Friendships Through Inclusive Postsecondary Education Programs: Perspectives of Current and Former Students With Intellectual and Developmental Disabilities

The formation of friendships is central to the college experience. Yet little is known about the relationships young adults with intellectual and developmental disabilities form through their inclusive postsecondary education programs or maintain after graduation. We interviewed 12 current students and alumni about their social networks and their views regarding friendships. Participants shared their perspectives on the multiple meaning of friendship, the size and composition of their social networks, and the areas in which college has positively impacted their social lives. We offer recommendations for research and practice aimed at understanding and enhancing friendship formation within the inclusive higher education movement.

Sea as a Multi-Meaning Symbol in Edgar Poe’s Poetry

The present article aims at determining the symbolic meaning of sea in Edgar Poe’s poetry. It deals with the essence of symbolism and symbols and is focused on Edgar Poe’s contribution to symbolism as literary movement, as well as different symbols used in his poems. From a great number of symbols sea has been selected as a less-studied and multiple-meaning symbol. It has been examined in view of the traditional associations connected with it, also its usage in the Bible, mythology and literatures of different epochs. The article contains analysis of several poems by Edgar Poe where sea symbolizes very different things. It has been stressed that since Poe’s works reflected his tragic life, the poet employed numerous symbols to express his own emotions, sea being one of them. In different poems, this symbol expresses the feelings that are very different and sometimes diametrically opposed to each other, and, respectively, acquires different meanings. With several other factors, its being a multi-meaning symbol became the main reason for choosing sea as an object of study.

The Theory of Language in Women Poem

This Article treats the theory of Language in women poem from Sangam Literature to Modern Literature with the help of the Russian Linguist BHAKTIN on his language and history. He used ‘’Dialogism’’ in his language theory. This Dialogism helps to understand the multiple meaning of the poem. This theory has evolved the author and the reader could understand the context by social and political arena. We could identify this in Tamil Literature too, even though it has been published late in the social arena the Tamil Literature has all the later came theories in it before hand it came to mainstream. That is what the theory of language in women poem has been introduced many multiple meanings for the understating of the readers.

Sonata for violin and piano as a Serafim Orfeyev’s creative views

The purpose of the article is to identify the intonation-content complex of the Sonata for Violin and Piano by the representative of the Odesa School of Composers Serafym Orfeyev in the area of the performer's interpretation of the symbolism of the sonata, comparison of similar works of Ukrainian composers in a specific historic period and identifying the original artistic concept of Orfeyev's work in accordance with his mindset. The scientific novelty is based on the fact that for the first time the work of Orfeyev, which has not yet been the subject of scientific research, is considered, and the significance of the composer's contribution to the development of the instrumental sonata of the XX century is revealed. Methodology. The personal features of the artist's creative preferences are determined through a complex of musical symbolism and reflection of the multiple meaning of the Orthodox church tradition of choral art, mythological information of folk-historical archaism in combination with professional achievements in the development of the chamber sonata genre. Conclusions. Sonata's analysis points to the signs of S. Orfeyev's stylistic search, which was expressed in the spread of the specifics of choral writing, to the comprehension of which (on the example of the works of Mykola Leontovych and Anatolii Lyadov) the composer paid great attention; in instrumental thinking, which was reflected in the saturation of the fabric of the ensemble work with a polyphonic plexus of voices, and especially hidden polyphony. The connection with folk art influences the reproduction of an expressive dynamic picture of a folk holiday. A rather complex synthesis of the dramatic and the lyrical creates a unique, deeply emotional concept of a musical work, which vividly complements the genre of the instrumental sonata with new features in the traditional romantic color.

Using Multimedia to Create Explicit and Culturally Responsive Content Area Vocabulary Lessons

Topics presented in content area courses at the secondary level are often comprised of specialized and/or multiple-meaning vocabulary terms that can challenge students’ understanding. Additionally, gaps in relevant knowledge from prior learning experiences in earlier grade levels may further impede comprehension of content area concepts. This is often the case for students with disabilities and culturally and linguistically diverse (CLD) students who tend to struggle in secondary content area classes due to learning barriers related to disability, culture, language, or the intersection of these student characteristics. Content Acquisition Podcasts for Students (CAP-S) is a multimedia tool that has been effective in increasing vocabulary knowledge among students with disabilities. However, this article provides a detailed description of how CAP-S embed instructional practices that are effective for students with disabilities from CLD backgrounds, and includes a step-by-step guide to support practitioners in creating and recording their own CAP-S vocabulary lessons to increase success among CLD students with disabilities participating in secondary content area classrooms.

Axiological aspect of modern german ethnosymbols in teaching german language

Based on the axiological approach, it has been established that the moral-ethical orientations of the German society have been internalized in the minds of the ethnos and verbalized by the ethnosymbols. An ethnosymbol is a motivated, conventional linguistic sign with multiple meaning that embodies important cultural meaningful concepts. The reasons for the formation of ethnosymbols are the specificity and duration of interethnic contacts, social, political and economic conditions for the development of ethnic groups. The semantic structure of the ethnosymbol is formed on the basis of national associative relationships commonly used in a particular sociolinguistic system of agreements. The aim of the article is to establish the value dominants of German culture on the basis of the analysis of ethnic symbols as important components of the linguistic picture of the world. Symbolic meaning as an associative rethinking of the direct and figurative meanings of the word involves taking into account the social function and ethnocultural specifics of the denoted object. National verbal associations are a prerequisite for the formation of symbolic semantics of the word, but the involvement of only linguistic methods does not provide a thorough and comprehensive study. The connection between language and language consciousness can be explored through an associative experiment. The results of such an experiment make it possible not only to establish the features of verbal memory, mental lexicon, cultural stereotypes, but also to reflect the specifics of the worldview of the language community. Most German ethnic symbols objectify such concepts as order, punctuality, purity, diligence, thrift. The set of the value dominants creates a certain type of the culture that has been maintained in the language and is transferred from generation to generation.

MULTIPLE MEANING OF THE CONCEPT «CONTINUING PROFESSIONAL DEVELOPMENT» IN THE REGULATORY CONTEXT AND EDUCATIONAL ACTIVITY PRACTICE

The concept of «continuing professional development» does not have an unambiguous scientific and normative definition and it complicates its use in the practice of educational activities and in the texts of draft regulations governing adult education. The purpose of the article is to clarify the content of the concept « continuing professional development «and determine the advisability of its use to characterize educational activities and their results in the field of in-service education. Based on the comparative analysis of the content of the concept «continuing professional development «from various normative and scientific sources, the author’s interpretation of the content of the analyzed conceptual construct is formulated. It is concluded that teachers` continuing professional development is a type of educational activity within adult education, which is carried out in accordance with established procedural requirements and the result of which are professional competencies which defined by the educational program or contract, developed in non-formal or in formal education and approved by professional standards and areas of professional development. From a regulatory point of view, not every educational or self-educational activity is a professional development. This activity is admitted only when it is confirmed by the final document of the legitimate provider on the basis of the developed educational program and under the conditions of observance of the standardized procedure. The issues mentioned in the article have prospects for further research in terms of dividing the competence potential of professional standards of teachers into invariant and variable components, clarification of the invariant component of professionalism as a desired result of teacher training in the implementation of the New Ukrainian School.

KRITERIA DEWASA (MUKALLAF) DALAM BIDANG JINAYAH

Mukallaf concept in the part of jinayah is understood by multiple meaning in society, some judge mukallaf in the part of jinayah is the same as the part of worship, and some other argue differently. Nash itsself do not give a definite firmness to the criteria of mukallaf, but rather give signs that in the relationship of fellow human beings mukallaf concept has its own character. This paper aims to try to explain about the concept of mukallaf and its criteria in the part of jinayah. The data sources studied refer to nash evidence and various theories that are developing today from various disciplines. The results found can be mentioned that mukallaf in the part of jinayah is considered in the nature of puberty, perfect of both al-'aql and rusyd . These three traits will only be found perfectly in a person when they are at least 18 years old. Based on this understanding, the perpetrator of the crime can be held accountable for his actions and sanctioned to him after aged 18 years. A child who is not yet 18 years old commits a criminal offence then must be given educational teaching to him. So that he can know the adverse impact on himself and the community as a result of his actions. Keywords: criteria mukallaf, acts of jinayah, criminal sanctions / 'uqubah