A reliable method for the stability analysis of structures

A space truss is in an unstable configuration if it can displace incrementally without an incremental change in its loading and its supports. The load path which follows after an unstable configuration can be unique (snap-through), or there can be several possible load paths (bifurcation). This paper presents a method to detect nearly unstable configurations of a truss, a method to determine the loading, displacements and reactions of the unstable configuration and a method to traverse the load path which follows after the unstable configuration. The detection of structural configurations with singular tangent stiffness matrix is essential because they can be unstable. The secondary paths, especially in unstable buckling, can play the most important role in the loss of stability and collapse of the structure. A new method for reliable detection and accurate computation of singular points on load paths is presented and applied to a space truss subjected to symmetric and asymmetric snow loads.Keywords: space structure, stability, snap-through, bifurcation, nonlinear behaviou

Strategies on how to teach neologisms for EFL students majoring in economics

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper discusses some strategies on how to teach neologisms for EFL students majoring in Economics. The importance of interpreting newly coined words and phrases is that students come across them in a variety of sources and can find it difficult to interpret them correctly. The aim of this study is to develop, theoretically substantiate and offer practice-oriented tasks based on authentic linguistic material that enhances the learning skills of understanding and translating neologisms. The present study was designed to test the hypothesis that an adequate understanding and translation of neologisms from English into Russian becomes possible only after the EFL learners master the understanding of their origin and formation. The findings of this study indicate the effectiveness of the proposed step-by-step action plan for teaching EFL students

Formation of conceptual apparatus for professional communicative competence in the language of specialty

© 2016 Taylor & Francis Group, London.The article is devoted to the conceptual apparatus formation as an important factor in order to develop professional communicative competence in the language of specialty. Mastering the language of specialty supposes a considerable stock of words related to the future professional activity (terminology), appropriate use of vocabulary, phonetic, and verbal intelligence. The artificial classification of concepts and terms is presented in the article for effective and efficient use in learning a second language. The significance of the conceptual apparatus in learning the language of specialty was proved by the experimental results

Prerequisites for emotional intelligence formation in second language learning and career choice

© Author(s).The relevance of the topic is due to the enhancing role of emotional intelligence in second language learning. The article aims to substantiate that emotional intelligence (EI) strengthens training quality of future professionals, gives it an emotional color, and thereby increases a variety of intellectual skills. The leading methodical approaches as analyses of electronic library documents and other scientific sources, empirical and experimental data, method of involved observation enabled to identify several parameters for creating a favorable emotional climate in the process of second language learning. The authors determine a set of conditions necessary for the formation of emotional intelligence, define and actualize obligatory interdisciplinary connections, which are expressed in the co-architecture of curricula, educational resources of the university faculty and in the choice of training and educational technology, as well as single out the prerequisites for emotional intelligence. Article is of interest to researchers and university professors dealing with Second Language Learning

Idealism versus realism in student and practitioner attitude toward teaching

© Author(s).It is absolutely essential in any professional environment to go through natural age-related rotation over a period of time. But, unfortunately, many young teachers filling in the vacancies are practically incompetent in their job, though they are supposed to have acquired certain psychological and pedagogic competencies at the university. This factor raised the issue of discrepancy between the student’s idealism with respect to future profession understanding and professional realism revealing and demonstrating young teacher’s insufficient competencies. The paper considers idealistic versus realistic set of necessary competencies for a modern teacher as the effectiveness or ineffectiveness of teaching is closely linked, and often dependent, on it. The major methods used in the study of the issue were questionnaires and interviews among school head masters/principles, teaching methodology experts, teachers and undergraduates. They allowed to determine the desired and imperative competencies for teachers. The experiment involved 230 students and 190 school representatives. Current problems in teacher education, related to Russia, have been identified as belonging to three levels: regional, teacher training institutions, and secondary schools. The study contributed to develop a csompetency model of a modern teacher and the algorithm of its development. Investigation into the idealistic understanding of certain competencies and their relevancy by the university undergraduates who participated in the assessment of competencies significance, revealed the following student's attitude: they believe that subject content knowledge and methodological competencies are number ones in their future job. There are a large number of instructional and related activities to be performed by the teacher inside and outside the classroom. In their opinion the educational competency associated with developing a child's personality, talents and etc., was the second in order of importance, whereas in real teaching practice this competency was determined as the first in order of importance followed by reflective competency, and the third place was given to subject and methodical competencies

Idealism versus realism in student and practitioner attitude toward teaching

© Author(s).It is absolutely essential in any professional environment to go through natural age-related rotation over a period of time. But, unfortunately, many young teachers filling in the vacancies are practically incompetent in their job, though they are supposed to have acquired certain psychological and pedagogic competencies at the university. This factor raised the issue of discrepancy between the student’s idealism with respect to future profession understanding and professional realism revealing and demonstrating young teacher’s insufficient competencies. The paper considers idealistic versus realistic set of necessary competencies for a modern teacher as the effectiveness or ineffectiveness of teaching is closely linked, and often dependent, on it. The major methods used in the study of the issue were questionnaires and interviews among school head masters/principles, teaching methodology experts, teachers and undergraduates. They allowed to determine the desired and imperative competencies for teachers. The experiment involved 230 students and 190 school representatives. Current problems in teacher education, related to Russia, have been identified as belonging to three levels: regional, teacher training institutions, and secondary schools. The study contributed to develop a csompetency model of a modern teacher and the algorithm of its development. Investigation into the idealistic understanding of certain competencies and their relevancy by the university undergraduates who participated in the assessment of competencies significance, revealed the following student's attitude: they believe that subject content knowledge and methodological competencies are number ones in their future job. There are a large number of instructional and related activities to be performed by the teacher inside and outside the classroom. In their opinion the educational competency associated with developing a child's personality, talents and etc., was the second in order of importance, whereas in real teaching practice this competency was determined as the first in order of importance followed by reflective competency, and the third place was given to subject and methodical competencies

Idealism versus realism in student and practitioner attitude toward teaching

© Author(s).It is absolutely essential in any professional environment to go through natural age-related rotation over a period of time. But, unfortunately, many young teachers filling in the vacancies are practically incompetent in their job, though they are supposed to have acquired certain psychological and pedagogic competencies at the university. This factor raised the issue of discrepancy between the student’s idealism with respect to future profession understanding and professional realism revealing and demonstrating young teacher’s insufficient competencies. The paper considers idealistic versus realistic set of necessary competencies for a modern teacher as the effectiveness or ineffectiveness of teaching is closely linked, and often dependent, on it. The major methods used in the study of the issue were questionnaires and interviews among school head masters/principles, teaching methodology experts, teachers and undergraduates. They allowed to determine the desired and imperative competencies for teachers. The experiment involved 230 students and 190 school representatives. Current problems in teacher education, related to Russia, have been identified as belonging to three levels: regional, teacher training institutions, and secondary schools. The study contributed to develop a csompetency model of a modern teacher and the algorithm of its development. Investigation into the idealistic understanding of certain competencies and their relevancy by the university undergraduates who participated in the assessment of competencies significance, revealed the following student's attitude: they believe that subject content knowledge and methodological competencies are number ones in their future job. There are a large number of instructional and related activities to be performed by the teacher inside and outside the classroom. In their opinion the educational competency associated with developing a child's personality, talents and etc., was the second in order of importance, whereas in real teaching practice this competency was determined as the first in order of importance followed by reflective competency, and the third place was given to subject and methodical competencies

Prerequisites for emotional intelligence formation in second language learning and career choice

© Author(s).The relevance of the topic is due to the enhancing role of emotional intelligence in second language learning. The article aims to substantiate that emotional intelligence (EI) strengthens training quality of future professionals, gives it an emotional color, and thereby increases a variety of intellectual skills. The leading methodical approaches as analyses of electronic library documents and other scientific sources, empirical and experimental data, method of involved observation enabled to identify several parameters for creating a favorable emotional climate in the process of second language learning. The authors determine a set of conditions necessary for the formation of emotional intelligence, define and actualize obligatory interdisciplinary connections, which are expressed in the co-architecture of curricula, educational resources of the university faculty and in the choice of training and educational technology, as well as single out the prerequisites for emotional intelligence. Article is of interest to researchers and university professors dealing with Second Language Learning

Prerequisites for emotional intelligence formation in second language learning and career choice

© Author(s).The relevance of the topic is due to the enhancing role of emotional intelligence in second language learning. The article aims to substantiate that emotional intelligence (EI) strengthens training quality of future professionals, gives it an emotional color, and thereby increases a variety of intellectual skills. The leading methodical approaches as analyses of electronic library documents and other scientific sources, empirical and experimental data, method of involved observation enabled to identify several parameters for creating a favorable emotional climate in the process of second language learning. The authors determine a set of conditions necessary for the formation of emotional intelligence, define and actualize obligatory interdisciplinary connections, which are expressed in the co-architecture of curricula, educational resources of the university faculty and in the choice of training and educational technology, as well as single out the prerequisites for emotional intelligence. Article is of interest to researchers and university professors dealing with Second Language Learning