The Potential for Using Mobile and Networking Technologies in Teaching
The article investigates the accessibility of mobile and networking technologies to schoolchildren of different ages living in various areas and how they use these technologies. The author considers the potential ways in which modern technologies can be used in education. The potential benefits of such technologies are particularly
promising for rural schools. The article comments on the modern trend to create a seamless educational environment on the basis of e-learning.
The article describes the use of a number of alternative blended learning models based on a mixture of traditional face-to-face classes with some elements of e-learning in the course of “English for Academic Purposes” (EAP) and “English for Specific Academic Purposes” (ESAP) taught to junior and senior undergraduate students of computer sciences in the undergraduate program of Business Informatics and Software Engineering over a period of time from 2009 to 2012 at the National Research University Higher School of Economics (NRU HSE), Moscow, Russia
Bilingual education including, on the one hand, access to dominating language, and, on the other, - teaching in minority languages or teaching only languages themselves at school is an important part of language politics of a state. In many regions we observe a paradoxical situation: school education does not promote acquisition of a disappearing language, though it is highly valued by members of community. The article considers features of teaching minority languages at school in the Russian Federation on two examples - Nivkh and Kalmyk. Interviews with parents, pupils, former pupils and teachers allow to describe teaching native language at school as a procedure of maintaining identity of community.
The article discusses the factors supporting the improvement of the quality of educational services through the effective use in the educational process of the university of technology to support e-Learning and digital content.
In this article we are talking about the early development of the educational process in one of England's North American colonies. Pennsylvania attracted many immigrants from Europe by its religious freedom. Moving to a new land, Europeans from different countries brought their way of life, including various systems of education. Therefore, at the end of the beginning of the XVII-XVIII centuries there were several different types of schools. The national education system, which appeared only in the XIX century has absorbed much of the colonists created.
The article is devoted to the spiritual and moral education (SME). Along with the author's concept of SME, an overview of axiological attitudes and orientations, an approximate set of principles, mechanisms and conditions of the spiritual and moral development of children in school is presented. The attention is paid also to the issues that cause heated debate such as religious education, the reincarnation of the traditional meaning of "spirit" and "spirituality". The need to match activities on the spiritual and moral education with a new vector of Russia's historical development that was firstly and foremost constitutionally elected and suffered in the turmoil and tragedies of Russia in the XX century. The article emphasizes that SME is the mandatory (number one) task of the school, society and state. Solving this task may indeed lead to the basic axiological consensus and spiritual revival of Russia
Recently there have been widely spread models (classifications) of educational institutions (schools) based upon regularly collected statistical data and a presupposition that all the standard indices incorporated in those models have the same meanings concerning to every possible school. The article questions this presupposition.
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.
To date the research of Orientalism in Russia did not present the whole mosaic palette of its competing schools and disciplines. The influential missionary Orthodox Orientology remains understudied. Even less known is contribution in the making of intolerant discourse on Islam by state atheist associations (League of Militant Godless (1925–1947) succeeded by the Knowledge Society), who seized its niche under the Soviet rule. This article attempts to integrate applied missionary and atheist schools of Oriental studies into the general debates on Orientalism in twentieth-century Russia. The focus is on agents and networks of the Soviet propaganda, as well as on its changing language, topics and messages. A special attention is paid to continuities in the Orientalist imagination of Islam between pre-Soviet Orthodox missionaries, Soviet militant atheists, post-war philosophers and dissident Muslim preachers of the post-socialist Islamic appeal (da‘wa).
Exposure to violence has been shown to negatively affect mental health and well-being. The goal of this Facebook-based study was to describe the rates of exposure to violence in a sample of Russian adults and to assess the impact of these experiences on subjective well-being and victimization-related psychological distress. Three types of victimization were assessed: physical assault by a stranger, physical assault by someone known to victim, and nonconsensual sexual experiences. The 5-item World Health Organization Well-Being Index (WHO-5) was used to assess subjective well-being, and Primary Care PTSD Screen (PC-PTSD) was employed as an indicator of victimization-related psychological distress. Data were obtained from 6,724 Russian-speaking Facebook users. Significant levels of lifetime victimization were reported by the study participants. Lifetime physical assault by a stranger, physical assault by someone known to victim, and sexual assault were reported by 56.9%, 64.2%, and 54.1% of respondents, respectively. Respondents exposed to violence were more likely to report posttraumatic stress symptoms and lower levels of subjective well-being. Participants who were exposed to at least one type of violence were more likely to experience symptoms of traumatic stress (U = 1,794,250.50, p < .001, d = 0.35). Exposure to multiple forms of violence was associated with more severe traumatic stress symptoms (rs = .257, p < .001). Well-being scores were significantly lower among participants exposed to violence (t = 8.37, p < .001, d = 0.31). The study demonstrated that violence exposure is associated with reduced well-being among Russian adults. Our findings highlight the negative impact of violence exposure on subjective well-being and underscore the necessity to develop programs addressing violence exposure in Russian populations.
2nd edition of the first volume of "Capital" by K. Marx, dedicated to the 150th anniversary of the publication.
We used a mobile eye-tracking system (in the form of glasses) to study the characteristics of visual perception in decision making in the Prisoner's Dilemma game. In each experiment, one of the 12 participants was equipped with eye-tracking glasses. The experiment was conducted in three stages: an anonymous Individual Game stage against a randomly chosen partner (one of the 12 other participants of the experiment); a Socialization stage, in which the participants were divided into two groups; and a Group Game stage, in which the participants played with partners in the groups. After each round, the respondent received information about his or her personal score in the last round and the overall winner of the game at the moment. The study proves that eye-tracking systems can be used for studying the process of decision making and forecasting. The total viewing time and the time of fixation on areas corresponding to noncooperative decisions is related to the participants’ overall level of cooperation. The increase in the total viewing time and the time of fixation on the areas of noncooperative choice is due to a preference for noncooperative decisions and a decrease in the overall level of cooperation. The number of fixations on the group attributes is associated with group identity, but does not necessarily lead to cooperative behavior.
The book contains abstracts of papers presented at the 10th congress of the European Union for Systemics (UES2018) "A Systemic Vision of the Crises: From Optimization to Change Strategy?" which took place in Brussels, in October 15-17, 2018.
This article is talking about state management and cultural policy, their nature and content in term of the new tendency - development of postindustrial society. It mentioned here, that at the moment cultural policy is the base of regional political activity and that regions can get strong competitive advantage if they are able to implement cultural policy successfully. All these trends can produce elements of new economic development.