TEXT – ART FOR LISTENERS

Since the last century, the text is understood as a poly-semiotic structure. For example, P. Sergio, based on French experience, offers the list 136comprising eight formed components; that is the idea of “discourse” in the text related to theory is already ambiguous. We can identify three main determinants of “discourse” based on different cultures and thoughts. In the linguistic context, the term was first coined by American scientist Z. Harris in his article “Discourse Analysis137”. However, the broad application of the term was acquired twenty years later. In the world of linguistics, discourse is defined as a speech, text, dialogue, which is an integral part of communicational case. Thus, discourse is countering the text both dynamically and statically. The understanding of the term by French Structuralists and Post-Structuralists is indicated through works by M. Foucault 138and his followers. According to the scientists, discourse equates the style of speech, the manner and carries individualistic qualities (political discourse, teachers’ discourse, the authors’ style as discourse). This vision represents discourse in a social color

The Role of Podcasts in Higher Education Worldwide and in Georgia

The podcast as the technique of enunciation, was born in the United States in 2001 when Dave Winer, an entrepreneur and computer developer inserted the first sound file. In 2003, Christopher Lydon, an American journalist, used this technology and started broadcasting the first media podcasts to offer a "show about the world". In France, the first site in French for podcasts was born in 2002. Its creator Arte Radio immediately saw great success. In this way, the practice of podcasts begins to invade all of Europe and the whole world. The podcast is becoming a medium that wants to offer a different vision from traditional media, whose subjects are chosen by the listeners. Unlike conventional radio, audience concerns are no longer taken into account, freedom is greater as an intimate medium, and lyrics are less calculated and less restrained. Nowadays, the podcast has attached itself to major institutions and different fields in which education and higher education occupy an important role. Considering its popularity, many university education institutions have opted for a particular mode of broadcasting audiovisual educational content: podcasting. In our article, we will try: Explain the effectiveness of this new method when teaching; Find and analyze why students often prefer podcasts to traditional courses; To present qualitative and quantitative research on the use of podcasts in education, as well as to make a statistical comparative research of Georgia compared to other countries

The Issue of Podcast Effectiveness in Higher EducationA Case Study of the University of Georgia

The podcast, originating in 2001 in the U.S. and later expanding globally, challenges traditional media with its customizable content. Podcasts distinguish themselves by affording listeners the agency to curate content to their preferences, a departure from the prescriptive nature of conventional media. Comparable to having a bespoke show tailored to individual interests, podcasts have emerged as a sophisticated and customizable avenue for content consumption. This article explores the transformative role of podcasts in higher education in Georgia, investigating their developmental stages, diverse perspectives, and implications for the education system. With four main objectives, the research first examines divergent perspectives on podcast integration in higher education. It then presents qualitative and quantitative findings on podcast impact, focusing on comparative statistical research in Georgia and developed countries. Additionally, the study evaluates the effectiveness of podcasts as instructional tools and their contribution to the learning process. Lastly, it explores student preferences, seeking to understand why students favor podcasts over traditional courses and analyzing the implications of this shift. Revealing a prevalent interest among students, the study shows that they not only express interest but also independently integrate podcasts into their learning practices. The positive impact on student knowledge levels, as indicated by the survey, adds valuable insights to the evolving relationship between podcasts and education in Georgia

The Role of Podcasts in Higher Education Worldwide and in Georgia

The podcast as the technique of enunciation, was born in the United States in 2001 when Dave Winer, an entrepreneur and computer developer inserted the first sound file. In 2003, Christopher Lydon, an American journalist, used this technology and started broadcasting the first media podcasts to offer a "show about the world". In France, the first site in French for podcasts was born in 2002. Its creator Arte Radio immediately saw great success. In this way, the practice of podcasts begins to invade all of Europe and the whole world. The podcast is becoming a medium that wants to offer a different vision from traditional media, whose subjects are chosen by the listeners. Unlike conventional radio, audience concerns are no longer taken into account, freedom is greater as an intimate medium, and lyrics are less calculated and less restrained. Nowadays, the podcast has attached itself to major institutions and different fields in which education and higher education occupy an important role. Considering its popularity, many university education institutions have opted for a particular mode of broadcasting audiovisual educational content: podcasting. In our article, we will try: Explain the effectiveness of this new method when teaching; Find and analyze why students often prefer podcasts to traditional courses; To present qualitative and quantitative research on the use of podcasts in education, as well as to make a statistical comparative research of Georgia compared to other countries

A six-year longitudinal study of neurocognitive problems in children with epilepsy

INTRODUCTION: This study describes the specific neuropsychological abnormalities among children with epilepsy (CH-E) living in Georgia. METHODS: A cohort of CH-E and children without epilepsy (CH-NoE), aged 6-13 years, admitted to the epilepsy center of the Institute of Neurology and Neuropsychology from 1st January 2010 to 31st December 2015, was selected and investigated with a structured protocol. Neurological/epileptological assessments were made and neuropsychological testing was done on all study subjects. RESULTS: Abnormalities in praxis, verbal functions, verbal learning, visual-spatial matching, visual-motor ability, and fine motor skills, working memory, and phonological memory span were often revealed in CH-E as compared to CH-NoE. Early age of seizure onset, epilepsy duration, and anti-seizure medication (ASM) use, in combination with brain structural abnormalities on neuroimaging, and structural etiology were independent predictors of impaired functioning in various neuropsychological domains. DISCUSSION: More than half of children with epilepsy have a variety of cognitive impairments, which may increase with ASM therapy, especially when the cause of seizures is structural damage to the brain. Therefore, in the process of diagnosing epilepsy, evaluation of cognitive functions should become an integral part to ensure effective management of the disorder