o qual foram convidados abertamente professores de Educação Básica que manifestassem interesse em participar de atividades em Educação Estética. A pesquisa analisa o impacto das experiências estéticas vivenciadas pelos participantes a partir das situações cotidianas e das reflexões ocasionadas pela própria prática profissional, colocadas em relação às propostas desenvolvidas nos encontros de formação. Foram produzidos e avaliados dados referentes às percepções das professoras diante das experiências que participam. Para tanto, diversas estratégias de criação e fruição em Arte foram contempladas no processo formativo das docentes, contribuindo também para o estabelecimento de diálogo e a ampliação de seu repertório cultural. Contando com referencial teórico pautado na abordagem Histórico-Cultural, articulo tais pressupostos com contribuições do campo da Filosofia da Educação e de autores que abordam temas referentes à Formação Docente, Reflexividade e Educação Estética. Com o intuito de fazer o entrelaçamento entre tais conceitos e as experiências vividas nos grupos de formação, pautei-me na abordagem qualitativa com utilização de diferentes instrumentos metodológicos, que oferecem múltiplas imagens dos saberes e das experiências dos docentes. Os eixos de análise dos dados dialogam entre si e mostram-se interdependentes, ainda que carreguem características distintas das descobertas e avanços das professoras ao longo da trajetória vivida. Foram analisados especificamente os aspectos referentes aos conhecimentos sensíveis, às construções narrativas, à experiência artística e aos processos reflexivos suscitados, elementos ressaltados pelas próprias professoras como potencialmente formativos. Finalizo o trabalho com as lições perceptíveis no recorte feito, transferindo para o chão da escola as principais constatações observadas ao longo da pesquisa. Sinalizo, assim, ser indispensável o exercício formativo de sensibilização que permitirá ao professor perceber sua potencialidade de atuação cotidiana, produzindo contextos que propiciem a criação e a formação sensível dos alunos.
Abstracr: To fully understand the context of this work, the reader is going to come across a research developed from the experiences of a group of continuing education, to which were invited openly Basic Education teachers who manifest an interest in participating in activities in Aesthetic Education. The research analyzes the impact of aesthetic experiences experienced by participants from daily situations and reflections caused by their professional practice, placed on the proposals developed in training meetings. We've produced and evaluated data regarding the perceptions of teachers on the experiences involved. In order to accomplish my objectives, various strategies of creation and enjoyment in art were covered in the training process of teachers, also contributing to the establishment of dialogue and the expansion of their cultural repertoire. Relying on theoretical framework grounded in a historical-cultural approach, articulate these assumptions with contributions from the field of philosophy of education and authors covering topics related to Teacher Training, Reflexivity and Aesthetic Education. In order to make the entanglement between these concepts and experiences in training groups I guided my work in the qualitative approach using different methodological tools, which provide multiple images of knowledge and experience of teachers. The parameters of analysis are related to each other and are also interdependent, even though they have distinct characteristics of discoveries and advances of the teachers along the trajectory. Specific aspects relating to sensitive knowledge, the narrative constructions, artistic experience and raised reflective processes, elements highlighted by teachers themselves as potentially formative were analyzed. I finish the work with the lessons in noticeable clipping done, by transferring to the school context the main findings observed during the research. I emphasize thus be indispensable formative exercise of awareness that enable the teacher to realize its potential for daily performance, producing contexts conducive to the creation and sensitive training of students
Doutorado
Psicologia Educacional
Doutora em Educação
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LAGE, LIVIA LARISSA DE LIMA. "CONNECTIVE LINES BETWEEN CHILDHOOD AND TEACHING: THE ROLE FOR THE AESTHETIC EXPERIENCE IN TEACHER TRAINING PROCESS FOR CHILD EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35544@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A pesquisa tem como objetivo compreender aspectos do processo formativo de oito professores de Educação Infantil que buscam desenvolver práticas pedagógicas em coerência com concepções de crianças enquanto sujeitos de direitos, social e historicamente situados, competentes em suas formas múltiplas de interagir e produzir cultura. O quê, em suas trajetórias formativas, vem favorecendo a aproximação entre a docência e as especificidades das crianças? Análise de relatórios de avaliação das crianças e entrevistas com os professores foram as duas estratégias metodológicas utilizadas. Relatórios são instrumentos de avaliação considerados documentação pedagógica: como o olhar docente se constitui ao documentar o percurso de desenvolvimento e aprendizagem das crianças? O que os professores compartilham nesses documentos sobre suas percepções das crianças? Analisando o documento como monumento, conforme sugere Jaques Le Goff (1996), verifico que os relatórios ora monumentalizam as culturas escolares, ora as culturas infantis, apontando para a coexistência tensionada de ambas perspectivas nas instituições de Educação Infantil. As análises revelam que as premissas institucionais e as condições de trabalho interferem de maneira relevante na produção dos relatórios. Já as narrativas docentes que emergiram das entrevistas referem-se à formação de maneira ampla, envolvendo experiências diversificadas: pessoais e profissionais. A dimensão pessoal, relacional e experiencial da docência e dos saberes docentes sobressaem como aspectos fundamentais da formação de determinada profissionalidade sensível à infância, que não se encerra em conhecimentos acadêmico-científicos e demanda, também, processos formativos que mobilizam a pessoa integralmente, nutrem e sensibilizam às linguagens da infância, apontando para a essencialidade das experiências estéticas na formação desses professores de Educação Infantil.
The research aims to understand what aspects of eight teacher s trainning processes whose practices are tuned with the conception of children as subjects with rights, historically and socially situated, legitimate in their own ways to interact and create culture, helps to aline teaching skills and childhood. Two methodological strategies were used in order to achieve this objective: analyses of children s evaluation reports and interviews with the teachers. The reports are instruments to evaluate the children s learning processes and development, considered pedagogical documentation. Does the process documentation about each child, allows the teacher to build up an specific way to perceive them? What do the teacher share, in these documents, about the way they perceive the children? Accordingly to Jaques Le Goff (1996) who suggests that document is monument, the analyses shows that the reports sometimes monumentalizes the school culture, and other times they monumentalize the children s culture. It reveals that both perspectives are conflictingly present in the institutions of child education. The analyses reveals that the institution s perspective and the work conditions are determinant of the way the report s are elaborated. Meanwhile, the theacher s narratives that emerges from the interviews reveals their training processes in a broad perspective: personal and professional. Personal, relational and experiential dimensions of the teacher s work and knowledge stands out as fundamental aspects of a training process that builds up professionals sensible to childhood. It demands not only theoretical knowlwdge and technical skills, but envolves the person multidimensinally in order to nourishe their sensitiveness to understand and approach the children s multiple languages, pointing out to the essenciality of the aesthetic experiences on these teacher s learning processes.
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SHEBANI, MEFTAH ALI. "HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184163.

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John Dewey's formulation of the primacy of aesthetic experience in all human endeavor is investigated in order to promote the inclusion of a fine arts requirement in the curriculum of higher education. In particular, Dewey envisioned art as necessary to develop moral, thus social sensibility because moral precepts derive from imagination, and art is both the child and stimulator of creative imagination. An analysis of the "qualitative experience" concept provides an introduction to Dewey's fully-elaborated aesthetic theory. Subsequently, the role of such experience is evaluated in both personal and social terms. Then, it is argued that the establishment of a fine arts requirement in General Education is necessary to ensure the propagation of the experience. Supporting arguments from educational theorists and behavioral scientists serve to buttress the Dewey proposition as well as to demonstrate that the content of the proposed fine arts course must incorporate theoretical, historical and practical components.
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Бурыченко, А. В., В. А. Дроздова, and И. Г. Лебединская. "Специальная физическая подготовленность девочек, занимающихся эстетической гимнастикой." Thesis, Сумский государственный университет, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77446.

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Детский возраст является одним из наиболее ответственных периодов жизни человека в формировании физического здоровья, совершенствования умений и навыков, которые способствуют его физическому совершенствованию в дальнейшем. Особое значение приобретает повышение организационных форм спортивно- массовой работы среди детей, дальнейшее совершенствование методики тренировки юных спортсменов, привлечение их к самостоятельным занятиям физическими упражнениями [2]. В современной системе спортивной тренировки специальная физическая подготовка играет важную роль и представляет собой воспитание двигательных качеств и развитие физических способностей, которые создают благоприятные предпосылки необходимые в спортивной деятельности для достижения высоких спортивных результатов [1]. Чтобы добиться результатов в данном виде спорта требуется целенаправленный методический подход к изучению физических нагрузок, особые формы организации и содержания занятий, необходимых для должного воздействия тренировочных нагрузок в подготовке спортсменок. Цель исследования – провести разработку и практическую оценку методики, направленную на повышение уровня специальной физической подготовленности юных гимнасток.
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Bender, Stuart M. "Learning the documentary lesson: Theory and practice in English." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/6.

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This research investigates the problem of teaching documentary texts in the secondary English classroom in Western Australia. Historical studies of the subject indicate that it serves three functions; ethical training, aesthetic cultivation and rhetorical training. Previous research from the governmental perspective has investigated the problems associated with Literary texts, popular television drama and personal-response essay writing; it emerges that these familiar pedagogical activities are deployed in classrooms to function as opportunities to engage students in ethical training, often at the expense of the latter two functions. This research project is a post-positivist theoretical discussion supplemented by qualitative data in the form of interviews.
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Pontes, Gilvânia Maurício Dias de. "Arte na educação da infância : saberes e práticas da dimensão estética." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/70604.

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O presente trabalho teve por objetivo investigar a relação entre experiências estéticas e prática docente com linguagens artísticas, narradas em memoriais produzidos por professores da educação da infância, no Curso de Especialização em Ensino de Arte e Educação Física na Infância, desenvolvido pelo Paideia/UFRN. A abordagem do tema experiência estética solicitou o estabelecimento de interfaces entre aportes teóricos que envolviam diferentes campos de conhecimento, tais como filosofia, semiótica, arte/educação e pedagogia. Trata-se de uma pesquisa de natureza qualitativa em que a metodologia assumiu, como princípios e estratégias de análise, a semiótica discursiva e alguns pressupostos da pesquisa (auto)biográfica, referentes à produção de narrativas como experiência de formação. O corpus da pesquisa foi composto por cinco memoriais de formação. Na análise dos textos, buscou-se identificar como as experiências estéticas dos professores estavam presentes nos discursos que teciam sobre a sua prática. A produção de sentido na leitura das narrativas dos professores ocorreu a partir do estabelecimento de relações entre estética, arte, ensino e infância. As conclusões indicam que as experiências estéticas vivenciadas por eles, em ambientes não formais e informais, constituemnos como leitores da arte e da estética do seu entorno. Considerar o professor como sujeito capaz de produzir sentido para as linguagens artísticas e práticas docente, requer observar sua inserção no mundo como sujeito encarnado, corporalmente envolvido com o seu entorno e com a sua cultura. A abordagem acerca da influência das experiências estéticas na intencionalidade das propostas com linguagens artísticas pode orientar os processos de reflexão sobre a prática docente e apontar desdobramentos para futuros trabalhos sobre a importância da dimensão estética na formação de professores da infância.
The research presented here aimed to investigate the relation between aesthetic experience and teaching practice with artistic languages, narrated in memorials written by childhood education teachers from the Specialization Course in Art Teaching and Physical Education during Childhood developed by the Paideia group from the Federal University of Rio Grande do Norte/UFRN in Brazil. The approach to the theme aesthetic experiences asked for the establishment of interfaces among theoretical bases involving different fields of knowledge, such as philosophy, semiotics, art/education and pedagogy. This study has a qualitative nature wherein the methodology took on as principles and strategies of analysis the Discursive Semiotics and some assumptions from the (auto) biographical research that deals with narrative productions as events of formation. Five memorials of formation events made the research corpus. In the analysis of the texts, it was identified how the aesthetic experiences of the teachers are present in their discourses that weave their practices. The meaning production in the reading of the narratives of the teachers took place based on the establishment of relations among aesthetic, art, teaching and childhood. The conclusions indicate that the aesthetic events experienced by the teachers in no formal and informal contexts establish them as readers of art and aesthetic in their surrounding. Looking at the teacher as a subject able to produce meaning to artistic languages and teaching practice entails to observe their insertion in the world as bodily incarnate subjects involved in their surroundings and culture. The influence of aesthetic experiences in the intentionality of the proposals with artistic languages, as it was observed in this study, can orientate the processes of reflection about teaching practice and point out future studies about the importance of aesthetic dimension in childhood teacher training.
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Barreto, Ana Lucia de Oliveira. "Mediações estéticas na formação docente: contribuições ao desenvolvimento do sujeito professor." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21113.

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This research was made from the teacher training process, developed in a municipal school of Elementary School in the city of São Paulo. The research aimed to understand the meanings of educators on the constitutive role of aesthetic mediations and possible reverberations in their teaching practices. Anchored in a theoretical reference of Socio-historical Psychology (AGUIAR, 2006; AGUIAR et al, 2009; AGUIAR; BOCK, 2016), in Historical-Dialectical Materialism and in Historical-Critical Pedagogy (SAVIANI, 2003; 2004; 2008), I understand artistic production as a human objectification, in which the social being appropriates reality through shared reflective experiences and the senses , and art as an element that can enable subjects to critically understand reality, inciting transformative action. The objective of the training was to instigate teachers to review their teaching practices, from the perspective of humanization and awareness through art and ethical and political questions. The axis of the proposed training was to work directly with feeling, thinking, and acting in the school context, acting creatively, asking about the senses of what they do and what they see experiencing aesthetic learning situations. In order to produce the data we used, as a methodological instrument, questionnaires and the collective planning of a school activity, in addition the records of the discussions of the training groups were considered. The analysis and interpretation of the data were inspired by the Nucleus of Significance procedure (AGUIAR; OZELLA, 2006; 2013; AGUIAR; SOARES; MACHADO, 2015), seeking an interpretative analysis of the meanings produced by the participants. This course indicated that the teacher, when provoked by the reflection, starts to review his professional action and his own existence. Aesthetic mediations, in the perspective of breaking patterns of behavior, teaching, learning and curricular content, foster gaps and impel amplifications of thoughts, ways of seeing and feeling art, as well as being and being in the world. By questioning conceptions and choices, aesthetics articulates with ethical and political positioning, preserves and announces democratic values. The aesthetic dimension invigorates the educator in relation to learning to listen, to see, to be, to care and to have affection, and this unfolds in the production of knowledge, provoking the rethinking of exclusionary, discriminatory and alienating school practices
A presente pesquisa foi realizada a partir do processo de formação de professores, desenvolvido em uma escola municipal de Ensino Fundamental da cidade de São Paulo. O objetivo da pesquisa foi o de apreender as significações dos educadores sobre o papel constitutivo das mediações estéticas e possíveis reverberações em suas práticas docentes. Ancorada em um referencial teórico da Psicologia Sócio Histórica (AGUIAR, 2006; AGUIAR et al, 2009; AGUIAR; BOCK, 2016) no Materialismo Histórico Dialético, e na Pedagogia Histórico Crítica (SAVIANI, 2003; 2004; 2008) entendendo produção artística como uma objetivação humana, na qual o ser social se apropria da realidade por meio dos sentidos, e das experiências reflexivas compartilhadas, e a arte como elemento que pode capacitar os sujeitos para a compreensão crítica da realidade, incitando uma ação transformadora. O objetivo da formação foi o de instigar os professores a reverem suas práticas docentes, na perspectiva da humanização e sensibilização através da arte e questionamentos éticos e políticos. O eixo da formação proposta foi trabalhar diretamente com o sentir, o pensar e o agir no contexto escolar, atuando criativamente, indagando-se sobre os sentidos do que fazem e do que veem experenciando situações de aprendizagem estética. Para a produção dos dados utilizamos como instrumento metodológico questionários e o planejamento coletivo de uma atividade escolar, além disso foram considerados os registros das discussões dos grupos de formação. A análise e interpretação dos dados foi inspirada no procedimento Núcleos de Significação (AGUIAR; OZELLA, 2006; 2013; AGUIAR; SOARES; MACHADO, 2015) buscando uma análise interpretativa das significações produzidas pelos participantes. Tal percurso indicou que o professor quando provocado pela reflexão, passa a rever sua ação profissional e a sua própria existência.As mediações estéticas, na perspectiva da ruptura de padrões de comportamento, ensino, aprendizagem, conteúdos curriculares fomentam brechas, impulsionam ampliações de pensamentos, de formas de ver e sentir a arte, assim como o ser e o estar no mundo. Ao questionar concepções e escolhas, a estética se articula com o posicionamento ético e político, preserva e anuncia valores democráticos. A dimensão estética revigora o educador em relação ao aprender a ouvir, a ver, a ser, a cuidar, a ter afeto e isso se desdobra na produção de conhecimento, provocando o repensar das práticas escolares excludentes, discriminatórias, alienantes
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Books on the topic "Aesthetic training"

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Travers, Robert Morris William. Training human intelligence: Developing exploratory and aesthetic skills. Holmes Beach, Fla: Learning Publications, 1985.

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Jill, Chapman, ed. Training in the education of children under five: Aesthetic & creative development in the under fives. Birmingham: Curriculum Support Service, 1995.

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D, Paravina Rade, and Powers John M. 1946-, eds. Esthetic color training in dentistry. St. Louis, Mo: Elsevier Mosby, 2004.

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Pogodina, Svetlana. The development of children's visual creativity under the influence of artistic standards within the framework of the concept of transformable aesthetic archetypes. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1857069.

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The monograph, based on many years of experimental research and analysis of scientific sources, analyzes psychological and pedagogical ideas in the field of children's productive activity and substantiates a new methodology for the development of visual creativity in preschool and primary school children in educational institutions of various types. The educational model of the development of children's visual creativity, proposed and substantiated by the author, creates favorable environmental and methodological conditions for the manifestation of creative initiative, stimulates imaginative thinking, eliminates artistic standards and stereotypes of perception of the world and its expressive display in creative activity, releases the primordial deep experience of imaginative perception of the world by a child and directs it to create a high-quality artistic product when with the help of expressive means mastered by the child during training. The grounded and tested scale of assessment of quality of development of children's fine art and pedagogical technology of development of children's fine art under the influence of artistic standards are presented. For a wide range of readers interested in the upbringing and education of children.
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An aesthetics for art educators. New York: Teachers College Press, 1989.

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Burton, Silver, ed. Why Cats Paint: A Theory of Feline Aesthetics. Berkeley, CA, USA: Ten Speed Press, 1994.

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Burton, Silver, ed. Why cats paint: A theory of feline aesthetics. London: Weidenfeld & Nicolson, 1994.

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Heather, Busch, ed. Why cats paint: A theory of feline aesthetics. Berkeley, Calif: Ten Speed Press, 2006.

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Busch, Heather. Why Cats Paint: A Theory of Feline Aesthetics. Berkeley: Ten Speed Press, 2006.

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Ti yu mei yu tan wei: Ti yu mei de li jie yu zhui qiu. Beijing Shi: Beijing ti yu da xue chu ban she, 2011.

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Book chapters on the topic "Aesthetic training"

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Li, Min, A. Michael Sadove, and John J. Coleman. "Aesthetic Training." In Aesthetic Surgery of the Craniofacial Skeleton, 3–4. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4612-1930-9_2.

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Han, Lizhen, Mingmin Zhang, Feng Tian, and Xinting Wang. "Heart-Creates-Worlds: An Aesthetic Driven Fitness Training System." In Lecture Notes in Computer Science, 599–608. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21969-1_54.

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Dunn, Cynthia Dickel. "Bowing Incorrectly: Aesthetic Labor and Expert Knowledge in Japanese Business Etiquette Training." In Japanese at Work, 15–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63549-1_2.

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Jo, Hayoung, Sumin Chae, Su Hyung Choi, and Jin-Kook Lee. "Planning Alternative Building Façade Designs Using Image Generative AI and Local Identity." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 926–32. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/10.36253/979-12-215-0289-3.92.

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This paper describes an approach utilizing Generative AI to support diverse design alternatives for building facades based on the local identity. Extensive research is currently being conducted for exploring the applications of LLM-based generative AI models to diverse kinds of visualizations. By applying generative AI to facade design, the study aims to develop additional training models that generate alternative design options reflecting local identity, facilitating the acquisition of remodel design images from multiple texts and images. Building facades in cities and regions are essential for people's aesthetic perception and understanding of the local environment, enabling the recognition and differentiation of specific areas from others. Therefore, implementation method of the additional training model based on generative AI in this study, reflecting this, can be summarized as follows: 1) collection and pre-processing of image data using Street View, 2) pairing text data with image data, 3) conducting additional training and testing with various inputs, 4) proposing relevant application methods. This approach can be expected to enable efficient communication of design at an early stage of the architectural design process beyond traditional 3D modeling and rendering tools
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Jo, Hayoung, Sumin Chae, Su Hyung Choi, and Jin-Kook Lee. "Planning Alternative Building Façade Designs Using Image Generative AI and Local Identity." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 926–32. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0289-3.92.

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This paper describes an approach utilizing Generative AI to support diverse design alternatives for building facades based on the local identity. Extensive research is currently being conducted for exploring the applications of LLM-based generative AI models to diverse kinds of visualizations. By applying generative AI to facade design, the study aims to develop additional training models that generate alternative design options reflecting local identity, facilitating the acquisition of remodel design images from multiple texts and images. Building facades in cities and regions are essential for people's aesthetic perception and understanding of the local environment, enabling the recognition and differentiation of specific areas from others. Therefore, implementation method of the additional training model based on generative AI in this study, reflecting this, can be summarized as follows: 1) collection and pre-processing of image data using Street View, 2) pairing text data with image data, 3) conducting additional training and testing with various inputs, 4) proposing relevant application methods. This approach can be expected to enable efficient communication of design at an early stage of the architectural design process beyond traditional 3D modeling and rendering tools
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Palmer, Clive. "Aesthetics and symbolism in artistic gymnastics." In Training the Body, 111–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003224112-11.

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Joyce, James B. "Training Your Gut." In Aesthetics of Film Production, 33–38. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003120896-5.

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Sánchez-Borrego, Rafael, Manuel Sánchez-Prieto, and Pablo Gonzalez-Isaza. "Quality Training in Gyn-Aesthetics." In Topographic Labiaplasty, 169–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15048-7_17.

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Dobosiewicz, Troy L. "Training the mind to use Practical Aesthetics." In Teaching Acting with Practical Aesthetics, 45–86. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429290688-5.

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Dobosiewicz, Troy L. "Training the voice while using Practical Aesthetics." In Teaching Acting with Practical Aesthetics, 87–106. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429290688-6.

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Conference papers on the topic "Aesthetic training"

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Li, Ling, Dong Liang, Yuanhang Gao, Sheng-Jun Huang, and Songcan Chen. "ALL-E: Aesthetics-guided Low-light Image Enhancement." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/118.

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Evaluating the performance of low-light image enhancement (LLE) is highly subjective, thus making integrating human preferences into image enhancement a necessity. Existing methods fail to consider this and present a series of potentially valid heuristic criteria for training enhancement models. In this paper, we propose a new paradigm, i.e., aesthetics-guided low-light image enhancement (ALL-E), which introduces aesthetic preferences to LLE and motivates training in a reinforcement learning framework with an aesthetic reward. Each pixel, functioning as an agent, refines itself by recursive actions, i.e., its corresponding adjustment curve is estimated sequentially. Extensive experiments show that integrating aesthetic assessment improves both subjective experience and objective evaluation. Our results on various benchmarks demonstrate the superiority of ALL-E over state-of-the-art methods. Source code: https://dongl-group.github.io/project pages/ALLE.html
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Lin, Dongbo. "Research on Interpenetration Between Solfeggio and Ear Training and Music Aesthetic Psychology Based on Aesthetics." In 2015 International Conference on Education Technology and Economic Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.38.

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Zeng, Zhen. "Exploring the Aesthetic Connotations of Sight-singing and Ear-training." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.24.

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"Study on the Aesthetic Significance of "Mourning Sorrow" in Japanese Literature." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29186.

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"Research on Aesthetic Characteristics of the Design of Drawing Books for Chinese Children." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71160.

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Bai, Xiaoxia, Xin Kang, Chengfan Luo, Yingjie Hu, Kangping He, and Qianli Yu. "Actions and Insights: Online Aesthetic Education at Four High-level Universities in China." In ICETT 2023: 2023 9th International Conference on Education and Training Technologies. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3599640.3599644.

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Huang, Long. "Research on Aesthetic Training of Martial Arts Routines in College Physical Education." In 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/seiem-16.2016.109.

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Yen, Hui-Tzu, and Tyrone T. Lin. "Decision evaluation and analysis of optimal functional training time investment in aesthetic medicine." In 2015 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2015. http://dx.doi.org/10.1109/ieem.2015.7385704.

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Orendovici, Razvan, and James Z. Wang. "Training data collection system for a learning-based photographic aesthetic quality inference engine." In the international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1873951.1874290.

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Kostyunina, L. I., G. I. Kozhemyakina, and E. V. Prosvirnova. "FITNESS AS A MEANS OF AESTHETIC EDUCATION OF CHILDREN OF PRIMARY SCHOOL AGE." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/28.

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The article considers the significance of physical culture as a means of aesthetic education. Methodical approaches to the formation of components of aesthetic culture in children of primary school age based on the application of basic and dance aerobics, step aerobics, functional training exercises are proposed. The results of the pedagogical experiment confirm the validity of copyright approaches.
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Reports on the topic "Aesthetic training"

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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

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The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.
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