Анализ аутентичности письменных работ студентов
This article rises the problem of authenticity ot the works by students and the comprehension of acceptable quoting by both students and teachers. All examples are shown from one typical essay that has successfully passed "Antiplagiat" verification
Modernisation, innovation, économie de la connaissance : des mots d’ordre que les autorités russes ne cessent de marteler sous les présidences successives de Vladimir Poutine et de Dmitri Medvedev. Les universités sont au coeur de cette stratégie d’Etat, qui doit permettre au pays de ne plus dépendre exclusivement de la rente énergétique. L’enjeu est aussi de replacer l’enseignement supérieur russe au sein du marché mondial de l’éducation, en attirant des étudiants étrangers et en revalorisant l’image du pays. Mais ces ambitions nationales et internationales sont-elles encore à la portée des établissements supérieurs russes éprouvés par les années de transition post-communiste, longtemps sous-financées, se partageant des étudiants de moins en moins nombreux ? La réforme profonde, engagée au milieu des années 2000, atteindra-t-elle son objectif de placer quelques universités russes dans le Top-100 des classements internationaux ? A travers six monographies, cet ouvrage propose une analyse de la situation et des perspectives de quelques-unes des meilleures universités nationales (Institut de l’Acier et des Alliages de Moscou, Haut Collège d’Économie, Université technique Bauman, Université du pétrole et du gaz Goubkine, Université fédérale de l’Oural, Nouvelle Université russe et Institut Juridique International). Les auteures, trois chercheuses russes et françaises, se sont appuyées sur des entretiens afin d’appréhender au mieux les transformations en cours au sein des universités russes et leurs perspectives.
The problem of plagiarism is actively being discussed in academic and administrative circles. However, a similar sounding phenomenon of self-plagiarism has not achieved the proper disclosure, although it is widespread in the scientific community(both global and domestic). In this article we will attempt to examine the nature of self-plagiarism, identify the reasons behind its existence, and describe ways to deal with it.
Contemporary teaching techniques for language and other subjects are heavily reliant on the communication-centered approach and information technologies . The teacher- and student-podcasting phenomenon has already well established new ground for better and more sustainable results in acquiring listening comprehension skills in a language learning classroom. Despite the relative novelty of podcasting , the logic of building this educational medium into the classroom experience is quite traditional: many language teachers believe it should serve the development of listening comprehension skills, reading skills or a combination of the two . Little research has been done into how other types of skills – particularly writing – can be linked to listening . We believe there is a way to bridge these two.
The purpose of the paper is to examine possible ways of making a connection between learning to listen and comprehend a text and learning to produce a written text in a foreign language on one’s own. The core idea is both finding the means – supporting exercises, in-class activities, follow-up ideas -- to help language learners shift from comprehending spoken language from a podcast to creating a text of their own and exploring the form which would be most beneficial and effective based on previous experience of other scholars [2, 4].
Naturally, acquiring more advanced tools for language learning with no change in the logic of teaching can hardly drive innovation and further improvement of both sides of the educational process – the teacher and the student. It is, therefore, crucial to identify ways of using new educational tools – in our case it is podcasting – to activate skill-building in areas other than the traditional ones. Bridging listening and writing skills can produce a significant effect on the quality of both language-teaching and learning.
Meta-analytic research in psychology of academic performance proved that Big Five Conscientiousness and Openness to Experience predict scholastic achievements of university students (O’Connor, Paunonen, 2007; Poropat, 2009). But we claim that psychological predictiors of academic success depend on educational environment and can be culture-related. We examined 176 2nd and 3rd year economy and computer science university students in Russia with the Big Five – Ipsative version test (Shmelyov, 2010) and discovered that GPA and USE (United State Examination in Russia) scores are significantly correlated with Agreeableness (r = 0.15; p < 0.01 for GPA and r = 0.22 p < 0.01 for USE math) and Neuroticism (r = 0.2, p < 0.01 for GPA and r = -0,17; p < 0,01 for USE math). We suppose that the difference between our result and results provided by the meta-analyses mentioned above can be explained by the differences in educational environment in Russia and other countries. We assume that big number of classes and relatively small amount of individual and analytical assignments create the environment where Agreeableness and Neuroticism are important for the academic success.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.
The authors estimate contribution of different factors in reading skills of 15?year-olds by using four models of multilevel regression analysis. It turned out that the most significant factor is family background — not only at the individual level, but at the school level as well (average school socio-economic status of schoolchildren families effects average reading skills). At the school level the aggregated family characteristics of students affect individual achievements, and this effect surpasses an effect of school resources and localization of schools — those school factors that show a significant contribution to achievement. Attitudes toward reading and learning are significant at the individual level, but at the school level children’s attitudes toward reading and school don’t make an independent contribution to the individual results.
In response to a growing demand for highly proficient speakers of foreign languages, both from private and government sectors, an added emphasis has been placed on developing communicative skills in the foreign language classroom. While time in a target language culture certainly plays a valuable and needed role, this research demonstrates that innovative curricular design and development in the university foreign language classroom can equal if not exceed uptake that occurs in extended immersion environments. A thorough description of the research design is provided, including the application of lexical items (connectors), listening, reading, written exercises, and videoconference debates involving students from National Research University Higher School of Economics in Moscow, Russia and Brigham Young University in Provo, Utah. Assessment instruments used to measure language uptake among students included pre- and post-written proficiency testing and oral proficiency interviews in one’s respective target language as administered by certified American Council on the Teaching of Foreign Languages (ACTFL) raters. In addition, students completed a background language questionnaire designed to elicit data relative to individual learner motivation.
The article is based upon the fact that the growing demand for master data management systems has not yet produced a commonly accepted metodology for their design and development/ The article offers two mathematical models? that allow a master data management systems designer a way to formally describe their system before development and verify the system quality by measurements? unique to master data management systems.
Many electronic devices operate in a cyclic mode. This should be considered when forecastingreliability indicators at the design stage.The accuracy of the prediction and the planning for the event to ensure reliability depends on correctness of valuation and accounting greatest possiblenumber of factors. That in turn will affect the overall progress of the design and, in the end,result in the quality and competitiveness of products
Let G be a semisimple algebraic group whose decomposition into the product of simple components does not contain simple groups of type A, and P⊆G be a parabolic subgroup. Extending the results of Popov , we enumerate all triples (G, P, n) such that (a) there exists an open G-orbit on the multiple flag variety G/P × G/P × . . . × G/P (n factors), (b) the number of G-orbits on the multiple flag variety is finite.
I give the explicit formula for the (set-theoretical) system of Resultants of m+1 homogeneous polynomials in n+1 variables