Advantages and Disadvantages of Using Information Communication Technologies in the Process of Forming Language Competence in Global Mining Education

In connection with the COVID-19 pandemic, university education has undergone dramatic changes, resulting in a justified increase in the need for the development of distant learning. Today, information technology is an invaluable part of the learning process around the world. The purpose of this article is to analyze positive and negative aspects of applying information and communication technologies to the process of teaching foreign languages to students of mining specialties. The ways of solving the problems, identified in the discipline "Foreign language" in the course of the practical implementation of distance learning, are outlined. The possibilities of using such information tools as video lectures, video conferences, electronic coursebooks, computer testing are considered. Particular attention is devoted to the Moodle course management system as the most effective technology contributing to the formation of the language skills of future mining engineers. The authors come to the conclusion that each of the considered innovative educational technologies has a number of undeniable advantages, thus having a positive impact on both teachers and students. The recommendations developed by the authors provide a means for improving pedagogical design at the level of both individual teachers and universities

International Practice of Environmental Challenges Regulation

Modern society needs to establish a balance between social and economic development and environment conservation. This target can be met through the integrated use of legislative, economic and administrative measures developed and implemented by various international, national and regional organizations. Environmental management can achieve the maximum efficiency only through the joint use of three environmental policy instruments: direct regulating, market-based instruments, and voluntary programs. Direct regulating is inherently directive in terms of establishing emission standards / discharge limits, industry product and process specifications, and transparency reporting requirements. The implementation of market-based instruments depends on the day-to-day use of private sector financial calculations. Economic methods include price-based instruments and property-based instruments. Voluntary programs, actively encouraged by governments, offer intangible rewards such as public recognition. The vast legislative framework and activities of governmental and public organizations encourage mining and processing enterprises to strictly conform to environmental rules and regulations. While multiple market-based instruments of environmental management and voluntary programs provides businesses with greater autonomy in choosing ways, means and terms of restructuring their environmental policies to meet pressing environmental challenges

Using innovative interactive technologies for forming linguistic competence in global mining education

Globalization of mining education imposes new requirements for mining engineer competence. Nowadays linguistic competence is one of the most demanded. It guarantees technical university graduates the possibility of global employment, on the one hand, and the chance of getting cutting edge education in leading training centers of the world, on the other hand. Distance education is actively developing all over the world and is widely used in technical colleges and universities, as well. Interactive method that involves active engagement of students appears to be of the greatest interest due to introduction of modern information and communication technologies for distance learning. The paper presents step-by-step implementation of several interactive technologies (jigsaw, case study, brainstorming, and role-play) that can be used in distance education in the process of teaching subjects in foreign languages with the help of information and communication technologies. In response to the changes in the conditions of educational process, the implementation of the methods has been transformed to a combination of traditional (in-class) and distance (online) learning

Using innovative interactive technologies for forming linguistic competence in global mining education

Globalization of mining education imposes new requirements for mining engineer competence. Nowadays linguistic competence is one of the most demanded. It guarantees technical university graduates the possibility of global employment, on the one hand, and the chance of getting cutting edge education in leading training centers of the world, on the other hand. Distance education is actively developing all over the world and is widely used in technical colleges and universities, as well. Interactive method that involves active engagement of students appears to be of the greatest interest due to introduction of modern information and communication technologies for distance learning. The paper presents step-by-step implementation of several interactive technologies (jigsaw, case study, brainstorming, and role-play) that can be used in distance education in the process of teaching subjects in foreign languages with the help of information and communication technologies. In response to the changes in the conditions of educational process, the implementation of the methods has been transformed to a combination of traditional (in-class) and distance (online) learning

Andragogical Model in Language Training of Mining Specialists

Nowadays foreign language competence is one of the main professional skills of mining engineers. Modern competitive conditions require the ability for meeting production challenges in a foreign language from specialists and managers of mining enterprises. This is the reason of high demand on foreign language training/retraining courses. Language training of adult learners fundamentally differs from children and adolescent education. The article describes the features of andragogical learning model. The authors conclude that distance learning is the most productive education form having a number of obvious advantages over traditional (in-class) one. Interactive learning method that involves active engagement of adult trainees appears to be of the greatest interest due to introduction of modern information and communication technologies for distance learning

Andragogical Model in Language Training of Mining Specialists

Nowadays foreign language competence is one of the main professional skills of mining engineers. Modern competitive conditions require the ability for meeting production challenges in a foreign language from specialists and managers of mining enterprises. This is the reason of high demand on foreign language training/retraining courses. Language training of adult learners fundamentally differs from children and adolescent education. The article describes the features of andragogical learning model. The authors conclude that distance learning is the most productive education form having a number of obvious advantages over traditional (in-class) one. Interactive learning method that involves active engagement of adult trainees appears to be of the greatest interest due to introduction of modern information and communication technologies for distance learning

Risk factors for long covid in previously hospitalised children using the ISARIC Global follow-up protocol: A prospective cohort study

Background The long-term sequelae of coronavirus disease 2019 (Covid-19) in children remain poorly characterised. This study aimed to assess long-term outcomes in children previously hospitalised with Covid-19 and associated risk factors

Risk factors for long covid in previously hospitalised children using the ISARIC Global follow-up protocol: A prospective cohort study : A prospective cohort study

© The authors 2021. This version is distributed under the terms of the Creative Commons Attribution Licence 4.0. http://creativecommons.org/licenses/by/4.0/BACKGROUND: The long-term sequelae of coronavirus disease 2019 (Covid-19) in children remain poorly characterised. This study aimed to assess long-term outcomes in children previously hospitalised with Covid-19 and associated risk factors. METHODS: This is a prospective cohort study of children (≤18 years old) admitted with confirmed Covid-19. Children admitted to the hospital between April 2, 2020 and August 26, 2020, were included. Telephone interview using the International Severe Acute Respiratory and emerging Infection Consortium (ISARIC) Covid-19 Health and Wellbeing paediatric follow-up survey. Persistent symptoms (>5 months) were further categorised by system(s) involved. FINDINGS: 518 of 853 (61%) of eligible children were available for the follow-up assessment and included in the study. Median age was 10.4 years (IQR, 3-15.2) and 270 (52.1%) were girls; median follow-up since hospital discharge was 256 (223-271) days. At the time of the follow-up interview 126 (24.3%) participants reported persistent symptoms among which fatigue (53, 10.7%), sleep disturbance (36, 6.9%,) and sensory problems (29, 5.6%) were the most common. Multiple symptoms were experienced by 44 (8.4%) participants. Risk factors for persistent symptoms were: older age "6-11 years" (odds ratio 2.74 (95% confidence interval 1.37 to 5.75) and "12-18 years" (2.68, 1.41 to 5.4); and a history of allergic diseases (1.67, 1.04 to 2.67). INTERPRETATION: A quarter of children experienced persistent symptoms months after hospitalization with acute covid-19 infection, with almost one in ten experiencing multi-system involvement. Older age and allergic diseases were associated with higher risk of persistent symptoms at follow-up.Peer reviewedFinal Published versio