scholarly journals PEDAGOGICAL POTENTIAL OF DECORATIVE PAINTING IN THE FORMATION OF PROFESSIONAL COMPETENCES AT FUTURE ADDITIONAL EDUCATION TEACHERS

2020 ◽  
pp. 115-121
Author(s):  
Мария Юрьевна Антоненко
Keyword(s):  
Arts Education ◽  
Constructive Thinking ◽  
Intellectual Abilities ◽  
Color Combinations ◽  
Decorative Painting ◽  
Additional Education ◽  
Easel Painting ◽  
Applied Arts

Статья посвящена проблеме определения педагогического потенциала декоративной живописи для формирования профессиональных компетенций будущих педагогов дополнительного образования. Дается характеристика понятий «потенциал», «педагогический потенциал», «декоративная живопись», раскрывается содержание понятия «педагогический потенциал декоративной живописи». Результаты анализа перечисленных определений показали, что декоративная живопись имеет еще не полностью задействованный художественным образованием потенциал. Приводимое в статье обоснование понятий «педагогический потенциал» и «педагогический потенциал декоративной живописи» позволяет утверждать, что в процессе создания произведений в технике «декоративная живопись» у будущих педагогов дополнительного образования развиваются следующие качества: интеллектуальные способности, которые помогают обучающимся стилизовать натуру; конструктивное мышление, используя которое студент трансформирует объемы, деля их на плоскости; осознанное владение техническими приемами декоративной живописи; определение воспитывающего характера сюжета произведения. Все это учит студентов преобразовывать форму, пространство, выстраивать перспективу изображения, выбирать цветовые сочетания в зависимости от назначения объекта. Педагогический потенциал декоративной живописи позволяет рассматривать его возможности не только в конкретный промежуток времени, но и в долгосрочной перспективе: выделенные характеристики позволяют выстроить стройную систему овладения профессиональными компетенциями обучающимися, используя учебные дисциплины, изучаемые со второго по четвертый курс: «Декоративно-прикладное искусство», «Декоративно-монументальная живопись», «Декоративно-станковая живопись», «Монументальная живопись». The article is devoted to the problem of pedagogical potential of decorative painting in the formation of professional competences at future additional education teachers. The article reveals the concepts of potential, pedagogical potential, decorative painting, and pedagogical potential of decorative painting. The analysis of the above-mentioned concepts showed that decorative painting has a much greater potential for arts education. The justification of the concepts of pedagogical potential and pedagogical potential of decorative painting given in this article allows the author to state that when creating decorative painting works, future additional education teachers develop the following abilities: intellectual abilities, that help students to style the model; abilities of constructive thinking, that helps student to transform volumes; conscious knowledge of the techniques of decorative painting; abilities of determining the educational character of the storyline in their work. All this teaches students to transform form, and space, to build the perspective of the image, to choose color combinations depending on the purpose of the object. Pedagogical potential of decorative painting also allows us to consider its prospects not only in a specific period of time, but in the long term as well: the highlighted characteristics allow to build a well-balanced system of mastering professional competences with the help of such educational disciplines as «Decorative and Applied Arts», «Decorative and Monumental Painting», «Decorative and Easel Painting», «Monumental Painting».

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

scholarly journals Patient expectations of hypertension and diabetes medication: Excessive focus on short-term benefits

2018 ◽  
Vol 6 ◽  
pp. 205031211882111 ◽  
Author(s):  
Demetra S Gibson ◽  
Aviva G Nathan ◽  
Michael T Quinn ◽  
Neda Laiteerapong
Keyword(s):  
Odds Ratio ◽  
Hemoglobin A1c ◽  
Perceived Benefits ◽  
Short Term ◽  
Oral Medications ◽  
Lower Blood ◽  
Short And Long Term ◽  
Additional Education

Objectives: The objectives of this study are to assess patient perspectives on their perceived benefits of hypertension and diabetes medications and determine associations between perceived benefits and demographics, adherence, and disease control. Methods: We interviewed 60 adults with type 2 diabetes and hypertension on oral medications. Participants were asked what benefits they expected from taking their medications. Transcripts were analyzed using a modified template approach. Benefits were categorized into short-term, long-term, or misconceptions (e.g. “medications cure diabetes”). Associations between perceived benefits and demographics, adherence, hemoglobin A1c, and blood pressure were analyzed. Results: In general, participants had relatively high self-reported medication adherence and well-controlled disease. All participants identified benefits of their hypertension medications; however, only 85% identified benefits of their diabetes medications. Half described only short-term benefits (e.g. lower blood sugar) (48%); almost one-third described both short- and long-term benefits (e.g. prevent complications) (30% and 28%, respectively). In multivariate analysis, participants with higher comorbidity were more likely to name long-term benefits of hypertension medications (odds ratio 13.3 (1.8–97.8), p = 0.01). Discussion: Participants perceived short-term benefits of hypertension and diabetes medications more often than long-term benefits; participants with higher comorbidity identified more long-term benefits. Further studies are warranted to determine whether additional education on long-term benefits may improve adherence.

Verbal intellectual abilities long term outcome after Vertical Parasagittal Hemispherotomy: The Rothschild foundation hospital experience

2017 ◽  
Vol 21 ◽  
pp. e181-e182
Author(s):  
Christine Bulteau ◽  
Georg Dorfmuller ◽  
Clemence Castaignede ◽  
Olivier Delalande ◽  
Sarah Ferrand sorbets ◽  
...  
Keyword(s):  
Term Outcome ◽  
Long Term Outcome ◽  
Hospital Experience ◽  
Intellectual Abilities

Preparing Your Digital Legacy

2014 ◽  
pp. 208-223 ◽  
Author(s):  
James Braman ◽  
Ursula Thomas ◽  
Giovanni Vincenti ◽  
Alfreda Dudley ◽  
Karen Rodgers
Keyword(s):  
Social Networking ◽  
Personal Data ◽  
Left Behind ◽  
Network Usage ◽  
Long Term Consequences ◽  
Additional Education ◽  
Social Networking Tools ◽  
Digital Identities ◽  
Over Time

With the increasing use of social networking tools and sites available, we must be mindful of the long-term consequences of posting information online. The combination of images, comments, and other personal data shape our online digital persona. Over time and throughout the lifetime of our many online profiles and digital identities, these representations and data become our digital legacy. When we pass away, it is this information that is left behind to represent who we are to other users, family, and friends. Additionally, all of the photos and other content remain online. In this chapter, the authors discuss the construction of one’s digital legacy and focus on the need for additional education about social networking usage for the future. Additionally, they present feedback from a study of college-aged students related to this topic and their views on social network usage.

scholarly journals MODEL OF THE ADOLESCENTS’ COMMUNICATIVE CULTURE DEVELOPMENT IN ADDITIONAL EDUCATION SYSTEM IN THE INFORMATIZATION AND DIGITALIZATION ERA

2021 ◽  
pp. 87-92
Author(s):  
Анастасия Дмитриевна Цывунина
Keyword(s):  
Interpersonal Communication ◽  
Education System ◽  
Functional Model ◽  
Educational Process ◽  
Communicative Development ◽  
The Family ◽  
And Performance ◽  
Culture Development ◽  
Additional Education

Рассматривается проблема развития коммуникативной культуры подростков в системе дополнительного образования в эпоху информатизации и цифровизации. Для решения данной проблемы предлагается модель развития коммуникативной культуры подростков, учитывающая особенности представителей цифрового поколения и специфику организации образовательного процесса в учреждении дополнительного образования в условиях его информатизации и цифровизации. Исследуется структурно-функциональная модель развития коммуникативной культуры в системе дополнительного образования, представленная целевым, концептуальным, диагностическо-аналитическим, содержательно-технологическим и результативно-оценочным блоками. The article is devoted to the problem of the development of the communicative culture of adolescents in the system of additional education in the era of informatization and digitalization. To solve this problem, the author proposes a model for the development of the communicative culture of adolescents, taking into account the peculiarities of the representatives of the digital generation and the specifics of the organization of the educational process in the institution of additional education in the conditions of its informatization and digitalization. The article considers the structural and functional model of the development of communicative culture in the system of additional education, represented by the target, conceptual, diagnostic-analytical, content-technological and performance-evaluation blocks. All components of the model are interconnected and serve to achieve the result – the transition to a higher level of development of the communicative culture of adolescents. And this, in turn, is one of the priority tasks of the education system in the direction of developing communication skills and socializing the personality of a teenager. The implementation of the model in institutions of additional education will increase the effectiveness of the communicative development of adolescents, form a culture of interpersonal communication, organize the interaction of the family, school and institutions of additional education. It is worth noting that when implementing this model in the long term, it is possible to increase the academic performance of adolescents in the humanities, the formation of a culture of communication among adolescents in social networks, and the reduction of destructive conflicts in the chi ld-adult community.

scholarly journals Survey of Perceptions and Educational Needs of Primary Care Providers Regarding Management of Patients with Class II and III Obesity in Ontario, Canada

2020 ◽  
Author(s):  
Boris Zevin ◽  
Mary Imelda Martin ◽  
Nancy Dalgarno ◽  
Linda Chan ◽  
Nardhana Sivapalan ◽  
...  
Keyword(s):  
Primary Care ◽  
Weight Loss ◽  
Primary Care Providers ◽  
Class Ii ◽  
Care Providers ◽  
Long Term Follow Up ◽  
Additional Education ◽  
Weight Loss Interventions

Abstract Background: Primary care providers (PCPs) are typically the primary contact for patients with obesity seeking medical and surgical weight loss interventions; however, previous studies suggest that fewer than 7% of eligible adult patients are referred to publically funded medical and surgical weight loss interventions (MSWLI).Methods: We performed an anonymous survey study between October 2017 and June 2018 to explore the knowledge, experiences, perceptions, and educational needs of PCPs in Southeastern Ontario in managing patients with class II and III obesity. Results: Surveys were distributed to 591 PCPs (n=538 family physicians; n=53 nurse practitioners) identified as practicing in the Southeastern Ontario and 103 (17.4%) participated. PCPs serving a rural population estimated that 14.2±10.9% of patients would qualify for MSWLI compared to 9.9±8.5% of patients of PCPs serving an urban population (p=.049). Overall, 57.5% of respondents did not feel competent prescribing MSWLI to patients with class II/III obesity, while 69.8% stated they had ‘good’ knowledge of the referral criteria for MSWLI. 22.2% of respondents were hesitant to refer patients for bariatric surgery (BS) due to concerns about postoperative surgical complications and risks associated with surgery. Only 25% of respondents were comfortable providing long-term follow up after BS, and only 39.1% had participated in continuing education on management of patients with class II/III obesity in the past five years. Conclusion: The majority of PCPs believe there is a need for additional education about MSWLI for patients with class II/III obesity. Future studies are needed to develop and compare the effectiveness of additional education and professional development around risks of contemporary BS, indications to consider referral for MSWLI, management and long-term follow-up of patients after BS.

Preservation of nonmaterial cultural heritage through the implementation of additional educational programs in the field of folk crafts and handicrafts

2020 ◽  
pp. 107-113
Author(s):  
Irina V. Lovtsova ◽  
Lyudmila A. Burovkina
Keyword(s):  
Cultural Heritage ◽  
Russian Federation ◽  
Folk Art ◽  
Educational Programs ◽  
Folk Culture ◽  
The Russian Federation ◽  
Additional Education ◽  
Applied Arts

We substantiate the importance of preserving the nonmaterial cultural heritage, folk culture and the development of traditional handicrafts, the need to integrate culture and education. We prove the effectiveness of measures to preserve the nonmaterial cultural heritage through the development of children’s traditions and technologies of folk art crafts and handicrafts in additional education. We analyze the implementation of additional general educational programs in the field of decorative and applied arts and activities to preserve folk art crafts and handicrafts are being conducted in the regions of the Russian Federation. We make proposals for the development of educational programs in the field of folk crafts.

scholarly journals Genes Involved in Long-Term Memory Are Expressed in Testis of Cryptorchid Boys and Respond to GnRHa Treatment

2017 ◽  
Vol 152 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Faruk Hadziselimovic ◽  
Katharina Gegenschatz-Schmid ◽  
Gilvydas Verkauskas ◽  
Philippe Demougin ◽  
Vytautas Bilius ◽  
...  
Keyword(s):  
Hypogonadotropic Hypogonadism ◽  
Long Term Memory ◽  
Mrna Levels ◽  
Biological Processes ◽  
Term Memory ◽  
Rna Profiling ◽  
Intellectual Abilities ◽  
Neuronal Genes ◽  
Low Iq

It has been known for many years that boys with unilateral or bilateral undescended testis (cryptorchidism) tend to have a low IQ, and those who belong to the high infertility risk (HIR) group perform less well at school than low infertility risk (LIR) patients. However, the molecular biological processes underlying this phenomenon are not understood. In this study, we report the outcome of testicular RNA profiling for genes involved in long-term memory formation. We analyzed the histology and the transcriptome of testicular biopsies from bilateral HIR cryptorchid boys, comparing those who received GnRHa treatment for 6 months after the first surgery with those who did not receive GnRHa before the second surgery. We found that GnRHa treatment alters the testicular mRNA levels of neuronal genes that are involved in long-term memory and testosterone synthesis. These data highlight a possible molecular link between cryptorchidism, impaired mini-puberty, and diminished cognitive functions. Our results are consistent with the hypothesis that hypogonadotropic hypogonadism in cryptorchid boys with altered mini-puberty may affect neuronal genes important for memory and learning, which could help explaining the negative correlation between cryptorchidism and intellectual abilities.

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