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Journal articles on the topic 'Obuchenie'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Collet, Vicki Stewart, and Michelle R. Ciminelli. "Polyphonic Analysis: obuchenie in qualitative research." Qualitative Research Journal 17, no. 4 (November 13, 2017): 243–53. http://dx.doi.org/10.1108/qrj-08-2016-0053.

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Purpose The purpose of this paper is to describe an approach to analyzing qualitative data that uses Bakhtin’s concepts of dialogue as a framework. Design/methodology/approach Polyphonic Analysis (PA) is proposed as a critical approach to qualitative data analysis that emphasizes creating virtual dialogues of participants’ voices, bringing together views that typically do not interplay in order to escalate voices that might otherwise be silenced, reduced, or objectified. Findings PA, with its emphases on revoicing and dialoguing participants’ words, seeking understanding in the tensions between voices, and striving for hegemony in the development of themes, heightens researchers’ awareness of key principles of qualitative research, suggesting its use as a pedagogical approach for teaching qualitative research as an interpretive paradigm. The authors reference their study on the impact of the No Child Left Behind legislation in the USA to draw examples that illustrate the utility of this research design for pedagogy and practice. Originality/value PA creates meaning by recognizing multivocality and dialogism. The authors propose and describe this novel application of a literary analysis tool for use as a tool for pedagogy and research methodology.

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2

Mel'nikova, Olga Georgievna, E. A. Podmogaeva, Elena Viktorovna Surkova, T. G. Kurtseva, V. V. Nikolaeva, and Mikhail Borisovich Antsiferov. "Obuchenie bol'nykh sakharnym diabetom: psikhologicheskiy analiz." Diabetes mellitus 5, no. 4 (December 15, 2002): 60–64. http://dx.doi.org/10.14341/dm2002460-64.

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3

Gurova, O. Yu, I. V. Poluboyarinova, T. I. Romantsova, and O. V. Roik. "Obuchenie bol'nykh s ozhireniem: osnovnye tseli i zadachi." Obesity and metabolism 4, no. 4 (December 15, 2007): 53–58. http://dx.doi.org/10.14341/2071-8713-5013.

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4

Kroemer, H. "Kvazielektricheskoe pole i razryvy zon. Obuchenie elektronov novym fokusam." Uspekhi Fizicheskih Nauk 172, no. 9 (2002): 1087. http://dx.doi.org/10.3367/ufnr.0172.200209f.1087.

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5

Mel'nichenko, G. A. "TESTY, TESTY, KREDITY: KAK NALADIT' "OBUChENIE ChEREZ VSYu ZhIZN'"?" Clinical and experimental thyroidology 3, no. 3 (September 15, 2007): 56. http://dx.doi.org/10.14341/ket20073356-57.

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6

Mayorov, Alexander Yur'evich, Gagik Radikovich Galstyan, O. M. Dvoynishnikova, Mikhail Borisovich Antsiferov, and Ivan Ivanovich Dedov. "Terapevticheskoe obuchenie v Rossii: rezul'taty 15-letnego nablyudeniya bol'nykh sakharnym diabetom 1 tipa." Diabetes mellitus 8, no. 3 (September 15, 2005): 52–58. http://dx.doi.org/10.14341/2072-0351-5579.

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7

Starostina, Elena Georgievna, and Alexander Vasil'evich Dreval'. "Distantsionnoe meditsinskoe internet-konsul'tirovanie i obuchenie vrachey i bol'nykh sakharnym diabetom i ozhireniem (dvukhletniy opyt raboty)." Diabetes mellitus 5, no. 3 (September 15, 2002): 52–58. http://dx.doi.org/10.14341/dm2002352-58.

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8

Barrs, Myra. "Rediscovering Vygotsky’s Concept of the ZPD: Stanley Mitchell’s New Translation of ‘The Problem of Teaching [Obuchenie] and Mental Development at School Age’." Changing English 24, no. 4 (October 2, 2017): 345–58. http://dx.doi.org/10.1080/1358684x.2017.1376448.

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9

Moskovkin, L. V., and Yuntae Yu. "The term «obucheniye» in modern Russian pedagogical dictionaries and textbooks." Professor’s Journal. Series: Russian and Literature: studying and teaching 1 (February 25, 2021): 22–29. http://dx.doi.org/10.18572/2687-0339-2021-1-22-29.

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This article deals with the semantics of the term «obucheniye» in modern Russian pedagogical literature. The research findings based on analysis of pedagogical textbooks and dictionaries indicate that there is no clear consensus regarding the term «obucheniye» in Russian pedagogics. Many distinguished scholars of modern pedagogy give different definitions of the term «obucheniye», but at the same time, they use the term mainly in traditional meaning as the activity of a teacher.

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10

Sorokina, Anna V., and Vladimir E. Okhotnikov. "Karl Eduard Weber, How He was Known in Russia." ICONI, no. 1 (2019): 29–41. http://dx.doi.org/10.33779/2658-4824.2019.1.029-041.

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The article illustrates the life and creative activity of German pianist and pedagogue Karl Eduard Weber in Russia. Weber received his education at the Leipzig Conservatory. In 1854 he went to Russia, where musicians of high professional level were on demand, and taught for over 20 years at the Tambov Music College. However, having engaged in pedagogical activity in various Russian cities, Weber frequently experienced discontent. Having observed the unsatisfactory level of musical education, he began creating methodological works. Among them, those which became famous and were disseminated were “Rukovodstvo k sistematicheskomu obucheniyu igre na fortepiano” [“A Manual for the Systematic Instruction of Playing the Piano”] (1866), and “Putevoditel' pri obuchenii igre na fortepiano” [“A Guide to Instruction of Piano Playing”] (1876). In 1881 Karl Eduard Weber received the position of an instructor at the Tambov Alexandrinsky Institute for Noble Girls. In 1889 he switched to working at the Tambov Musical Classes (since 1900 — the Tambov Music College), where he worked until the end of his life (1913).Weber brought up the talented student Anna Gravert-Lavdovskaya (1881 – 1888). She provided initial instruction to the future outstanding pianist Victor Merzhanov. Therein, undoubtedly, lies a great merit of the Weber school. Many of the foundational traits of piano pedagogy of Karl Eduard Weber are inherent to the pedagogy of Victor K. Merzhanov.

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11

Yakovlev, Igor. "Thesaurus Artificial Intelligence: Machine Learning." Upravlenie Megapolisom, no. 5 (2014): 18–33. http://dx.doi.org/10.14570/issn.2073-2724/um-5-2014/02-yakovlev.

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12

Antsiferov, Mikhail Borisovich. "Sovremennye kontseptsii v obuchenii bol'nykh sakharnym diabetom." Diabetes mellitus 2, no. 1 (March 15, 1999): 45–50. http://dx.doi.org/10.14341/2072-0351-5733.

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13

Dedov, I. I., S. A. Butrova, and L. V. Savel'eva. "Effektivnost' motivatsionnogo obucheniya bol'nykh ozhireniem." Obesity and metabolism 1, no. 2 (June 15, 2004): 25–29. http://dx.doi.org/10.14341/2071-8713-4897.

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14

Matveev, Mikhail. "Psychological aspects of history e-learning." OOO "Zhurnal "Voprosy Istorii" 2021, no. 03 (March 1, 2021): 158–72. http://dx.doi.org/10.31166/voprosyistorii202103statyi29.

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Acute respiratory viral infections (ARVI) cause more than 80% of all acute respiratory diseases. Like most viral pathogens of SARS, coronaviruses are RNA viruses, but they have the largest genome in terms of size - about 29 thousand nucleotides. Live anti-coronavirus vaccines have been developed for dogs and domestic chickens, because their respective varieties cause severe chronic infection and high viral mortality.

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15

P'yankova, E. Yu, and L. A. Anshakova. "Poseshchenie supermarketa, kak sostavnaya chast' obucheniya bol'nykh ozhireniem." Obesity and metabolism 3, no. 4 (December 15, 2006): 50–53. http://dx.doi.org/10.14341/2071-8713-5145.

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16

Ajyldaa, K. N., and T. A. Fotekova. "SRAVNITELNYJ ANALIZ ZRITELNOPROSTRANSTVENNNYH FUNKCIJ U STARShIH PODROSTKOV S RAZNOJ USPEShNOSTYu V OBUChENII." EurasianUnionScientists 3, no. 68 (2019): 47–48. http://dx.doi.org/10.31618/esu.2413-9335.2019.3.68.451.

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17

Dedov, Ivan Ivanovich, Elena Viktorovna Surkova, Alexander Yur'evich Mayorov, Gagik Radikovich Galstyan, Mikhail Borisovich Antsiferov, and Alla Yur'evna Tokmakova. "Programma podgotovki spetsialistov v oblasti obucheniya bol'nykh sakharnym diabetom." Diabetes mellitus 6, no. 1 (March 15, 2003): 44–47. http://dx.doi.org/10.14341/2072-0351-6045.

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18

Basova, Evgeniia Aleksandrovna, and Denis Aleksandrovich Bondarchuk. "Metody obucheniia: sravnitel'nyi analiz sovremennykh kontseptsii i vzgliadov Ia.A. Komenskogo." Interactive science, no. 6 (61) (August 27, 2021): 36–38. http://dx.doi.org/10.21661/r-554517.

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19

Kulagina, T. I., and N. N. Vezikova. "PROFILAKTIKA MIKROSOSUDISTYKh OSLOZhNENIY U BOL'NYKh SAKhARNYM DIABETOM: ROL' OBUChENIYa BOL'NYKh." CardioSomatics 2, no. 1-1 (December 20, 2011): 66–67. http://dx.doi.org/10.26442/cs45463.

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20

KIRPIKOVA, M. N., N. V. KOLOSKOVA, and O. A. NAZAROVA. "VLIYaNIE TERAPEVTIChESKOGO OBUChENIYa BOL'NYKh POSTMENOPAUZAL'NYMOSTEOPOROZOM na modifitsiruemye faktory riska i kachestvo zhizni." Osteoporosis and Bone Diseases 11, no. 1 (April 15, 2008): 15–16. http://dx.doi.org/10.14341/osteo2008115-16.

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It was studied influence of the therapeutic education the patients with osteoporosis on awareness about disease, dynamic physical activity and quality of life. 42 women with osteoporosis was learned on structuring program. It was noted increase of the percent of the right answers on the questions from 50,7±2,1% to 77,2±20,2% just after education and to 71,5±15,8% after 6 months. It was marked increase of the physical activity after education also. During investigation of quality of life we found improvement on the scale of the pain, mobility, work to be done at home, social activity and general status. We didn'tfined established modification at the scale of psychological function.

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21

Mel'nikova, Olga Georgievna, Elena Viktorovna Surkova, Alexander Yur'evich Mayorov, Gagik Radikovich Galstyan, Alla Yur'evna Tokmakova, and Ivan Ivanovich Dedov. "Rezul'taty primeneniya strukturirovannoy programmy obucheniya bol'nykh sakharnym diabetom 2 tipa na insulinoterapii." Diabetes mellitus 11, no. 4 (December 15, 2008): 71–75. http://dx.doi.org/10.14341/2072-0351-5595.

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22

Stolbova, I. D., L. V. Kochurova, and K. G. Nosov. "K voprosu o tsifrovoj transformatsii predmetnogo obucheniya [About digital transformation of subject learning]." Informatics and education, no. 9 (November 30, 2020): 53–63. http://dx.doi.org/10.32517/0234-0453-2020-35-9-53-63.

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23

Kolomeytsev, M. G., and A. S. Starkov. "PROBLEMNYYE VOPROSY OBUCHENIYA NASELENIYA NAVYKAM OKAZANIYA PERVOY POMOSHCHI PRI OSTROM NARUSHENII MOZGOVOGO KROVOOBRASHCHENIYA." Vestnik of Russian military medical Academy 3, no. 67 (2019): 73–74. http://dx.doi.org/10.32863/1682-7392-2019-3-67-73-74.

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24

Zvolinskaya, E. Yu, and M. G. Kimitsidi. "Analiz dinamiki modifitsiruemykh faktorov riska serdechno-sosudistykh zabolevaniy za vremya obucheniya v vuze." CardioSomatics 6, no. 1-1 (December 15, 2015): 42. http://dx.doi.org/10.26442/cs45475.

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25

Fedorov, Igor' Vladimirovich, and Rustem Shamil'evich Khasanov. "Sovershenstvovanie printsipov obucheniya vrachey (po materialam VIII s\"ezda onkologov i radiologov SNG i Evrazii)." Kazan medical journal 95, no. 6 (December 15, 2014): 944–45. http://dx.doi.org/10.17816/kmj2010.

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26

Rabinovich, P. D., K. E. Zavedenskiy, and N. E. Samoylov. "Shkola proektnykh tekhnologij: internet veshhej v mezhpredmetnom obuchenii [School of project technologies: The internet of things in the interdisciplinary learning]." Informatics and education, no. 9 (November 30, 2020): 6–19. http://dx.doi.org/10.32517/0234-0453-2020-35-9-6-19.

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27

-. "Programma OLIMP(Osnovy kLinicheskoy IMmunolo giidlya Pediatrov) - chast' natsional'nogoproekta po obucheniyu prakticheskikhvrachey pediatrov osnovam kli nicheskoyimmunologii." Russian Journal of Allergy 7, no. 1 (March 15, 2010): 71–73. http://dx.doi.org/10.36691/rja913.

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28

Loginov, K. V., and A. N. Shikov. "Primeneniya gejmifikatsii v protsesse upravleniya obucheniem, adaptatsiej i razvitiem personala [Gamification applications in the process of managing personnel training, adaptation and development]." Informatics and education, no. 9 (November 30, 2020): 28–37. http://dx.doi.org/10.32517/0234-0453-2020-35-9-28-37.

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29

Vygotsky, Lev S. "The Problem of Teaching and Mental Development at School Age [Problema obuchenija i umstvennogo razvitija v shkol’nom vozraste]." Changing English 24, no. 4 (October 2, 2017): 359–71. http://dx.doi.org/10.1080/1358684x.2017.1395165.

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30

Manyugina, E. A., and A. V. Bursikov. "Vliyanie usovershenstvovannogo terapevticheskogo obucheniya na sub\"ektivnuyu otsenku zabolevaniya i strukturu strategiy stress-sovladayushchego povedeniya kuryashchikh patsientov s arterial'noy gipertoniey." CardioSomatics 8, no. 1 (March 15, 2017): 52. http://dx.doi.org/10.26442/cs45620.

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31

Bocharov, Alexey, and Ivan Aladyshkin. "Activities of the naval department of the Russian Empire in teaching literacy and arithmetic to sailors of the navy in the 1850s–1870s." OOO "Zhurnal "Voprosy Istorii" 2021, no. 02 (February 1, 2021): 197–204. http://dx.doi.org/10.31166/voprosyistorii202102statyi24.

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The article examines the activities of the Russian naval department in teaching literacy and arithmetic to sailors of the navy in the 50s — 70s of the XIX century. The measures of the naval command for training sailors are considered. The role of the officers who showed enthusiasm in the training of sailors was noted. Shown are statistical data on the number of literate and arithmetic sailors in the study period. The question is raised about the degree of literacy and reading circle of sailors. It is noted that teaching sailors to read and write and arithmetic improved the quality of the fleet personnel. The connection between the activities of the naval department in training sailors and the influence of the reforms of the 1860s — 70s is shown.

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32

Калмиков, Георгій. "Дискурсивний вплив як спосіб реалізації професійно-мовленнєвої діяльності психолога." East European Journal of Psycholinguistics 4, no. 1 (June 27, 2017): 86–99. http://dx.doi.org/10.29038/eejpl.2017.4.1.gka.

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Стаття присвячена психолінгвістичній проблематиці: сфері психологічної діяльності, що має переважно дискурсивний характер і побудована на використанні різних способів мовленнєвого впливу, конструюванні дискурсів як реалізації прикладних потреб психолога в його професійно-мовленнєвій діяльності; висвітленню можливостей дискурсивного впливу, пов’язаного з різними аспектами його побудови й отриманими ефектами, конкретними видами дискурсів у тих чи тих умовах роботи психотерапевта й психоконсультанта. Описується можливість зміни свідомості й поведінки особистості людини під впливом потенціалу психологічного дискурсу та спроможність його здійснювати мовленнєве втручання в психічні регулятори життєдіяльності особистості, буття й психокомунікативної взаємодії в соціальному просторі; визначається дискурс як породжений психологом концепт, що конституює соціальні стосунки, образ «Я» й «Інших», формує соціальну ідентичність, уявлення, судження, настанови, перетворює неадаптивні й недоречні патерни поведінки та ригідні стереотипи свідомості людини на адаптивні й творчі, кардинально змінюючи старі й формуючи в неї нові смисли; подаються виокремлені автором статті приклади різних видів дискурсів, а саме: дискурс-роз’яснення, дискурсімперфект, дискурс-перенос, дискурс-генетичне витлумачення, дискурс-перетлумачення, Ядискурс, дискурс-перезавантаження, дискурс-переототожнення, дискурс-самовираження почуттів тут-і-зараз. Література References 1. Бьюдженталь Д. Искусство психотерапевта. 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Narrativ v psihoterapii: rasskazyi patsientovo lichnoy istorii [Narrative in psychotherapy: stories of patients about personal history].Psihologicheskiy Zhurnal, 5, 97–104. Калмиков Г.В. Дискурсивні практики як компоненти професійно-мовленнєвоїдіяльності психологів// Психолінгвістика. Психолингвистика. Psycholinguistics:[зб. наук. праць ДВНЗ «Переяслав-Хмельницький державний педагогічнийуніверситет імені Григорія Сковороди»]. Переяслав-Хмельницький: ФОПДомбровська Я. М. 2016. Вип. 20(1). С. 98–111.Kalmykov, G. V. (2016). Diskursivni praktiki yak komponenti profesiyno-movlennevoyidiyalnosti psihologIiv. [Discursive practices as components of psychologists’professional speech activity]. Psiholingvistika, 20(1), 98–111. Калмиков Г. В. Дискурс як мовленнєвий вплив// Психолінгвістика.Психолингвистика. Psycholinguistics: [зб. наук. праць ДВНЗ «ПереяславХмельницький державний педагогічний університет імені Григорія Сковороди»].Переяслав-Хмельницький: ФОП Домбровська Я. М. 2017. Вип. 21(1). С. 112–128.Kalmykov, G. V. (2017). Dyskurs yak movlennjevyi vplyv [Discourse as a speechinfluence]. Psykholingvistyka, 21(1), 112–128. Кейсмент П. Обучение на наших ошибках. Алматы: Дарын, 2005.Keysment, P. (2005). Obuchenie na Nashih Oshibkah [Learning from Our Mistakes].Almaty: Daryn. Коттлер Д. Совершенный психотерапевт. Работа с трудными клиентами. СПб.:Питер, 2002. Kottler, D. (2002). Sovershennyi Psihoterapevt. Rabota s Trudnyimi Klientami [ThePerfect Psychotherapist. Working with Difficult Clients]. S.-Petersburg: Piter. Кубрак Т. А. Интенция самопрезентации субъекта в вербальной коммуникации:Автореф. дис.... канд. психол наук: 19.00.01. М, 2009. Kubrak, T.A. (2009). Intentsiya samoprezentatsii sub’ekta v verbalnoy kommunikatsii[The intention of the subject of self-presentation in verbal communication]. Extendedabstract of Ph.D. dissertation. Moscow. Orlinsky, D. E., Grawe, K., & Parks, B. K. (1994). Process and Outcome inPsychotherapy. In: Handbook of Psychotherapy and Behavior Change, (pp. 270–378). A.E. Bergin & S. L. Garfield (Eds.), New York: Wiley. Павлова Н.Д. Коммуникативная функция речи: интенциональная и интерактивнаясоставляющие: Автореф. дис.... д. психол. наук. М., 2000.Pavlova, N. D. (2000). Kommunikativnaya funktsiya rechi: intentsionalnaya iinteraktivnaya sostavlyayuschie [The communicative function of speech: intentional andinteractive components]. Extended abstract of Doctoral dissertation. Moscow. Роджерс К. Необходимые и достаточные условия терапевтических личностныхизменений / К. Роджерс // Журнал практического психолога. 2012, №1. С. 8–25.Rogers, K. (2012). Neobhodimyie i dostatochnyie usloviya terapevticheskih lichnostnyihizmeneniy [Necessary and sufficient conditions of therapeutic personality change].Zhurnal Prakticheskogo Psihologa, 1, 8–25. Россохин А. В., Петровская М. Б. Имплицитные содержания психоаналитическогодиалога: экспертные возможности компьютерной психолингвистики//Психологический журнал. 2001. Т. 22, №6. С. 77–86. Rossohin, A.V. & Petrovskaya, M.B. Implitsitnyie soderzhaniya psihoanaliticheskogodialoga: ekspertnyie vozmozhnosti kompyuternoy psiholingvistiki [The implicit contentsof psychoanalytic dialogue: the expert possibilities of computer psycholinguistics].Psihologicheskiy Zhurnal, 6(22), 77–86. Соколова Е. Т., Бурлакова Н. С. К обоснованию метода диалогического анализаслучая // Вопросы психологии. 1997, №2. С. 61–76. Sokolova, E. T. & Burlakova, N. S. (1997). K obosnovaniyu metoda dialogicheskogoanaliza sluchaya [The substantiation of the method of dialogical analysis of the case].Voprosy Psihologii, 2, 61–76. Соммерз-Фланаган Д., Соммерз-Фланаган P. Клиническое интервьюирование. 3-еизд. М.: Диалектика. 2006. Sommerz-Flanagan, D. & Sommerz-Flanagan, R. (2006). Klinicheskoe Intervyuirovanie[Clinical Interviewing]. Moscow: Dialektika. Стренгс Д. Интерпретативные треугольники Давенлу в работе с образом Бога //Консультативная психология и психотерапия. 2000., №2. C. 155–171. Strengs, D. (2000). Interpretativnyie treugolniki Davenlu v rabote s obrazom [Terpretivetriangles Davanloo in working with the image of God]. Konsultativnaya psihologiya iPsihoterapiya, 2, 155–171. Энрайт Д. Гештальт, ведущий к просветлению. СПб.: Центр гуманистическихтехнологий «Человек», 1994. Enright, J. (1994). Geshtalt, Veduschiy k Prosvetleniyu [Enlightening Gestalt]. S.-Petersburg: Chelovek. Ягнюк К. В. Анатомия терапевтической коммуникации. Базовые навыки итехники : учебное пособие. М.: Когито-Центр. 2014.Yagnyuk, K. V. (2014). Anatomiya Terapevticheskoy Kommunikatsii. Bazovyie Navyki iTehniki [Anatomy of Therapeutic Communication. Basic Skills and Techniques].Moscow: Kogito-Tsentr. Ялом И. Дар психотерапии. М.: Изд-во Эксмо, 2005. Yalom, I. (2002). Mamochka i Smysl Zhizni: Psihoterapevticheskie Istorii [Momma andthe Meaning of Life: Tales of Psychotherapy]. Moscow: Eksmo. Ялом И. Мамочка и смысл жизни: психотерапевтические истории. М.: ЭКСМОПресс, 2002.Yalom, I. (2005). Dar Psihoterapii [The Gift of Psychotherapy]. Moscow: Eksmo-Press.

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Kosova, Ye A. "Motivatsiya i gotovnost’ prepodavatelej k ispol’zovaniyu distantsionnykh obrazovatel’nykh tekhnologij v obuchenii studentov s ogranichennymi vozmozhnostyami zdorov’ya [Motivation and readiness of teachers to use distance educational technologies in teaching students with disabilities]." Informatics and education, no. 9 (November 30, 2020): 43–52. http://dx.doi.org/10.32517/0234-0453-2020-35-9-43-52.

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Милушкина, О. Ю., О. Ф. Жуков, О. В. Луканова, С. В. Маркелова, and Н. А. Скоблина. "Rasprostranennost' faktorov riska narusheniya zdorov'ya i emocional'nogo blagopoluchiya uchitelej v usloviyah distancionnogo obucheniya." Вестник Российского государственного медицинского университета, no. 2021(2) (April 2021). http://dx.doi.org/10.24075/vrgmu.2021.019.

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Distancionnoe obuchenie (DO) izmenilo rezhim truda i otdyha uchitelej, uvelichilo riski narusheniya sostoyaniya ih zdorov'ya i nastupleniya emocional'nogo vygoraniya (EV). Cel'yu issledovaniya bylo izuchit' rasprostranennost' faktorov riska, vozdejstvuyushchih na zdorov'e i emocional'noe sostoyanie uchitelej v usloviyah provedeniya DO, i sub"ektivnuyu ocenku uchitelyami znachimosti etih faktorov. Provedeno anketirovanie uchitelej v period tradicionnogo obucheniya (TO) (n = 224) i DO (n = 619), antropometricheskoe obsledovanie 45 uchitelej v period TO i 72 uchitelej po zaversheniyu DO. Izucheno EV u 72 uchitelej s ispol'zovaniem oprosnika V. V. Bojko. Dlya statisticheskoj obrabotki ispol'zovali paket Statistica 13 PL, t-kriterij St'yudenta, kriterij χ2; dlya vyyavleniya vzaimosvyazi pokazatelej — regressionnyj analiz, raschet shansov vozniknoveniya effekta. Menee poloviny pedagogov informirovany o faktorah riska narusheniya zdorov'ya (nizkaya dvigatel'naya aktivnost' — 36,1%, neracional'noe pitanie — 29,2%, otsutstvie znanij po profilaktike zabolevanij — 6,9%). Posle zaversheniya DO tol'ko 30% uchitelej schitali sebya zdorovymi, 13,1% otmetili otsutstvie simptomov EV. Ustanovleno uvelichenie srednego znacheniya indeksa massy tela. SHansy razvitiya izbytka massy tela i ozhireniya u uchitelej, nedoocenivayushchih faktory riska razvitiya narushenij zdorov'ya i EV, v 2,3 raza vyshe (OSH = 0,40; 95% DI = 0,22–0,70). Pokazano vysokoe gigienicheskoe znachenie dvigatel'noj aktivnosti kak upravlyaemogo faktora riska narusheniya sostoyaniya zdorov'ya. Povyshenie informirovannosti uchitelej v voprosah zdorov'esberezheniya pozvolit sohranit' ih zdorov'e, predupredit' razvitie EV i povysit' effektivnost' professional'noj deyatel'nosti.

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Popov, V. V. "TEACHING TECHNICAL SYSTEMS DESIGNING – BASICS OF ENGINEERING EDUCATION." Spravochnik. Inzhenernyi zhurnal, June 2014, 46–49. http://dx.doi.org/10.14489/hb.2014.06.pp.046-049.

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Bobyr, M. V. "EFFECT OF NUMBER RULE ON TRAINING OF FUZZY-LOGIC SYSTEMS." Vestnik komp'iuternykh i informatsionnykh tekhnologii, 2014, 28–35. http://dx.doi.org/10.14489/vkit.2014.11.pp.028-035.

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Khurshudov, A. A. "LEARNING LARGE-SCALE IMAGES FEATURES USING MULTI-LAYER SPARSE AUTOENCODER." Vestnik komp'iuternykh i informatsionnykh tekhnologii, 2014, 27–30. http://dx.doi.org/10.14489/vkit.2014.02.pp.027-030.

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Тахчиди, Х. П., П. В. Глизница, С. Н. Светозарский, А. И. Бурсов, and К. А. Шустерзон. "Razmetka cvetnyh fotografij glaznogo dna uluchshaet raspoznavanie makulyarnoj patologii s pomoshch'yu glubokogo obucheniya." Вестник Российского государственного медицинского университета, no. 2021(4) (August 2021). http://dx.doi.org/10.24075/vrgmu.2021.040.

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Zabolevaniya setchatki ostayutsya odnoj iz vedushchih prichin slabovideniya v mire. Razrabotka metodov avtomatizirovannoj diagnostiki mozhet povysit' effektivnost' i dostupnost' programm massovogo skrininga patologii makulyarnoj oblasti. Cel'yu raboty bylo razrabotat' i provalidirovat' algoritmy mashinnogo obucheniya dlya diagnostiki makulyarnoj patologii na osnove analiza cvetnyh fotografij glaznogo dna s predvaritel'noj razmetkoj dannyh i bez nee na primere vozrastnoj makulyarnoj degeneracii (VMD). V issledovanii ispol'zovali 1200 cvetnyh fotografij glaznogo dna iz lokal'nyh baz dannyh, vklyuchaya 575 izobrazhenij setchatki pacientov s VMD i 625 retinal'nyh fotografij zdorovyh pacientov. Algoritm glubokogo obucheniya byl realizovan na osnove nejronnoj seti Faster RCNN c ResNet50 v kachestve svertochnoj osnovy s ispol'zovaniem transfernogo obucheniya. V rezul'tate, pri otsutstvii razmetki validaciya pokazala neudovletvoritel'nuyu tochnost' modeli (79%), chto bylo svyazano s nepravil'nym vyborom nejroset'yu oblastej vnimaniya. Vypolnenie razmetki povysilo effektivnost' razrabotannoj metodiki, na testovom nabore dannyh model' prodemonstrirovala adekvatnoe opredelenie informativnyh uchastkov, tochnost' klassifikacii dostigla 96,6%. Takim obrazom, primenenie razmetki izobrazhenij znachitel'no povyshaet tochnost' raspoznavaniya cvetnyh izobrazhenij setchatki s pomoshch'yu nejrosetevyh tekhnologij i pozvolyaet sozdavat' effektivnye modeli pri ispol'zovanii ogranichennyh po ob"emu naborov dannyh.

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Naumov, A. V., A. S. Dzhumurat, and A. O. Inozemtsev. "DISTANCE LEARNING SYSTEM FOR MATHEMATICAL DISCIPLINES CLASS.NET." Vestnik komp'iuternykh i informatsionnykh tekhnologii, 2014, 36–44. http://dx.doi.org/10.14489/vkit.2014.010.pp.036-044.

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Olifer, N. O., and O. A. Sychev. "USING PROGRAM STATE VISUALIZATION IN TEACHING PROGRAMMING STRINGS AND DYNAMIC DATA STRUCTURES IN THE C LANGUAGE." Vestnik komp'iuternykh i informatsionnykh tekhnologii, 2014, 49–55. http://dx.doi.org/10.14489/vkit.2014.07.pp.049-055.

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Zelepukhina, V. A. "AUTHOR NAME DISAMBIGUATION IN ACADEMIC PUBLICATIONS USING METHODS OF MACHINE LEARNING." Vestnik komp'iuternykh i informatsionnykh tekhnologii, 2015, 41–48. http://dx.doi.org/10.14489/vkit.2015.09.pp.041-048.

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Никишина, В. Б., О. Ф. Природова, Е. А. Петраш, and И. А. Севрюкова. "Glazodvigatel'nye reakcii pri vospriyatii izobrazhenij mladshimi shkol'nikami s legkoj stepen'yu umstvennoj otstalosti." Osobennosti techeniya sochetannoj infekcii VICH/SARS-CoV-2 v usloviyah pandemii, no. 2021(1) (February 2021). http://dx.doi.org/10.24075/vrgmu.2021.008.

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Okulomotornaya aktivnost' (glazodvigatel'nye reakcii) mozhet byt' neobhodimym komponentom psihicheskih processov, svyazannyh s polucheniem, preobrazovaniem i ispol'zovaniem zritel'noj informacii. Cel'yu raboty bylo opredelit', kakovy osobennosti glazodvigatel'nyh reakcij pri vospriyatii statichnyh izobrazhenij u mladshih shkol'nikov s legkoj stepen'yu umstvennoj otstalosti (UO). Ob"em vyborki sostavil 49 chelovek: 23 cheloveka s legkoj stepen'yu UO, 26 chelovek s normativnym tipom psihicheskogo razvitiya. Ocenku glazodvigatel'nyh reakcij osushchestvlyali s ispol'zovaniem programmno-apparatnogo kompleksa GP3 Gazepoint. Stimul'nyj material predstavlyal soboj 15 statichnyh cvetnyh izobrazhenij: kartinki, soderzhashchie tol'ko izobrazheniya (10 kartinok); kartinki, soderzhashchie odnovremenno izobrazheniya i tekst (5 kartinok). V hode issledovaniya ustanovleno, chto chislo fiksacij u detej s legkoj stepen'yu UO znachimo men'she (r = 0,038) po sravneniyu s det'mi s normativnym razvitiem. Odnovremennoe razmeshchenie kartinki i tekstovoj informacii neeffektivno, poskol'ku tekstovaya chast' ostaetsya proignorirovannoj v polnom ob"eme. Obshchaya dlitel'nost' fiksacij znachimo vyshe (r = 0,029) u detej s normativnym razvitiem po sravneniyu s det'mi s legkoj stepen'yu UO. Pri etom srednyaya dlitel'nost' edinichnoj fiksacii pri UO vyshe. V prakticheskom aspekte vyyavlennye osobennosti glazodvigatel'nyh reakcij u detej mladshego shkol'nogo vozrasta s legkoj stepen'yu UO pozvolyayut optimizirovat' formu pred"yavleniya informacii v processe obucheniya.

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Рубакова, А. А., Г. Е. Иванова, and М. А. Булатова. "Aktivaciya processov sensomotornoj integracii s pomoshch'yu interfejsa «mozg–komp'yuter»." Вестник Российского государственного медицинского университета, no. 2021(5) (September 2021). http://dx.doi.org/10.24075/vrgmu.2021.039.

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Interfejs «mozg–komp'yuter» (IMK) s ekzoskeletom kisti ruki aktiviruet mekhanizmy nejroplastichnosti, v rezul'tate chego proiskhodit motornoe nauchenie, odnako vklad percepcii v etot process na dannyj moment izuchen nedostatochno. Cel'yu issledovaniya bylo izuchit' vliyanie sensomotornoj integracii na effektivnost' reabilitacionnogo processa po obucheniyu paradigme dvizheniya raskrytiya kisti u pacientov, perenesshih ostroe narushenie mozgovogo krovoobrashcheniya, s pomoshch'yu IMK i ocenit' vliyanie ideomotornogo treninga na snizhenie spastichnosti v paretichnoj ruke. Byl proveden analiz dannyh 58 pacientov (mediana vozrasta 63 goda (22; 83)), s perenesennoj cherepno-mozgovoj travmoj ili insul'tom davnost'yu 2 mesyaca (1,0; 12,0), ishemicheskogo (76%) i gemorragicheskogo haraktera (24%), poluchivshih 15 (12; 21) ideomotornyh trenirovok s ispol'zovaniem IMK i ekzoskeleta. Funkcional'nuyu aktivnost' ruki ocenivali do i posle prohozhdeniya kursa procedur po shkalam Fugl–Meyer, ARAT, Frenchay, FIM, Rivermead, Ashworth. Otmecheno uvelichenie myshechnoj sily v luchezapyastnom sustave u 40% pacientov pri sgibanii-razgibanii, u 29% — pri otvedenii-privedenii. Uvelichenie myshechnoj sily pri otvedenii i privedenii luchezapyastnogo sustava proiskhodit odnovremenno (p < 0,004). Naznachenie ideomotornyh trenirovok dlya snizheniya myshechnogo tonusa neeffektivno, tak kak dostoverno znachimogo snizheniya spastichnosti v kisti vyyavleno ne bylo. Uluchshenie v vosproizvedenii dvizhenij kist'yu paretichnoj ruki polozhitel'no korrelirovalo s uluchsheniem povsednevnyh navykov zhiznennyh aktivnostej. Razvitie motornoj funkcii paretichnoj kisti s pomoshch'yu ekzoskeleta vedet k aktivacii kinesteticheskih receptorov, uluchshaya chuvstvitel'nost' i melkuyu motoriku za schet sensomotornoj integracii.

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Gerganov, Encho. "Book review: Hristo Kyuchukov, Kognitivniyat podhod v obuchenieto po romski ezik (v preduchilishtna i nachalna uchilishtna vazrast) [The cognitive approach in Romani language teaching (in preschool and primary school)]." Psychology of Language and Communication 14, no. 1 (January 1, 2010). http://dx.doi.org/10.2478/v10057-010-0006-5.

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Zarichna, Olena, Svitlana Buchatska, Liudmyla Melnyk, and Tetiana Savchuk. "Content and Language Integrated Learning in Tertiary Education: Perspectives on Terms of Use and Integration." East European Journal of Psycholinguistics 7, no. 1 (June 30, 2020). http://dx.doi.org/10.29038/eejpl.2020.7.1.zar.

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This paper reports on a classroom investigation into a tertiary variation of content and language integrated learning (CLIL) as well as addresses the conceptual and methodological parameters of this method as distinguished from the other two content-based English-taught courses: ESP and EMI. A special challenge for this research was to study the functionality of CLIL in the university settings in terms of content retention and language acquisition as well as the development of communicative culture in university students. With this purpose we conducted a pilot project on CLIL also designing a triple vector observation scheme (content retention; language acquisition; communication culture) and adding the high order thinking skills dimension as a pivotal learning goal in a CLIL-based English classroom. The project comprised 8 syllabi-based sub-modules that featured scientific content and was conducted among 78 humanities majors. Findings show that students’ cognitive and communicative needs do not find sufficient support in the existing L2 courses to which CLIL may serve as a solution. Introduction of CLIL even at the level of a variable sub-module may considerably raise students’ satisfaction with L2 courses and provide a reliable backing in the development of their academic thinking and communicative culture. References Григорьева К.С., Салехова Л.Л. Реализация принципов предметно-языкового интегрированного обучения с помощью технологий Web 2.0 в техническом вузе. Вестник РУДН. Серия ИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯ. 2014. № 2. С. 11-18. Знанецька О.М. Основні дидактичні та методичні принципи викладання іноземної мови. Актуальні проблеми викладання іноземних мов для професійного спілкування : Матеріали Всеукр. наук.- практ. конф., 6–7 квіт. 2012 р. : У 3 т. Д. : Біла К.О., 2012. С. 60-62. Retrieved from: http://www.confcontact.com/2012edu/2012edu_tom1.pdf Barrios, E., Lara, M. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60-80. Cummins, J. (1984). Bilingualism and Special Education. In Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Dafouz, E., Nunez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions in Diverse Contexts-converging Goals: CLIL in Europe, edited by D. Marsh and D. Wolff. (pp. 91–101). Frankfurt: Peter Lang. Fortanet-Gómez, I. & Bellés-Fortuño, B. (2008). The relevance of discourse markers in teacher training courses for Content and Language Integrated Learning in higher education. In O. Martí Arnáinz, & M. P. Safont Jordá (Eds), Achieving multilingualism: Wills and ways. Proceedings of the First international conference on multilingualism (ICOM) (pp. 149-159). Castelló de la Plana: Universitat Jaume I. Graham, K. M, Choi, Y., Davoodi, A., Razmeh, S., & Dixon L.Q. (2018). Language and Content Outcomes of CLIL and EMI: A Systematic Review. LACLIL, 11(1), 19-37. Jiang, Li., Jun Zhang, L., & May, S. (2019). Implementing English-Medium Instruction (EMI) in China: Teachers’ Practices and Perceptions, and students’ Learning Motivation and Needs. International Journal of Bilingual Education and Bilingualism. 22(2), 107-119. Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. Basic issues in EFL Teaching and Learning, 295-313. Lasagabaster, D., & Sierra, J. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367-375. Yang, W. (2016). ESP vs CLIL: A Coin of Two Sides or a Continuum of Two Extremes? ESP Today. Vol. 4(1). P.43-68. References (translated and transliterated) Grigorieva K.S., Salekhova L.L. (2014). Realizatsia printsipov predmetno-yazykovogo integrirovannogo obucheniya s pomoshchyu tekhnologiy Web 2.0 v tekhnicheskom vuze. [Realisation of subject and language integrated learning principles using Web 2.0 technologies in higher technical school]. Vesnik RUDY. Seriya Informatizatsyia Obrazovaniya. No. 2. P. 11-18. Znanetska, O. (2012) Osnovni dydaktychni ta metodychni pryntsypy vykladannia inozemnoyi movy [The main didactic and methodical principles of teaching foreign languages]. Aktualni problemy ykladannia inozemnykh mov dlia professiynoho spilkuvannia: materialy Vseukr. nauk.-prakt. konf., 6-7 kvit. 2012 r.: U 3 t. D.: Bila K.O. P. 60-62. Retrieved from: http://www.confcontact.com/2012edu/2012edu_tom1.pdf Barrios, E., Lara, M. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60-80. Cummins, J. (1984). Bilingualism and Special Education. In Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Dafouz, E., Nunez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions in Diverse Contexts-converging Goals: CLIL in Europe, edited by D. Marsh and D. Wolff. (pp. 91–101). Frankfurt: Peter Lang. Fortanet-Gómez, I. & Bellés-Fortuño, B. (2008). The relevance of discourse markers in teacher training courses for Content and Language Integrated Learning in higher education. In O. Martí Arnáinz, & M. P. Safont Jordá (Eds), Achieving multilingualism: Wills and ways. Proceedings of the First international conference on multilingualism (ICOM) (pp. 149-159). Castelló de la Plana: Universitat Jaume I. Graham, K. M, Choi, Y., Davoodi, A., Razmeh, S., & Dixon L.Q. (2018). Language and Content Outcomes of CLIL and EMI: A Systematic Review. LACLIL, 11(1), 19-37. Jiang, Li., Jun Zhang, L., & May, S. (2019). Implementing English-Medium Instruction (EMI) in China: Teachers’ Practices and Perceptions, and students’ Learning Motivation and Needs. International Journal of Bilingual Education and Bilingualism. 22(2), 107-119. Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. Basic issues in EFL Teaching and Learning, 295-313. Lasagabaster, D., & Sierra, J. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367-375. Yang, W. (2016). ESP vs CLIL: A Coin of Two Sides or a Continuum of Two Extremes? ESP Today. Vol. 4(1). P.43-68.

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