ABOUT SELF-STUDY OF PHYSICAL CULTURE DURING THE EXAMINATIONS AS A CRITERION OF STUDENTS’ READINESS TO PROFESSIONAL ACTIVITIES

Purpose of the study: The relevance of the research is conditioned by the contradiction between the social and state need to form the positive attitude to healthy lifestyle (including extracurricular time) in student youth and the underestimation of the potential of students' self-study activities aimed at increasing of physical activity and development of readiness for physical culture in specified group of youth. The article is aimed at the study of the student’s readiness for independent physical education during the examinations as a manifestation of independence in general, as well as at the study of the significance of independent physical education of students during the examinations in the process of future specialist formation. Methodology: The leading approach to the study of this problem was the theory of the activity approach in the development of personality and independent activities of students which allowed to substantiate the place of readiness of university students for independent physical training during the examinations in the process of future specialist training. Results: Of all the types of special readiness, the readiness of university students for independent physical training during examinations is of particular importance, the specificity of which is that this type of readiness contains features of types of readiness for professional activity, as well as readiness to act in problem situations, in which connection the readiness for independent physical training during the examinations is an indicator of the future specialist's readiness to problem professional situation. Applications of this study: The results of the study allow specialists who study the quality of university graduates to use the assessment of the development of student’s readiness for independent physical training during the examinations as an indicator of the future specialist’s readiness to act in a problem situation. Novelty/Originality of this study: The authors note that this problem cannot be solved by simply increasing the hours envisaged by the curriculum for independent work in the framework of the subject “Physical Education”, i.e. increase in quantity. A qualitative change in the approach to independent work of students, an appropriate system of actions in her organization and planning are necessary to achieve the desired effect

Universal Dependencies 2.8.1

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008). Version 2.8.1 fixes a bug in 2.8 where a portion of the Dutch Alpino treebank was accidentally omitted

Universal Dependencies 2.7

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)

Universal Dependencies 2.10

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)

Universal Dependencies 2.11

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)

Universal Dependencies 2.3

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)