Academic literature on the topic 'Structural features of the educational system'
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Journal articles on the topic "Structural features of the educational system"
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Kireev, Sergey P. "FEATURES OF MANAGING THE STRUCTURAL STABILITY OF A VARIABLE CONTINGENT IN EDUCATIONAL ORGANIZATIONS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 12/12, no. 141 (2023): 90–96. http://dx.doi.org/10.36871/ek.up.p.r.2023.12.12.012.
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The article discusses the main capabilities of an educational organization for managing a variable contingent to increase its structural stability. The basic composition of the variable contingent of an educational organization is considered. The most important structural features of the contingent and structure of students are substantiated. The types of structure of the contingent of an educational organization are shown. Factors of structural stability of the variable contingent of an educational organization have been identified. The generic features and differences in the process of carrying out their activities, the structure and financing of state and non-state educational organizations are shown. Potential distinctive features of students studying in non-state educational organizations have been identifi ed. A system of indicators for preliminary analysis of the structural stability of the variable contingent of an educational organization has been developed.
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Abirov, Daniar, Kalibek Ybyraimzhanov, Asset Turkmenbayev, Elmira Abdykerimova, and Bayan Kuanbayeva. "Innovative features of education in Kazakhstan’s Lyceum-Gymnasium." Cypriot Journal of Educational Sciences 17, no. 1 (2022): 169–83. http://dx.doi.org/10.18844/cjes.v17i1.6693.
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Educational and training institutions that ensure successful learning and diverse working life must implement problem-oriented analyses of the education system and form future self-education and positive activity skills of the individual. The article deals with historical trends in the development of educational institutions such as lyceums and gymnasiums in Kazakhstan. Data collection was in two parts. The first data collected was secondary data and it was used to analyze the current situation in education. The detailed theoretical analysis of literary sources reveals the peculiarities of formation of the structure of functioning of educational institutions, the analysis of the tendencies of implementation of innovative educational programs in the system of education is carried out. The primary data was collected using an experiment. Based on the data obtained as a special elective course for undergraduate students, the article describes the recommendations aimed at changing the educational system to deepen the historical and pedagogical peculiarities of the development of educational institutions of students.
 Keywords: educational institutions; gymnasium; innovation; lyceum; structural system of education.
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Lysenko, Tetiana, Olena Demianenko, Valentina Tsyna, Andriy Tsyna, and Maria Tsurkan. "FEATURES OF PERSONALITY-CENTERED LEARNING TECHNOLOGIES." Conhecimento & Diversidade 15, no. 37 (2023): 350–65. http://dx.doi.org/10.18316/rcd.v15i37.10969.
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One of the approaches to organizing learning at higher educational institutions, which will contribute to young people’s life self-determination, the development of their subjectivity, cultural identification and socialization, are personality-centered technologies of organizing the educational process. Humanization and democratization of modern society, modern tendencies in the sphere of human socialization require improving the primary directions of transiting to a humanistic paradigm aimed at the individual’s development and self-fulfillment in the social and cultural environment. According to the tendencies outlined, the professional training system at higher educational institutions uses personality-centered educational technologies aimed at ensuring future specialists’ professional and personal efficiency and social competitiveness. The purpose of the academic paper is to determine the features of the primary tendencies in using personality-centered learning technologies at higher educational institutions. Methodology. In the course of the research, the analytical and bibliographic method was used to study the scientific literature on applying personality-centered learning technologies. At the same time, induction, deduction, analysis, synthesis of information, system-structural, comparative, logical-linguistic methods, abstraction, and idealization were applied to study and process data. By the way, the research authors also conducted a questionnaire in online mode to practically clarify the most important issues related to personality-centered learning at higher educational institutions. Results. Based on the research results, the primary and most important theoretical aspects of applying technologies of personality-centered learning at higher educational institutions were established. Along with this, the standpoints of scientists and heads of higher educational institutions regarding the key aspects of this issue were also investigated.
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Hreilikh, Olga O., and Natalia O. Vydolob. "Psychological Features of Pedagogical Interaction in the “Teacher-Student” System." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 3 (2021): 78–86. http://dx.doi.org/10.52534/msu-pp.7(3).2021.78-86.
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The relevance of the chosen topic is determined by the importance of interaction between teachers and students in modern higher education, as well as the need to cover the psychological features of such interaction from the point of view of developing a qualitative assessment of their role and place in the educational process of a higher educational institution. The purpose of the study is to formulate psychological aspects of “teacher-student” communication within the educational space to identify methods of its regulation. The leading approach of the research is a combination of theoretical analysis of the main aspects of pedagogical interaction between teachers and students in an educational institution taking into account the main functions and tasks of each of the groups under consideration and structural synthesis of the features of this type of interaction based on psychological factors of communication on the scale of a higher educational institution. The research considers issues related to the psychological features of pedagogical interaction between teachers and students in modern higher education. Qualitative indicators of communicative relations of subjects of the educational process, in particular teachers and students, are determined. The key psychological features of pedagogical interaction in the “teacherstudent” system are highlighted, including the development of trust in the authority of the teacher, taking into account students' individual factors in the process of studying subjects within the programme, maintaining a positive psychological climate in subject-subject relations. The necessity of developing a qualitative assessment of the level of communication between teachers and students as an objective factor for further assessment of the overall level of their pedagogical interaction effectiveness and the psychological characteristics of each of the groups under consideration is emphasised. The results and conclusions of the research are of practical value both for modern applicants for higher education and for representatives of the teaching staff of modern higher educational institutions concerned with the problems of building high-quality communication among each other, taking into account the individual characteristics and qualities of each group
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Durdas, Alla. "THE STRUCTURAL FEATURES OF THE HIGHER EDUCATION OF THE FRENCH REPUBLIC." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 113–20. http://dx.doi.org/10.28925/1609-8595.2018(1-2)113120.
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The article deals with the complex and multistage system of higher education in the French Republic. The main types of higher educational institutions in France and their peculiarities have been determined. A large variety of educational institutions, including specialized schools, have been emphasized in the article. The ability of French higher education establishments to be clearly oriented in the training of specialists for the requirements of the present has been specified in the article. The university education, consisting of several cycles, and the conditions for entering the institutions of higher education in France have been analyzed. The scale of grades has been outlined. A special system of French diplomas has been considered in the article. A role of grand schools in the French society has been stated. A national character of the French higher education has been specified in the article. The degrees of higher education in the French Republic and in Ukraine have been disclosed. The peculiarities and advantages of the French university education have been determined. Forms of organization of the educational process in the universities of France have been disclosed. A French analogue of the MBA has been described and the features of business education in the French Republic have been stated. The peculiarities of the specialized higher education in France have been outlined. The role and activities of the Agency for the Evaluation of Quality of Scientific Research and Higher Education in France have been determined. The regulatory bodies and the laws in the higher education systems in France and in Ukraine have been stated. A comparative analysis of the higher education systems of the French Republic and Ukraine has been carried out.
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Kravets, V. "ORGANIZATIONAL STRUCTURES OF THE INTERNAL QUALITY ASSURANCE SYSTEM MANAGEMENT: IMPLEMENTATION FEATURES IN MILITARY HIGHER EDUCATIONAL INSTITUTIONS." Scientific journal of the National Academy of National Guard "Honor and Law" 4, no. 87 (2023): 105–12. http://dx.doi.org/10.33405/2078-7480/2023/4/87/295205.
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Today, Ukrainian universities continue to develop internal quality assurance systems, in particular, they form and improve appropriate institutional structures. The different types of organizational management structures of internal quality assurance system in higher education institutions of Ukraine are highlighted in the article. Their features in military higher education institutions are identified. It is determined that: 1) the most successful and widespread management structure of internal quality assurance system in Ukrainian universities is matrix; 2) the main functions of the quality management unit (or structure) are design (planning and organization), coordination, monitoring (control), motivation; 3) the type of organizational structure of the internal quality assurance system is determined by the mission and strategy of the higher education institution, the distribution of management functions among its subjects, the number of main educational units (faculties, institutes). Ten types of organizational structures of internal quality assurance system and a few their derivatives have been allocated. In military higher education institutions, which are characterized by a linear-functional structure of the organization of relationships with a high level of hierarchy, a small and medium number of educational units, the functions of quality management are mainly assigned to the educational and methodological unit, its structural units, or distributed among all structural units and collegial bodies. At the same time, the military higher educational institutions of Ukraine, under the influence of external factors and due to the gradual formation of an academic culture of quality, are transforming their management structures, creating a particular structural unit for quality management.
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McCart, Amy B., Wayne S. Sailor, Jamie M. Bezdek, and Allyson L. Satter. "A Framework for Inclusive Educational Delivery Systems." Inclusion 2, no. 4 (2014): 252–64. http://dx.doi.org/10.1352/2326-6988-2.4.252.
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Abstract This article introduces a theoretical framework for an inclusive educational delivery system to increase academic, behavioral, and social outcomes for all students with a variety and range of abilities. The framework is a fully braided delivery system that brings together evidence-based practices for individual school systems and structures, district and state education policy, and family and community engagement. We describe (a) systemic and structural challenges to inclusive education, (b) the framework and its evidence-based features, and (c) a technical assistance resource that builds educational agency capacity to independently implement and sustain inclusive educational delivery systems in their communities.
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E. Yu. Pogozheva and E. A. Zhuravleva. "DESIGNING COMMUNICATIVE COMPETENCE AS A SYSTEM WITH SPECIFIED PROPERTIES." Bulletin of Toraighyrov University. Pedagogics series, no. 2.2022 (June 30, 2022): 133–43. http://dx.doi.org/10.48081/qgnh6917.
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This article reflects the actual problems of linguistic personality development in the system of bilingual education in the context of the modern socio-cultural situation, the description of the contradictions and perspective ways to solve them. It describes the model of the communicative competence formation of bilingual students, which includes interrelated structural elements and its blocks: target block, motivational, substantive, procedural, technological, criterion-evaluation, and effective block. All these components are connected, mutually dependent and reflect the educational process information. The main feature of the formation of students’ communicative competence model is the consistency and integration of its blocks, which determines the complex orientation of the college educational process to the formation of a graduate who possesses bilingual communicative competence. These model features can combine all participants of the college educational process with the system of goals for each block. The development of any formed quality must be diagnosed in order to clarify the system of specified properties in each block. The diagnostic ways were selected for determining the level of communicative competence development, criteria and indicators correlating with the main structural components of the study were determined. Criteria-based diagnostics of the selected indicators allows us to determine the success of the students’ communicative competence development and the college teachers’ necessary further actions.
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Tigina, M. S. "Features of development of electronic library information systems of universities." Informatics and education, no. 2 (April 27, 2020): 53–62. http://dx.doi.org/10.32517/0234-0453-2020-35-2-53-62.
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The article describes the selection criteria for electronic library systems and the requirements for them. The main problem of the systems that are offered for purchase to universities is analyzed and summarized. The criteria that electronic libraries must meet, the basic principles of building and developing own electronic library and information systems of universities are considered. The types of users who can work with the system, the content that the electronic library should contain, are described. Structural schemes of the electronic library system of the university and its elements are given. The schemes meet regulatory requirements and take into account the specifics of the work of higher educational institutions. The basic elements and modules of the electronic library system, their main functionality and content components are presented. The approach proposed by the author of the article will allow universities to develop and organize electronic library systems within their educational institution.
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Ryabokon, Ivan. "FEATURES OF EDUCATION DEVELOPMENT INDICATORS FORMATION." Economic Analysis, no. 32(3) (2022): 63–69. http://dx.doi.org/10.35774/econa2022.03.063.
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Introduction. The article analyzes certain structural indicators which characterize education development in different countries of the world according to Eurostat, national education systems, and international university rankings. Levels of education according to the International Standard Classification of Education (ISCED), as a comprehensive statistical description of national education systems developed by UNESCO, are also considered. Indicators of the quality of education used by a number of agencies for education quality assurance are reviewed. Purpose. The purpose of the article is to study modern features of quality of education indicators formation, taking into account the latest trends in the market of educational services. Method (methodology). The methodological basis of the research is scientific works on the current state and peculiarities of education development indicators’ formation in the world. Dialectical, systemic and synergistic approaches and methods of general scientific knowledge: comparison, analysis and synthesis, induction and deduction, were used at all stages of the research. Results. The complex of structural indicators and levels of education characterizing the development of education in different countries of the world is based on the existing methods of Eurostat, national education systems, international university ratings, which are the basis for ensuring the quality of education. Levels of education in most countries of the world do not have significant differences, despite the peculiarities inherent in each country, they reflect the development of the education system throughout life. This educational system includes all age groups of the population. The indicators characterizing the higher education development are the basis for external quality assurance according to the agreed approach in the European area of higher education according to the relevant standards. According to current global trends in the higher education development, it is possible to distinguish the directions of higher education system decentralization, autonomy of higher education institutions, and strengthening of entrepreneurial component in higher education system. The purpose of further research is structuring and improvement of education development indicators and the formation of their integral system in the context of ensuring sustainable development.
Dissertations / Theses on the topic "Structural features of the educational system"
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Hutchinson, Rowley. "Understanding what factors influence a student's initial and developing choices on a course combining academic and vocational features : the case of BTEC Level 3 Science." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/understanding-what-factors-influence-a-students-initial-and-developing-choices-on-a-course-combining-academic-and-vocational-features-the-case-of-btec-level-3-science(8ec12d15-048d-44fe-8bcb-a9e0e08be19f).html.
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Why do students choose to study particular courses and what is the impact of these choices on their later progression? Quite often the reason for the choice appears to be obvious and straightforward, and their after course trajectory is already determined. The education system has, what some may view as an easy to follow progression route when students reach the end of Key Stage 4, i.e. GCSE to A level, and then university for those who meet the criteria. With A levels considered by many to be the 'gold standard', there is probably no expectation by schools, parents and students that they will do anything else. But what about those who may not meet the criteria and A levels may not be the most appropriate progression route for them? This thesis examines the factors that influence the choices made by students who have decided to study a course other than A level. This is done through longitudinal case studies derived from the use of questionnaires, focus groups and individual interviews using BTEC L3 Science as a vehicle. Four educational establishments agreed to participate in the research to varying degrees, with one establishment providing the participants who provided the case studies. Many previous studies that have investigated student choice have often done so from either the perspective of structural factors or individual agency, but not usually both. Hemsley-Brown and Fosketts' 2001 Integrated Model of Educational Choice has been used to provide a theoretical framework as it allows consideration of both structural factors and individual agency. The model was used at two different points in the research, but in a different way at each point. The result was a series of individual stories that gave an insight into the factors that influence student choice and also how the balance of power in the decision making process shifted in favour of the student as they progressed through the course. At the start of the course structural factors such as the systems that exist within education had a significant role in the choice of course for the students, to the point where it was effectively a 'non-choice' for them. By the end of the course individual agency played a significant role and the students were able to adapt and make the systems work for them to enable them to make the best possible choices to meet their own needs.
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Dutta, Pratima. "Personalized Integrated Educational System (PIES) for the learner-centered information-age paradigm of education| A study to improve the design of the functions and features of PIES." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601795.
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<p>The Personalized Integrated Educational System (PIES) design theory is a design recommendation regarding the function and features of Learning Managements Systems (LMS) that can support the information-age learner-centered paradigm of education. The purpose of this study was to improve the proposed functions and features of the PIES design theory such that it is compatible with the technological needs of the information-age, learner-centered paradigm of education. Four schools or educational systems that embodied all or some of the characteristics of the learner-centered, information-age paradigm were selected through a purposeful, theoretical sampling process. They were selected based on how useful they would be in extending and improving the design recommendations for PIES and the extent to which the naturalistic cases had transitioned into the learner-centered, information-age paradigm of education. Research participants within these schools were chosen through a non-probability sampling method. Twenty teachers agreed to participate and were interviewed and observed. Data collected in the form of interview transcripts and observation notes were analyzed to reveal functions and features that could be added and removed from the PIES design theory. Data were analyzed to also reveal factors that encouraged/discouraged technology use, implementation, and policy. </p>
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Kuncoro, Andreas. "Employing Quality Management Principles to Improve the Performance of Educational Systems: An Empirical Study of the Effect of ISO 9001 Standard on Teachers and Administrators Performance in the Indonesian Vocational Education System." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5966.
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ISO 9001 has been world widely implemented in both manufacturing and service organizations. A lot of studies have been conducted to investigate the effects of ISO 9001 implementation on the performance of these organizations. Most of these studies show that ISO 9001 implementation realized positive operational improvements and financial success.
Building on the merits of successful implementation of ISO 9001 quality management system in manufacturing and service, educational institutions have been attempted to adopt it in their operations. Even though there are studies relating ISO implementation to education, no research has been done to investigate the effects of ISO 9001 at the individual level.
The objective of this research is to investigate the effects of ISO 9001 quality management implementation on the performance of administrators and teachers. The Indonesian vocational education system is selected as a case example as there is a significant number of such institutions in Indonesia that attempt to achieve ISO certification and there is a national need to improve the performance of vocational education. It is a challenge to assess objectively the degree of ISO 9001 implementation in this specific educational context because of the size and diversity. This study relies on survey that measures the respondents' perception. Hence, this study applies a self-reported survey based performance measurement. The questionnaires are developed based on extensive literature review. Partial Least Squares Structural Equation Modeling (PLSSEM) has been used to examine the relationships between the different elements of quality management systems, quality culture; administrator and teacher performances.
The study is able to examine multiple interrelated dependence and subsequent relationships simultaneously among examined factors such as teacher and administrator performance, existing quality culture and ISO principles; and to incorporate variables that cannot be directly measured, such as leadership, for example. The findings of this study show that ISO 9001 implementation has positive significant effect on the performance of the vocational school administrator and teacher. The study also identifies key influencing elements of the ISO quality management system and examines their direct and indirect relationships with teacher and administrator performances. This study is expected to improve the current practices in implementing ISO and quality culture in any educational settings, specifically in the case of vocational educational system.<br>Ph.D.<br>Doctorate<br>Industrial Engineering and Management Systems<br>Engineering and Computer Science<br>Industrial Engineering
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Ondrušová, Marcela. "Ekonomika Slovenskej republiky s bližším zreteľom na analýzu trhu práce." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-71797.
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The diploma thesis gives a detailed analysis of the Slovak labour market. The beginning of the thesis includes political and economic development of an independent Slovak state since the Czechoslovak separation until a current situation. The rest of the thesis is devoted to the analysis of the labour market situation. Since its major problem is a high unemployment rate, the thesis gives an overview and deeper analysis of its various aspects. Furthermore, the indicators which influence the existence of the unemployment rate are to be found. The end of the thesis sums up the most problematic areas of Slovak labour market. In addition, the necessary steps which need to be done in order to reach an improvement are mentioned.
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Lima, Carlos David Lourenço. "Deciphering the structural features of glycan-lectin interactions in the immune system." Master's thesis, 2021. http://hdl.handle.net/10362/111848.
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This thesis is focused on the study of the molecular recognition of two cancer associated
glycan epitopes, the LacdiNAc (GalNAcβ1-4GlcNAc) and the LacNAc (Galβ1-4GlcNAc)
structures by two immune-related lectins, the human macrophage galactose-type lectin (MGL)
and human galectin-3 (Gal-3) through a multidisciplinary approach that combines NMR
spectroscopy, isothermal titration calorimetry (ITC), molecular dynamics (MD) and X-ray
crystallography.
In the case of the MGL, the KD of MGL/LacdiNAc complex is at low µM range (5.3 µM)
and similar that obtain for the MGL/α-Me-GalNAc complex, while MGL/LacNAc complex is at the
mM range (higher than 1 mM). STD-NMR binding studies demonstrate that MGL preferentially
binds LacdiNAc and LacNAc structures, through the non-reducing end of the disaccharides. The
1H,15N-HSQC based titrations show that both ligands perturb the same region of MGL, however,
the magnitude of this perturbation is much higher in the case of LacdiNAc than LacNAc.
Furthermore, significant differences in the chemical shift perturbations of Y236, H286 and D294
residues were observed. MD models show that these differences are intimately related with the
specific engagement of the NHAc group of the GalNAc unit of LacdiNAc.
With respect of Gal-3 complexes both ligands bind Gal-3 with similar affinity (30-40 µM).
Nevertheless, the 1H,15N-HSQC based titration shows that additional residues are perturbed in βstrand S3 in the case of Gal-3/LacdiNAc complex. X-Ray structure of the complex Gal-3/LacdiNAc
confirms modifications at this region of the protein showing that the LacdiNAc induces an alternate
conformation for the side chain of R144. The R144B conformation, absent in the case of the
complex with LacNAc, mediates a hydrogen-bond with the N-acetyl group of GalNAc of LacdiNAc,
and increase the residence of a water molecule (W2) that in turn establish a hydrogen-bond
network involving the N-acetyl group of GalNAc, the glycosidic bond of LacdiNAc and the R144B.<br>Esta tese está focada no estudo do reconhecimento molecular de dois epítopos de açúcares que estão associados ao cancro, o LacdiNAc (GalNAcβ1-4GlcNAc) e o LacNAc (Galβ1-4GlcNAc) por duas lectinas do sistema imunitário, a human macrophage galactose-type lectin (MGL) e a human Galectin-3 (Gal-3) através de uma estratégia multidisciplinar que combina espetroscopia de RMN, calorimetria de titulação isotérmica (ITC), dinâmica molecular (MD) e cristalografia de raios-X.
No caso da MGL, o KD do complexo MGL/LacdiNAc é na ordem dos baixos μM (5.3 μM), semelhante ao obtido para o complexo MGL/α-Me-GalNAc, enquanto que o complexo MGL/LacNAc é na ordem do mM (acima de 1mM). Os estudos de interação por STD-RMN demonstram que a MGL liga preferencialmente ao LacdiNAc e LacNAc através da unidade não redutora dos dissacáridos. As titulações baseadas em 1H,15N-HSQC mostram que ambos os ligandos perturbam a mesma região da MGL, no entanto, a magnitude da perturbação é muito superior no caso do LacdiNAc que no do LacNAc. Além disso, foram observadas diferenças significativas nas perturbações de desvio químico de Y236, H286 e D294. Os modelos de MD atribuem essas diferenças à interação específica do grupo NHAc da unidade de GalNAc do LacdiNAc.
No que respeita aos complexos da Gal-3, ambos os ligandos têm afinidades semelhantes (30-40 μM). Ainda assim, as titulações baseadas em 1H,15N-HSQC evidenciam que há resíduos adicionais perturbados na β-strand S3 no caso do complexo Gal-3/LacdiNAc. A estrutura de raios-X do complexo Gal-3/LacdiNAc confirma as modificações nesta região da proteína, mostrando que o LacdiNAc induz uma conformação alternada da cadeia lateral da R144. A conformação R144B, ausente no caso do complexo com LacNAc, media uma ponte de hidrogénio com o grupo N-acetil do GalNAc do LacdiNAc, e aumenta a residência de uma molécula de água (W2) que estabelece uma rede de pontes de hidrogénio que envolve o grupo N-acetil do GalNAc, a ligação glicosídica do LacdiNAc e a R144B.
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Chuang, Che-Ping, and 莊哲平. "Tectonic Features and Structural Styles of the Manila Subduction System Offshore Southern Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/14296386897005320034.
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碩士<br>國立臺灣大學<br>海洋研究所<br>100<br>Historical record of significant disastrous earthquakes (Mw>8) has mostly been regarded as megathrust earthquakes that slipped along the interface of underthrusting plate and overriding plate. This kind of thrust is thought to be the seismogenic zone of the great earthquakes. Stresses between two plates can be easily accumulated in this zone, and sea floor may rupture during the co-seismic slip of the megathrust, generating great tsunami. Previous studies have reported that a major out-of-sequence thrust is present in the accretionary wedge south of Taiwan, thus megathrust earthquakes could be generated in the Manila subduction zone south of Taiwan. This research analyzes 4 large-offset seismic profile data collected during the TAIGER survey in 2009 for the purpose of investigating the deep structures of the Manila subduction zone. Advanced processing techniques have been employed to eliminate the multiple energy on the seismic profile that improves the quality of the deep crust images.
Manila subduction system is located between the Philippine Sea Plate and the Eurasian Plate. This subduction system can be divided into four major tectonic features from west to east: Manila Trench, accretionary wedge, North Luzon Trough and Luzon volcanic arc. The accretionary wedge can be further divided into a lower slope domain and an upper slope domain by a major out-of-sequence thrust. Duplex structure produced by underplating processes may exist below the upper slope domain, as inferred by the roof thrust reflection. Decollement has clearly been observed below the lower slope domain of the accretionary wedge. The range of the decollement increases from south to north, inferring that the continental materials were carrying into the subduction zone and the subduction angle is decreasing from south to north.
This study has identified two or three thrusts branching out from the megathrust and not connected to the decollement. These thrusts may extend to the sea floor, and they are so-called megasplay faults. There is no obvious change on the branching point and megasplay fault position from subduction to incipient collision. The existence of the gigantic thrust represents this area have high potential of seismic and tsunami threat.
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Sithole, Nompumelelo. "A study into the main structural features of the Namaqua region and their relation to the intrusion of the Keimoes Suite." 2013. http://hdl.handle.net/11394/3877.
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>Magister Scientiae - MSc<br>The thesis provides a study into the main structural features of the Namaqua Region
and their relation to the intrusion of the Keimoes Suite. This was achieved by producing
a digitized map of the Namaqua Region structural framework using a LandSAT image
and MOVE software for remote sensing. The structural framework showed an array of
shear zones and fault systems which trend in a NW-SE direction. The validation of the
sense of movement, location and orientation of the shear zones was done by field
mapping. The general orientation of all shear zones was NW-SE. The sense of
movement along the Neusspruit, Boven Rugzeer and Trooilapspan shear zones was
found to be dextral strike slip movement and the Cnydas shear zone had a sinistral
strike slip movement. The location of the shear zones were determined by analyzing the
deviation in general foliation trend which was visualized using Rose Diagrams. The field
data and the remote sensing were found to agree with the transpressive environment of
the Namaqua Region. The oblique collision of the Namaqua-Natal crustal block with the Kaapvaal Craton during the orogenic event at ~1.2 Ga created a compressionalgeotectonic setting which allowed for the intrusion of the early to late syn-tectonic Keimoes Suite granites. The lateral escape of the Namaqua-Natal crustal block took place along the western margin of the Kaapvaal Craton. This was brought on by prolonged compression which resulted in the formation of a releasing bend in the Namaqua Region. This releasing bend produced the negative flower structure with dextral shear zones which facilitated the intrusion of the post-tectonic Keimoes Suite granites.
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Ільїна, Ганна Петрівна. "Розробка інтерактивного навчального курсу "Інформатика – 7 класс"". Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/1432.
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Ільїна Г. П. Розробка інтерактивного навчального курсу "Інформатика – 7 класс" : кваліфікаційна робота магістра спеціальності 122 "Комп'ютерні науки" / наук. керівник О. С. Пшенична. Запоріжжя : ЗНУ, 2020. 94 с.<br>UA : Робота викладена на 94 сторінках друкованого тексту, містить 13 таблиць, 27 рисунків, 2 додатки, 11 джерел. Предмет дослідження – визначення принципів побудови інтерактивних навчальних курсів на основі web–ресурсу на базі CMS Drupal та PHP. Об’єкт дослідження – інтерактивний курс навчання школярів інформатики на основі web технологій. Мета роботи: розробити інтерактивний навчальний курс навчання інформатиці школярів 7 класу на базі web технологій. Метод дослідження – оглядовий, аналітичний. Для реалізації поставленої мети було вирішено такі завдання: – на основі аналізу процесу навчання інформатики в школі запропоновано моделі цього процесу і структуру інтерактивної навчальної системи; – розроблено методи і алгоритми з ймовірнісної оцінкою кількісних і якісних параметрів навчальної системи; – обґрунтувано вибір застосування сучасних засобів для створення інтерактивних навчальних курсів з технологію їх використання; – перевірено ефективність розробленої методики шляхом створення і експлуатації навчального курсу на базі інтегрованих програмних засобів. При виконанні роботи застосовані система управління базами даних (СУБД) MySQL, система керування вмістом Drupal та скриптова мова програмування PHP.<br>EN : The work is presented on 94 pages of printed text, contains 13 tables, 27 figures, 2 annexes, 11 references. The subject of the research is defining principles for building interactive web–based training courses based on CMS Drupal and PHP. The object of study is interactive training course for students of computer science based on web technologies. Purpose: to develop an interactive training course for teaching computer science to 7th class pupils based on web technologies. The research method is a survey, analytical. To accomplish this goal, the following tasks were solved: − based on the analysis of the process of teaching computer science at school, the model of this process and the structure of the interactive educational system are proposed; − methods and algorithms with probabilistic estimation of quantitative and qualitative parameters of educational system are developed; − the choice of using modern tools to create interactive training courses on the technology of their use is substantiated; − the effectiveness of the developed methodology was tested by creating and operating a training course based on integrated software. MySQL database management system, Drupal content management system and PHP scripting language were used to perform the work.
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Іванова, Ю. М. "Теоретичні основи та практика обліку,контролю та аналізу оборотних засобів на прикладі ОСББ «Вільямса 63 ,63а»". Thesis, 2020. http://dspace.oneu.edu.ua/jspui/handle/123456789/12058.
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У роботі розглядаються теоретичні аспекти обліку , контролю та аналізу оборотних засобів. Проаналізовано особливості обліку оборотних засобів,класифікацію оборотних засобів,оформлення операцій з формування оборотних засобів. Запропоновано впровадити нову систему бухгалтерського обліку та контролю оборотних засобів.<br>The work deals with the theoretical aspects waspects of accounting, control and analysis of current assets. Accounting features of current assets, classification of current assets and registration of operations for formation of current assets analyzed. Suggested to provide a new system of accounting and control of current assets.
Books on the topic "Structural features of the educational system"
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Ninalalova, Fatima. Budget system of the Russian Federation. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1095040.
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The textbook describes the budget and the budget system of the Russian Federation, examines the composition and structure of budget revenues and expenditures at all levels of the budget system of the Russian Federation, the features of the organization of the budget process in the Russian Federation, the content of budget federalism and inter-budget relations in the country, the features of the formation of state extra-budgetary funds, as well as the basics of the organization of budget and financial control in the country.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 It is intended for students, postgraduates, teachers of economic fields, as well as for researchers and practitioners dealing with problems of public finance and the financial system.
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Prokof'ev, Stanislav, Ekaterina Kameneva, Svetlana Solyannikova, et al. Ecosystem of universities: transformation of the Russian education system. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1901313.
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The relevance of the monograph is determined by changes in the surrounding reality, the development of the digital economy, which actively influences the formation and development of ecosystems of business, banking, public services, etc.; the need to determine the main trends in the development of the modern ecosystem of universities for the formation of in-demand graduates able to work in the special conditions of modern development of Russia, which determines the formation of a new educational environment, based on the challenges facing our country. All this will contribute to a deeper and more comprehensive study of the structure of the university ecosystem, understanding its features due to the realities of the digital space.
 An overview of the features of the factors affecting the field of education, including the ecosystems already existing today in various spheres of the Russian economy, is presented. Proposals are made for the formation of a competence-based approach in the university environment in modern conditions. The main elements of the university ecosystem as a new model of the educational environment are considered. Special attention is paid to the development of the university ecosystem of personnel partnership and continuing education. The author's approaches to assessing the quality of education are proposed. The legislation is given as of July 1 , 2022 .
 It may be of interest to heads of the education system, teachers of higher educational institutions, teachers, employees of organizations of additional professional education, graduate students, undergraduates and students of pedagogical and psychological educational institutions.
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Ul'yanina, Ol'ga. Personal competence of law enforcement specialists: psychotechnologies of formation in educational institutions of higher education. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01884-2.
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The monograph highlights the current trends in the modernization of higher education. Based on the analysis of categorical units of the competence approach, the concept of "personal competence" is formulated and its structural components are described. The features of psychological support of personal competence of law enforcement officers are determined. The methodology is substantiated and the structural and functional characteristics of the Concept of psychological support for the professional training of future specialists in educational institutions of higher education are described. The results of the law enforcement sphere of an experimental study, the purpose of which is to test the developed Concept, are analyzed. 
 The publication is intended for specialists of psychological services in the education system, teaching staff and for everyone studying in educational institutions of higher education.
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Gagarina, Larisa, and Julia Sergeevna Shevnina. Development and operation of automated information systems. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/1985727.
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The textbook provides the basic concepts and definitions of the design process of automated information systems (AIS) based on domain analysis; highlights the issues of developing the software and information core of AIS based on database management systems (DBMS). Computer-aided design systems (AIS), computer-aided design tools for database structures, the SQL structural query language, and standard database access systems are considered. Remote access clients are given as fundamental factors in the study of computer-aided database design and the construction of database queries is given; client software development; the main elements of client programs. The article also describes the features of AIS operation, methods and means of data collection and transmission; ensuring the reliability of information during its storage and processing; exporting database structures; restoring information in databases. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational educational institutions studying in the group of specialties "Computer Science and computer Engineering". It can be used for self-education in the field of information technology.
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Grigor'ev, Anatoliy, Evgeniy Isaev, Vasiliy Kornilov, Aleksandr Morgunov, and Pavel Tarasov. Integrated object management information systems. Corporate information systems. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1911031.
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The textbook discusses the most popular object management systems in business, providing the possibility of collective work of users united by common business processes, goals and objectives of production activities. It contains a description of management systems of various classes of corporate information systems, their functions, structure, classifications, features of application and implementation in the activities of enterprises.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For students of higher educational institutions studying in the areas of training: 09.03.02 "Information systems and technologies", 38.03.02 "Management", studying disciplines: "Corporate information systems" and "Information systems in marketing", as well as for students of economic specialties, specialists.
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Grebneva, Valentina. "A self-organizing person." Psychology of interaction in higher education. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1865830.
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The monograph examines the features of psychological interaction in higher education, based on the systemic principles of the functioning of social phenomena. From the point of view of a person-centered approach, concepts, principles and methods are revealed, defined: the structure, patterns, conditions and mechanisms of interaction in the "man — university" system. The idea of a new image of a "self-organizing person" is put forward. Theoretically, two self-organizing models, invariant to each other, are substantiated: a person and an educational environment. The results of an empirical study of the synergy effect of two models are presented, the system-forming factor of which is the mental health of teachers and students, as well as the psychological safety of the educational environment of the university.
 It is intended for students of psychological and pedagogical areas of training and specialties. It is of interest to scientists, university teachers interested in the problems of psychological safety of the educational environment, the preservation of mental health and ensuring socio-psychological well-being in the field of higher education.
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Kashlev, Sergey. Interactive learning technology. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.
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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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Commission, European, ed. European credit transfer and accumulation system (ECTS): Key features. Office for Official Publications of the European Communities, 2004.
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Kuznecov, Vladimir, Aleksandr Cherepahin, and Igor' Koltunov. Technological processes of machine-building production. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1026334.
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The textbook examines in detail the structure of the modern machine-building complex of Russia, outlines aspects of technological preparation of production and resource-saving technologies, classification, labeling and properties of basic structural materials, provides a methodology for system analysis of technological processes, processing methods and methods, describes traditional and modern technological processes for manufacturing machine parts.
 When considering each method and method of processing, the main emphasis was placed on the description of the main processing schemes, technological features and capabilities of the method. The technological requirements imposed by the method on the blanks are described. Practical recommendations on the choice of the processing method and mode are given.
 Meets the requirements of the Federal State Educational Standard of Higher Education of the latest generation of teaching the general professional discipline "Technological processes of machine-building production" for the training areas 15.00.00 "Mechanical Engineering" and 22.00.00 "Technology of metals".
 It is intended for students of engineering universities of technological specialties.
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Polyakova, Anna, Tat'yana Sergeeva, and Irina Kitaeva. The continuous formation of the stochastic culture of schoolchildren in the context of the digital transformation of general education. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876368.
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The material presented in the monograph shows the possibilities of continuous teaching of mathematics at school, namely, the significant potential of modern information and communication technologies, with the help of which it is possible to form elements of stochastic culture among students. Continuity in learning is considered from two positions: procedural and educational-cognitive. In addition, a distinctive feature of the book is the presentation of the digital transformation of general education as a way to overcome the "new digital divide". Methodological features of promising digital technologies (within the framework of teaching students the elements of the probabilistic and statistical line) that contribute to overcoming the "new digital divide": artificial intelligence, the Internet of Things, additive manufacturing, machine learning, blockchain, virtual and augmented reality are described.
 The solution of the main questions of probability theory and statistics in the 9th grade mathematics course is proposed to be carried out using a distance learning course built in the Moodle distance learning system. The content, structure and methodological features of the implementation of the stochastics course for students of grades 10-11 of a secondary school are based on the use of such tools in the educational process as an online calculator for plotting functions, the Wolfram Alpha service, Google Docs and Google Tables services, the Yaklass remote training, the Banktest website.<url>", interactive module "Galton Board", educational website "Mathematics at school".
 It will be interesting for students, undergraduates, postgraduates, mathematics teachers, as well as specialists improving their qualifications in the field of pedagogical education.
Book chapters on the topic "Structural features of the educational system"
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Erdoğan Coşkun, Aynur. "Conceptions of Society and Education Paradigm in the Twenty-First Century." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_7.
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AbstractThis chapter describes the structural features and problem areas of modern education systems, then discusses new social and educational ideas that offer solutions to these problems. From the nineteenth to the twenty-first century, information was given on the social models and educational systems that coincided with the turning points of industrial developments. While factory organization as characterized by mass production and nation-state citizenship shaped the education system of industrial societies, digitization and its values have left their mark on educational systems in the information society. Advanced technological developments in areas such as nanotechnology, biotechnology, or the Internet of things have led to a techno-futuristic model of society being placed on the agenda. In this context, we pursue the questions of how new technologies are changing the education system and what kind of solutions they are offering to its problems for education in future societies. New technologies are argued to have not eliminated the basic problems we must deal with in the contemporary world such as equal opportunity in education and student-centered education.
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Servetnik, Oksana, Oksana Velts, Alla Pletukhina, and Elena Tsyganko. "Specific Features of the Digital Educational Automated System Functional Structure." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-78776-8_25.
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Ali, Hadi, and Ann McKenna. "Reopening Campuses: Visualizing the Structure of a System Problem." In Global Perspectives on Educational Innovations for Emergency Situations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_5.
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AbstractThe process of reopening of college campuses in response to the impact of the COVID-19 pandemic sheds light on underlying features of the educational system. Understanding the various models of reopening gives us insight into how the education system is structured through the responses of the various college campuses—a unique opportunity to capturing issues of inertial momentum against change in the past, and projecting into the future. We propose visualizing the structure of a system problem as a way to allow the problem to become visible through mental models. We illustrate our approach through causal loops—the core tool for systems thinking. We discuss the construction of one visual model, based on publicly available resources, to be used as a starting point for a discussion. The model points to the importance of making informed, high-level early decisions, in the case of a crisis, as this shows to be a highly dependent variable in the model. This finding is shown to be supported by ongoing research on faculty adaptability in different contexts. Visualizing mental models in systems thinking does not seek to unnecessarily capture all the details of the complexity of the educational system; rather, it aims to externalize deep problems, which, in turn, demonstrate opportunities for transformation in the future.
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Ahtiainen, Raisa, Eija Hanhimäki, Jaana Leinonen, Mika Risku, and Ann-Sofie Smeds-Nylund. "Challenges and Reflections for Developing Leadership in Educational Contexts." In Leadership in Educational Contexts in Finland. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37604-7_19.
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AbstractThis volume was inspired by the observation that over the past 20 years, the educational system and public administration in general have changed enormously due to ideological, political and structural transformation. In practice, the mode of operation in educational organisations is characterised by a complex interplay between political and administrative objectives, negotiations and promotion of various perspectives, cultural features, professional sights and aims to adapt to external and internal pressures and influences. This has affected educational leadership that should also be seen from a complex perspective that includes relationships and active social interaction in various networks. However, there have been very few publications of the specifics of leadership in educational contexts with a wide-ranging perspective for the radically evolving operational environments and written by researchers in educational leadership and governance. Therefore, this volume has presented a joint effort for positioning, conceptualising and describing the nature and future of Finnish educational leadership for both the international and Finnish readers.
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Soudien, Crain, Vijay Reddy, and Jaqueline Harvey. "Fragility Compounded: The State of the South African Educational System in the Aftermath of Covid-19." In Schools and Society During the COVID-19 Pandemic. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42671-1_12.
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AbstractIn this chapter we undertake an assessment of how Covid-19 impacted the South African education system two years on. Our argument is that COVID-19 compounded the challenges of an inherently fragile education system. Important elements of this system were precipitously weakened as budget cuts were instituted and funds for infrastructural maintenance diverted towards emergency requirements. The chapter begins with a description of the major structural features of the South African education system that were there before the pandemic, highlighting the country’s racialised and classed inequalities. It then describes how government, labour unions, parents and civil society, including non-governmental organisations, responded. The chapter then estimates the losses on contact time, dropouts, and learning. Extrapolating from annual achievement studies conducted in one province, we estimate that after two years of COVID-19-related losses, the national achievement scores were even lower than what we earlier estimated. Our analysis showed that the most fragile parts of the system, serving the poor, struggled to sustain basic levels of functionality. The privileged parts of the education system also experienced further learning losses. Ground previously gained due to targeted intervention was severely eroded. The contribution ends with an evaluation of the responses of the South African government using the ideas presented by the International Commission on the Futures of Education.
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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.
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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept ofEducation for All, where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has or whether someone has physical disabilities (Blossing et al., 2014; Quaiser-Pohl, 2013). Some special features of the Nordic system are therefore deeply embedded in the school culture in the countries, for example, through the fact that access to free and public local schools and adapted education is statutory, which is in contrast to many other countries, even other European ones (further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). The Nordic model is widely considered a good example of educational systems that provide equal learning opportunities for all students. Achieving equity, here meaning the creation of fairness, is expressed concretely in political measures to distribute resources equally and strengthen the equality of marginalised groups by removing the barriers to seize educational opportunities, for example, when mixed-ability comprehensive schools are created or the educational system is made inclusive regarding students with special needs (UNESCO, 1994; Wiborg, 2009). Equality is roughly connoted with ‘sameness in treatment’ (Espinoza, 2007), while equity takes further in consideration also the question of how well the requirements of individual needs are met. Thus, the goal of equity is always linked to the concept of justice, provided that an equality of opportunities is created. If, however, one looks at individual educational policy decisions on the creation of educational justice in isolation, one must weigh which concept of equity or equality is present in each case. For example, it is not enough to formally grant equal rights in the education system to disadvantaged groups, but something must also be done actively to ensure that marginalised groups can use and realise this equality. The complexity of the terms becomes even greater when one considers that to achieve equality, measures can be taken that presuppose an unequal distribution of resources or unequal treatment and, therefore, are not fair e.g., when resources are bundled especially for disadvantaged groups and these are given preferential treatment (will be further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). Thus, equality and equity rely on each other and are in a field of tension comprising multiple ideas (Espinoza, 2007).
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Rød, Daniel Andre Voll. "Structural constraints on teachers' work." In The Morphogenesis of the Norwegian Educational System. Routledge, 2022. http://dx.doi.org/10.4324/9781003163527-8.
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Xing, Lizhi. "Connect the Structural Features and Economic Status." In Complex Network-Based Global Value Chain Accounting System. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9264-2_13.
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Mwatilifange, Saavi R., and Tulimevava K. Mufeti. "Using Moodle to Teach Computer Literacy to First-Time Computer Users: A UNAM Case Study." In Transforming Entrepreneurship Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_4.
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AbstractComputer literacy courses provide opportunities for students to develop skills that are essential for lifelong learning. Many educational institutions in developing countries offer compulsory Information and Communication Technology (ICT) courses to help their first-year students develop these skills. Due to factors such as lockdowns imposed as a result of the COVID-19 pandemic, some first-year students may not be able to attend these courses in person. This chapter investigates the suitability of an online environment for teaching a Computer Literacy course to first year students with varied demographics. It takes as a case study the delivery of the Computer Literacy course on the University of Namibia (UNAM) Moodle Learning Management System (LMS) over one semester. The course caters to a diverse student population, some of whom come from marginalized backgrounds and have never used a computer before. Using a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study used a survey to determine the satisfaction of students and lecturers involved with the course. We also conducted semi-structured interviews to get an in-depth understanding of the actual use and level of satisfaction with Moodle. Results indicate that most students do not have access to ICT devices or the software required for the course. Although all students completed the course without any dropouts, the study also found that the students consistently accessed only two features supported by Moodle. The study recommends that all first-time users take an informal Introduction to Online Learning course before starting the Computer Literacy course. It also recommends that the current course be adapted to fit the context of use and to enhance online teaching of Computer Literacy to first-time computer users at UNAM.
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Slavin, Oleg. "Features of Building Automated Educational Systems with Virtual and Augmented Reality Technologies." In Data Analytics in System Engineering. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-54820-8_3.
Full textConference papers on the topic "Structural features of the educational system"
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Rayevnyeva, Olena, Silvia Matusova, and Olha Brovko. "Analysis and Modeling of Structural Changes in Ukrainian Higher Educational System." In 2024 14th International Conference on Advanced Computer Information Technologies (ACIT). IEEE, 2024. http://dx.doi.org/10.1109/acit62333.2024.10712507.
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LeFevre, Brian, Conor Marr, David Rusk, Mark Davis, and Courtney Johnson. "Integrated Hybrid Structural Management System (IHSMS) - Usage and Loads Monitoring." In Vertical Flight Society 73rd Annual Forum & Technology Display. The Vertical Flight Society, 2017. http://dx.doi.org/10.4050/f-0073-2017-12087.
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The overarching objective of the Integrated Hybrid Structural Management System (IHSMS) program is to mature key capabilities, which support eventual implementation of a holistic on-condition or reliability-based maintenance paradigm for rotorcraft. As one of the constituent elements of the IHSMS program, development of Usage and Loads Monitoring (ULM) technologies is achieved through refinement and testing/evaluation of a suite of physical sensors and model-based technologies. This paper describes the IHSMS ULM architecture, and explores the efforts to develop and test two prototype physical sensor systems for the Sikorsky CH-53K aircraft: a smart main rotor elastomeric bearing and a landing gear load monitoring system. Validation test results for each of these technologies are discussed, with successes and remaining challenges highlighted for each system. ULM technology validation efforts, including those for the two physical sensor systems discussed herein, were largely successful with most features of each technology meeting or exceeding the corresponding technical performance goals. As such, the path for transition of these technologies remains positive, with the ground work already being laid for follow-on maturation efforts.
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Klimenko, I. V. "FEATURES OF THE DEVELOPMENT OF ECOLOGICAL CONSCIOUSNESS OF STUDENTS DURING THEIR STUDIES AT THE UNIVERSITY." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-126-129.
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The article discusses the importance of the development of students’ ecological consciousness during the period of vocational training. Ecological consciousness is considered as an integrative formation of a personality, the structural components of which are motivational-value, cognitive, reflective, emotional and activity-practical. It is concluded that the motivational-value component of ecological consciousness is central and backbone. It is noted that the development of the ecological consciousness of students in the educational system of the university should be provided with a holistic complex of psychological and pedagogical conditions using various methods. It is concluded that for the effective development of the ecological consciousness of a future specialist, a specially organized environmentally-oriented educational environment is important.
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Chia, Andy, Vinayak Prabhu, An Zhi Gan, et al. "Development of a proof-of-concept space propulsion system for nano-satellite applications using additive manufacturing." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.101.
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In this project, Additive Manufacturing techniques was used to develop a proof-of-concept space propulsion system for nanosatellite applications. The main propulsion unit is made up of a metallic structural housing that is additively manufactured using aluminium powder (AlSi10Mg) on the EOS M290 machine. This housing serves as the reservoir that stores nitrogen gas as the propellant, and other components of the propellant system are assembled into it. The novel feature of the housing is that the propellant feed lines are integrated into the structure. This eliminated welds and joints typically found in conventional propellant storage tank, thereby minimizing leakage whilst simplifying assembly and integration. At the same time, the housing was designed using Design for AM techniques, and this made it possible to increase propellant storage capacity by minimizing support structures. The miniature propulsion nozzle, a key component of the propulsion system, was produced using micro-milling techniques to produce a full 3D converging-diverging profile. A secondary objective of the project was to validate this unique approach by conducting in-space validation experiments to determine the viability of AM in the development of space propulsion applications. Work is currently on-going in the assembly and integration of the proof-of-concept propulsion payload into a 1U Cubesat, where it will serve as the primary payload.
 This Cubesat mission features a secondary payload which is a commercial off-the-shelf imaging sensor with M12 ruggedized lens that will be tasked with space imaging applications. The current plan is to launch the Cubesat from the International Space Station using the J-SSOD module. The project was carried out by a multi-disciplinary staff/student team comprising faculty members with domain expertise in aerospace, additive manufacturing, avionics/electronics, advanced machining, quality assurance and mechanical testing. The faculty members were
 responsible for the design, development, and integration of the proof-of-concept propulsion and imaging payloads. The project also provided valuable opportunities for our students to gain hands-on experience in space and satellite engineering. The students hail from the diplomas in aerospace, aviation systems and advanced & digital manufacturing. They were co-located within the Assembly, Integration and Testing lab which features a class 10,000 clean booth. The students supported Cubesat and payload development and integration as well as mechanical testing.
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E.R., Mironova, and Tixmeneva J.A. "FEATURES OF THE MORPHOLOGY OF THE URINARY SYSTEM IN THE PROCESS OF EVOLUTION IN CATS." In OF THE ANNIVERSARY Х INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE «INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION» («ITSE 2022» CONFERENCE). DSTU-Print, 2022. http://dx.doi.org/10.23947/itse.2022.131-133.
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The study of the formation and functioning of the urinary system begins with evolution, phylo- and ontogenesis. In the course of evolution, cats have developed some features that lead to problems with the urinary system. Probably, problems with this system appeared after malnutrition and livelihoods of the feline. In this article, a literature review of the structural features of the urinary system in cats over time was carried out.
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Tzolov, Bisser, Aleksandra Haralampieva, and Aleksandra Gencheva - Vasileva. "POSTGRADUATE EDUCATION AT NATIONAL SPORTS ACADEMY “VASSIL LEVSKI”– RETROSPECTIVE ANALYSIS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/104.
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ABSTRACT An important element in the system of educational and scientific activity of the National Sports Academy “Vassil Levski” is the Postgraduate education. This is dictated by both the mission and educational traditions of the Academy, as well as by the needs of Bulgarian society and the legal framework in higher education. The purpose of the study is to make a retrospective analysis of the Postgraduate studies at NSA “Vassil Levski”. The analysis was made by studying historical information included in different reports, Educational-Scientific Council’s minutes of meetings, memo reports, references with statistical data, regulatory documents, questionnaires and other documentary sources. Part of the collected data is subject to quantitative analysis and expert-analytical evaluation and summery. In the retrospective analysis, the Postgraduate studies at the Academy are differentiated into three stages through the prism of political, economic, legal and educational features over time. Some strategic goals, structural units, types and forms of Postgraduate studies are characterized and this is supported by information about the specializations and courses conducted over the years. The overall analysis, revealing the stages and the trends in the development of Postgraduate education provides opportunities through additional research to derive main perspectives that will serve to make strategic decisions for its expansion and improvement at NSA “Vassil Levski”.
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Shapovalov, V. К., I. F. Igropulo, M. M. Аrutyunyan, and E. V. Khokhoeva. "Psychological and pedagogical features of development of nonformal social-entrepreneural education in the north caucasus." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.708.723.
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The current situation in the North Caucasus is characterized by a high level of social tension, the severity of socio-economic problems, the solution of which is possible on the basis of the potential of social entrepreneurship. The lack of a scientifically based methodological and theoretical basis for teaching social entrepreneurship in the system of non-formal education is a constraining factor in the rapid, holistic development of social entrepreneurship in the republics of the North Caucasus. The aim of the study is to analyze the content-structural and technological features of informal social and entrepreneurial education. The research methodology is based on the application of the basic ideas of system-activity, ecosystem, axiological, andragogical and competency-based approaches. When solving research problems, methods of a comparative analysis of scientific literature on the problem of social entrepreneurship, entrepreneurial education, methods of comparing and summarizing scientific and theoretical results and empirical information were used. The analysis of the experience in the region allowed the authors to identify and present the characteristics of the psychological and pedagogical features of informal social and entrepreneurial education in the North Caucasus: – strategic orientation of non-formal social and entrepreneurial education on advancing social transformations in the region; institutionalization of the system of social and cultural norms that promote the development and support of social entrepreneurship as a factor in youth self-employment, its involvement in innovative socio-educational practices; – axiological potential of non-formal social and entrepreneurial education: the formation of students’ sustained interest in socially oriented entrepreneurial activity; systematic development of their entrepreneurial competencies; – openness of non-formal social and entrepreneurial education: strengthening the relationship of subjects of social and entrepreneurial education in the regions with the external sociocultural environment, actively involving existing social entrepreneurs in the development of the local entrepreneurial community based on the values of the public good, taking into account dynamic social changes in a wide regional and global context. An analysis of the results allows us to conclude that the development of nonformal social and entrepreneurial education involves the widespread use of interactive educational technologies in the formation of applied entrepreneurial competencies of students, the establishment of a new style of interaction of social entrepreneurs based on trust, resource sharing, value-semantic coordination of ideas and approaches to innovative development of the republics North Caucasus.
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Van Helden, Gitte, Barry Zandbergen, Marcus Specht, and Eberhard Gill. "Student perceptions on a collaborative engineering design course." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1323.
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To adequately prepare engineering students for their professional career, educational institutions offer projects in which students collaboratively solve engineering design problems. It is known from research these projects can lead to a variety of learning outcomes and student experiences. However, studies that provide insights in the influence of different features of an educational design are rare. In the current study we use Cultural Historical Activity Theory (CHAT) as analytical framework to understand how different elements of an educational design affect students’ experience. Additionally, we use the notion of contradictions to identify opportunities for structural course improvement. Focus groups were conducted with 12 Master students in Aerospace Engineering, that participated in a collaborative engineering design course. During the course, students applied Systems Engineering (SE) and Concurrent Engineering (CE) and worked in the Collaborative Design Laboratory (CDL), which is a state-of-the-art facility that holds a variety of industry relevant tools. It was found that students valued the guidance of their coach and experts, co-located collaboration and the freedom to structure their own process. However, they perceived challenges with regard to adoption of tools in the CDL, sharing their progress with their supervisor, coordination of collaborative efforts and scheduling issues. An analysis using CHAT revealed what contradictions caused these challenges. Finally, recommendations are given on how course structure can be structurally improved.
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Демина, С. А. "Features of Educational Load Transformation in the Implementation of Interactive Educational Technologies." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.20.48.007.
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в статье представлен анализ специфики современного учебного процесса, организованного с использованием интерактивных форм аудиторных занятий. Обосновано, что в условиях интерактивного обучения меняется как форма подачи материала, так и сама структура учебной нагрузки. Автором предложен подход к организации системы оценки учебной нагрузки студентов и преподавателей, отражающий новые требования к организации образовательного процесса. the article presents an analysis of the specifics of the modern educational process, organized using interactive forms of classroom instruction. It is substantiated that in the context of interactive learning, both the form of the presentation of the material and the structure of the study load are changing. The author proposes an approach to organizing a system for assessing the academic load of students and teachers, reflecting new requirements for the organization of the educational process.
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Capatina, Gabriela, and Roxanadenisa Stoenescu. "THE USAGE OF TECHNOLOGICAL INNOVATIONS IN THE PROCESS OF EDUCATIONAL COMMUNICATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-027.
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Educational communication is one of the main problems of contemporary learning. Nowadays, more than ever, in this society - characterized by the accelerated dynamic of structural changes, the depth of these changes and the man placement in the context of the technological outbursts - new tasks for learning are raised constantly. The Horizon Report of the European Commission states that Romania is in the vanguard of countries that tune and adapt the education system to the world trend of using technological innovations in teaching - learning process. This article presents that using technological innovations in Romanian schools is part of the learning evolution and suggests an obvious solution to modern challenges addressed to the students learning and needs. The purpose of this study is to understand and explore how a technological innovation - the tablet - is or could be used in the process of educational communication. The method selected for this investigation is the case study - particularly, this is an exploratory case study based on a semi-structured interview with teachers - which follow to discover the relevant features, the drivers or aspects which could be applied in similar situations. The key themes which emerged as a result of analyzing teachers answers are related to: the way to use the tablet, the cooperation through the tablet, the influence of innovative character, the interest in using the tablet, and entertaining character. The usage of technological innovations in the traditional learning process is an opportunity to integrate the latest technological discoveries with the interaction and involvement provided by traditional knowledge. However, without an appropriate learning environment, the management and exploration of the tablet potential can not be achieved. An effective management is important both in the classroom and beyond.
Reports on the topic "Structural features of the educational system"
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.
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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Oviedo, Daniel, Orlando Sabogal-Cardona, and Lynn Scholl. Ready to ride: security and transit-related determinants of ride-hailing adoption in Latin America. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004656.
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Previous research on ride-hailing has focused on the effects that the built environment, demographic variables, and personal attitudes have on the frequency of ride-hailing use, finding that adopters are mainly young and highly educated people with increased levels of technology embracement. Despite that some scholars have shown that the convenience of ride-hailing such as their flexibility and major geographical coverage has led to users to prefer services provided by Transportation Network Companies (TNCs) over public transportation for some trips, there is a lack of research on how perceptions of public transit systems and TNCs can induce ride-hailing usage. In this article we extend the understanding of ride-hailing phenomena by proposing that structural gaps in public transit are key explanatory variables in the uptake and willingness to pay for ride-hailing trips. Building on an international survey in Mexico City, Bogotá, and Medellín, we develop a Structural Equation Model (SEM) incorporating latent variables expressing perceptions people have about features of ride-hailing and vulnerabilities in public transit. Results show that these variables are relevant. We also confirm that educational attainment and income are instrumental for ride-hailing trips, and that technology embracement is the most important variable to distinguish among levels of adoption. Findings inform public policy by focusing on the negative experiences of using public transit and how this could be generating more ride-hailing trips. TNCs are an attractive transport alternative that can fill gaps in public transit systems but that are also benefiting from structural problems in the transit systems.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.
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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Silberstein, Jason, and Marla Spivack. Applying Systems Thinking to Education: Using the RISE Systems Framework to Diagnose Education Systems. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/051.
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This essay summarises a framework for understanding education systems by specifying the system’s components and the ways that those components interact to cultivate or undermine learning for children. Since education systems are complex and involve complex interactions, a structured framework for characterising their features can help identify problems and the way towards solutions to overcome them.
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Bulatetska, Lesya V., Vitaliy V. Bulatetskyi, Tetyana O. Hryshanovych, Yulia S. Pavlenko, Tetyana I. Cheprasova, and Andrey V. Pikilnyak. Operation system features and cloud services for lecturer work. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4443.
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The work proposes a conception of setup and use of teacher’s or lecturer’s workspace using common software and hardware products. The research object is a system built by using operating system capabilities in conjunction with office suite and public cloud service, as a foundation for teacher’s digital workspace. Research is made on how to set up, scale, and operate such a system, by studying the experience of national and foreign scientists and teachers, and using our own experience in educational processes, and working with operating systems and cloud services. As a result, we got a system which is easy to set up, learn, and apply by teachers without significant experience working remote education systems, and could be used for initial learning of remote education principles. It could be used as an initial step before migrating to specialized remote education systems. In the future, the system itself could be improved by adding additional objects into the system and a higher integration level between objects and external subjects.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.
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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Bukreiev, Dmitriy, Pavlo Chornyi, Evgeniy Kupchak, and Andrey Sender. Features of the development of an automated educational and control complex for checking the quality of students. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4426.
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The paper reveals the problematic features of developing an automated system for teaching students. The authors emphasize the need to study the specialized needs of the system before the development process and conduct an in-depth analysis of the needs of the modern educational process in order to identify the needs of the future product. In this paper authors develop a model of knowledge representation in the system and reveal the features of the mathematical apparatus for calculating and automating the processes of obtaining and evaluating students knowledge.
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Murillo, Maria Victoria. Latin American Unions and the Reform of Social Service Delivery Systems: Institutional Constraints and Policy Choice. Inter-American Development Bank, 1996. http://dx.doi.org/10.18235/0010750.
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Recent policy debates on the reform of social service delivery systems focus on the decentralization of services and the introduction of competition in order to improve the quality of services. Despite the common assumption that public sector unions oppose these reforms, their responses were diverse. This paper argues that the structure of union organization and the environment of party and union competition are fundamental for understanding union policy preferences and strategic choices regarding the reforms of social service delivery systems. Mexico and Argentina education and health reforms in the early 1990s are used to illustrate the influence of these institutional features on the policy preferences and strategic choices of public sector unions.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, 2022. http://dx.doi.org/10.12731/er0532.03022022.
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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Priadko, Andrii O., Kateryna P. Osadcha, Vladyslav S. Kruhlyk, and Volodymyr A. Rakovych. Development of a chatbot for informing students of the schedule. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3744.
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The article describes the process of developing a chatbot to provide students with information about schedules using the Telegram mobile messenger. During the research, the following tasks have been performed: the analysis of notification systems for their use in the educational process, identification of problems of notifying students about the schedule (dynamic environment, traditional presentation of information, lack of round-the-clock access), substantiation of the choice of mobile technologies and Telegram messenger, determination of the requirements to the software, generalization of the chatbot functioning features, description of the structure, functionality of the program to get information about the schedule using a chatbot. The following tasks have been programmatically implemented: obtaining data from several pages of a spreadsheet (faculty / institute, red / green week, group number, day of the week, period number, discipline name, information about the teacher); presentation of data in a convenient form for the messenger (XML); implementation of the mechanism of convenient presentation of data in the messenger (chatbot). Using Python and the Telegram API, the software has been designed to increase students; immediacy in getting the information about the schedules, minimizing the time spent, and optimizing of planning of student activities and higher education institution functioning.