PROFESSIONAL AND COMMUNICATIVE IMAGE AS A RESULT OF LANGUAGE EDUCATION OF FOREIGN MEDICINE STUDENTS

In today’s globalized world, the academic migration of persons receiving higher education outside their home countries is gaining more and more popularity. The main factor in the success of obtaining a professional qualification in foreign universities is proficiency in the language in which educational services are provided. For foreign applicants for higher education (in particular, medical one) in Ukraine, the language of instruction is Ukrainian or English, but in any case, the language of interaction in the academic and sociocultural environment is the state language of the country of study. So, foreign students who receive higher medical education in Ukraine in English, master the Ukrainian language as a means of communicative interaction in the social, cultural, educational and academic environment, and also during clinical practice. This article presents a model of the result of language education of foreign medical students – their professional and communicative image. An accurate understanding of the learning outcome, focus on this result will significantly increase the effectiveness of the educational process. The author describes the structure and content of the studied phenomenon. The professional and communicative image of a doctor is a complex multicomponent phenomenon, the formation of which ensures the success of the communicative act in the professional sphere. This research provides a generalized list of requirements for the personality of a healthcare professional. The listed qualities should be manifested in a certain communicative style through strategies and tactics, and their implementation is ensured by knowledge of the necessary language means and mastery of skills in various types of speech activity. The model of professional and communicative image developed by the author as a result of teaching the Ukrainian language to foreign medical students has three levels: psychological, cognitive, and operational. The components of the psychological level are moral and ethical, volitional, organizational-communicative and professional-communicative qualities of a future doctor; knowledge of communication strategies and tactics required by a highly qualified physician, as well as typical genres of medical discourse constitute the cognitive-communicative level; language units we refer to the cognitive-language level; empathic listening, tolerant speaking, reading and writing in the clinical field are referred to the operational level. The linguodidactic description of the components of the studied phenomenon served as the basis for the development of a multi-aspect model of language education for foreign medical students in the English-language form of education.

Expanding the knowledge base on actual nutrition as an element of the system of alimentary-dependent diseases prevention

The work presents a multi-aspect model of alimentary-dependent diseases (ADD) prevention, which demonstrates the participants in this process and their priority tasks. A method is proposed based on the use of indicators for assessing the iodine-containing products contribution to the nutritional value of diets. Calculations were performed on a micronutrient - iodine, the deficiency of which causes the most common by depth and width ADD - thyroid pathology. To assess the iodine replenishing potential of raw fish and non-fish sea foods with the human diet, indicators were developed that account along with the iodine content in 100 g of product, the factors that directly or indirectly affect the digestibility and the economic feasibility of some of the most in-demand fish varieties. Selected factors: native iodine content in the product; qualitative and quantitative composition of synergistic nutrients for its digestibility in the body. Deviations of the reference data on the content of iodine in fish and non-fish products were found, which on average amounted to about 45 %, which is a significant loss that must be taken into account when using the calculated method of actual nutrition study.

PENGEMBANGAN PEMBELAJARAN KETERAMPILAN MENYIMAK MELALUI TEKNOLOGI INFORMASI

AbstrakPengembangan Pembelajaran Keterampilan menyimak melalui Teknologi Informasi. Keterampilan menyimak saat ini bagi sebagian guru lebih pada kemampuan menyimak bukan pada menyimak sebagai suatu proses dan mekanika sehingga diperlukan keterampilan dalam meramu teknolgi sebagai media pembelajaran yang apik. Padahal dukungan teknologi dapat digunakan untuk membantu siswa mengembangkan keterampilan menyimak mereka melalui radio, kaset audio, televisi, video, dan komputer atau media internet dengan berbagai laman yang ada. Setiap jenis teknologi memberikan peluang bagi siswa untuk mengeksplorasi strategi menyimak mereka dan beberapa kasus mengembangkan strategi baru. Dalam kelas bahasa, siswa memiliki akses ke beberapa bentuk teknologi, apakah itu radio transistor kecil atau multimedia interaktif. Hal ini memungkinkan akses yang lebih luas untuk lebih menekankan aspek model tertentu, seperti lintas-budaya, interaksional, menyimak kritis, dan dimensi kontekstual dalam menyimak untuk dikembangkan. Guru berperan membantu siswa mengembangkan keterampilan menyimak yang lebih baik dan mengeksploitasi teknologi lama atau teknologi baru dalam berbagai cara agar dapat memenuhi kebutuhan siswa dalam menyikapi suatu perubahan dan perkembangan teknologi pembelajaran menyimak.Kata kunci: Pembelajaran keterampilan menyimak; strategi menyimak; teknologi informasi; multimedia interaktif AbstractDeveloping Listening Skill‘s Learning Through Information Technology. Listening skill for some teachers is more in listening ability rather than listening as a process and mechanic so that it needs skill in designing technology as an interesting learning media. Whereas technology can be used to help the students in developing their listening skill through radio, cassete audio, television, video, and computer or internet media with providing many websites. Each kind of technology gives chance for the students to explore their listening strategy and some cases in developing new strategy. In language class, the students have access to some forms technology whether it is small transistor radio or multimedia interactive. It may give broader access to emphasize certain aspect model such as cross culture, interactional, critical, and contextual dimension in listening skill. Together with technology development, the role of the teacher in helping the students in developing listening skill is changed. Besides, language teacher in exploitation old technology and new technology can fullfill the students’ need in anticipation for changing and development of technology. Keywords: Listening skill, listening strategy, information technology, interactive multimedia

INTEGRATION OF PEDAGOGIC TECHNOLOGIES AND CREATIVE TOOLS FOR ACHIEVING BALANCED COMPETENCE OF A POTENTIAL SPECIALIST

A graduated bachelor must possess not only knowledge, but also the certain professional-personal qualities, that are balanced in respect of these two aspects of competence. As these aspects are achieved by the different instruments, teaching technologies and creative techniques, raises the question of their coordination. It is achieved due to the development of the plan of teaching on the basis of the creative-modular technology, and then the realization of this plan with separate revision and correction of learning outcomes in relation to these aspects of competence. The result of developed hierarchical two-aspect model achievement of competence allows efficiently in the process of learning resolving imbalances in the integration of educational technologies and creative tools.

Prevention is Better than Cure

This chapter adopts a four aspect model to address cheating and plagiarism in universities – education, prevention, detection and consequence. The research focussed on the two aspects of education and prevention as the authors feel that this area has not been considered in detail by the research. Building on past research, a series of eight focus groups (72 students) were conducted with students from information technology degrees at an Australian university. The students were asked to comment and discuss the phenomenon of cheating from their perspective. The chapter presents in detail the responses of the students as analysed by the researchers and then builds a set of guidelines for educators to use in the areas of education and prevention in relation to student cheating.

Prevention is Better than Cure

This chapter adopts a four aspect model to address cheating and plagiarism in universities – education, prevention, detection and consequence. The research focussed on the two aspects of education and prevention as the authors feel that this area has not been considered in detail by the research. Building on past research, a series of eight focus groups (72 students) were conducted with students from information technology degrees at an Australian university. The students were asked to comment and discuss the phenomenon of cheating from their perspective. The chapter presents in detail the responses of the students as analysed by the researchers and then builds a set of guidelines for educators to use in the areas of education and prevention in relation to student cheating.