22 research outputs found
Germline MSH2 and MLH1 mutational spectrum in HNPCC families from Poland and the Baltic States.
Peer reviewe
Morphological changes in the spiracles of Anopheles gambiae s.l (Diptera) as a response to the dry season conditions in Burkina Faso (West Africa)
Problem-based activities as a tool to develop cross-cultural competency at the foreign language classes
The article is devoted to applications of problem-based learning. Teaching foreign language is aimed nowadays at developing various skills to communicate with a speaker of another language as with a representative of a different culture, in other words, developing cross-cultural competency. Cross-cultural communication, especially in business, may imply various problems and challenges so in foreign language classes it is necessary to reveal them and teach students how to deal with them most efficiently. Therefore, most teachers of foreign language try to incorporate problem-based approach in their classes. The choice of teaching material for connected with solving a problem tasks should be made with reference to applied problem-solving methods, intellectual level of students, and level of their critical and creative thinking. Problematisation can be based both on socio-linguistic materials and on professionally oriented assignments, in the form of case studies or specialized texts discussions in accordance with other teaching tasks. The article describes an experience of using problem-based technique in foreign language classes for students of Economic Faculty taking a course of "Foreign language for professional communication" as a way to develop skills helping to solve a variety of professionally oriented communicative tasks. Β© The Authors, published by EDP Sciences, 2020
ΠΠ°Π³ΠΎΠ»ΠΎΠ²ΠΎΡΠ½ΡΠ΅ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΡ Π² ΡΡΠ°ΡΡΡΡ Π΄Π΅Π»ΠΎΠ²ΠΎΠΉ ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ ΠΊΠ°ΠΊ ΡΡΠ΅Π΄ΡΡΠ²ΠΎ ΠΌΠ°Π½ΠΈΠΏΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΌΠ½Π΅Π½ΠΈΠ΅ΠΌ
The article considers the multidimensional phenomenon of speech manipulation and the role of mass media in forming public opinion. Linguistic studies show that speech manipulation also includes social, political, and psychological components. Mass media plays a significant part in creating a culture of relationships, influencing the behaviour and intelligence of any society. This explains why it eventually shapes public opinion by manipulating the consciousness of the audience using an extensive arsenal of linguistic means, which may express both verbal aggression and verbal collaboration. The paper considers the reasons why this phenomenon emerges in the language of mass media, its interpretations, and forms of expression, including its method, intensity, and purposefulness. The use of the discrediting strategy, which appears to be the most common for speech manipulation in modern mass media, is analysed. The strategy can be formed explicitly or implicitly, starting with title and subheading (the headline complex), and using different language means. The study identifies linguistic indicators of speech manipulation within the discrediting strategy which represent different tactics of direct and indirect accusation, opposition, solidarity, and rejection. They key functions of headline complexes are hence considered. Linguistic and functional analysis has revealed main indicators of speech manipulation while quantitative analysis has identified the most frequent linguistic means that indicate speech manipulation in the articles focused on economic and political issuesΠ ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΌΠ½ΠΎΠ³ΠΎΠ°ΡΠΏΠ΅ΠΊΡΠ½ΡΠΉ ΡΠ΅Π½ΠΎΠΌΠ΅Π½ ΡΠ΅ΡΠ΅Π²ΠΎΠΉ ΠΌΠ°Π½ΠΈΠΏΡΠ»ΡΡΠΈΠΈ ΠΈ ΡΠΎΠ»Ρ ΡΡΠ΅Π΄ΡΡΠ² ΠΌΠ°ΡΡΠΎΠ²ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΌΠ½Π΅Π½ΠΈΡ. ΠΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ, ΡΡΠΎ ΡΠ΅ΡΠ΅Π²ΠΎΠ΅ ΠΌΠ°Π½ΠΈΠΏΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ ΡΠ°ΠΊΠΆΠ΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ, ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ. Π‘ΡΠ΅Π΄ΡΡΠ²Π° ΠΌΠ°ΡΡΠΎΠ²ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈΠ³ΡΠ°ΡΡ Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΡ ΡΠΎΠ»Ρ Π² ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΠΈ ΠΊΡΠ»ΡΡΡΡΡ Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ, Π²Π»ΠΈΡΡ Π½Π° ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΠ΅ ΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡ Π»ΡΠ±ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°. ΠΡΠΎ ΠΎΠ±ΡΡΡΠ½ΡΠ΅Ρ, ΠΏΠΎΡΠ΅ΠΌΡ ΠΎΠ½ΠΎ Π² ΠΊΠΎΠ½Π΅ΡΠ½ΠΎΠΌ ΠΈΡΠΎΠ³Π΅ ΡΠΎΡΠΌΠΈΡΡΠ΅Ρ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ ΠΌΠ½Π΅Π½ΠΈΠ΅, ΠΌΠ°Π½ΠΈΠΏΡΠ»ΠΈΡΡΡ ΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ΠΌ Π°ΡΠ΄ΠΈΡΠΎΡΠΈΠΈ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΎΠ±ΡΠΈΡΠ½ΠΎΠ³ΠΎ Π°ΡΡΠ΅Π½Π°Π»Π° ΡΠ·ΡΠΊΠΎΠ²ΡΡ
ΡΡΠ΅Π΄ΡΡΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΌΠΎΠ³ΡΡ Π²ΡΡΠ°ΠΆΠ°ΡΡ ΠΊΠ°ΠΊ Π²Π΅ΡΠ±Π°Π»ΡΠ½ΡΡ Π°Π³ΡΠ΅ΡΡΠΈΡ, ΡΠ°ΠΊ ΠΈ ΡΠ΅ΡΠ΅Π²ΠΎΠ΅ ΡΠΎΡΡΡΠ΄Π½ΠΈΡΠ΅ΡΡΠ²ΠΎ. Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΏΡΠΈΡΠΈΠ½Ρ ΠΏΠΎΡΠ²Π»Π΅Π½ΠΈΡ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΡΠ²Π»Π΅Π½ΠΈΡ Π² ΡΠ·ΡΠΊΠ΅ ΡΡΠ΅Π΄ΡΡΠ² ΠΌΠ°ΡΡΠΎΠ²ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, Π΅Π³ΠΎ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΠΈ ΡΠΎΡΠΌΡ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΡ, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ Π΅Π³ΠΎ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ, ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈ ΡΠ΅Π»Π΅Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΡΡΡ. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ Π΄ΠΈΡΠΊΡΠ΅Π΄ΠΈΡΠΈΡΡΡΡΠ΅ΠΉ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΠΎΠΉ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠ΅ΠΉ ΡΠ΅ΡΠ΅Π²ΠΎΠΉ ΠΌΠ°Π½ΠΈΠΏΡΠ»ΡΡΠΈΠΈ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΠ΅Π΄ΡΡΠ²Π°Ρ
ΠΌΠ°ΡΡΠΎΠ²ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ. Π‘ΡΡΠ°ΡΠ΅Π³ΠΈΡ ΠΌΠΎΠΆΠ΅Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°ΡΡΡΡ ΡΠ²Π½ΠΎ ΠΈΠ»ΠΈ Π½Π΅ΡΠ²Π½ΠΎ, Π½Π°ΡΠΈΠ½Π°Ρ Ρ Π·Π°Π³ΠΎΠ»ΠΎΠ²ΠΊΠ° ΠΈ ΠΏΠΎΠ΄Π·Π°Π³ΠΎΠ»ΠΎΠ²ΠΊΠ° (Π·Π°Π³ΠΎΠ»ΠΎΠ²ΠΎΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ°), ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΡ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ ΡΠ·ΡΠΊΠΎΠ²ΡΠ΅ ΡΡΠ΅Π΄ΡΡΠ²Π°. Π Ρ
ΠΎΠ΄Π΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΡΠ²Π»Π΅Π½Ρ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡΡ ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ ΠΌΠ°Π½ΠΈΠΏΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ Π΄ΠΈΡΠΊΡΠ΅Π΄ΠΈΡΠ°ΡΠΈΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΡΡ ΡΠΎΠ±ΠΎΠΉ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ ΡΠ°ΠΊΡΠΈΠΊΠΈ ΠΏΡΡΠΌΠΎΠ³ΠΎ ΠΈ ΠΊΠΎΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±Π²ΠΈΠ½Π΅Π½ΠΈΡ, ΠΏΡΠΎΡΠΈΠ²ΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ, ΡΠΎΠ»ΠΈΠ΄Π°ΡΠ½ΠΎΡΡΠΈ ΠΈ Π½Π΅ΠΏΡΠΈΡΡΠΈΡ. Π’Π°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΊΠ»ΡΡΠ΅Π²ΡΠ΅ ΡΡΠ½ΠΊΡΠΈΠΈ Π·Π°Π³ΠΎΠ»ΠΎΠ²ΠΎΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠΎΠ². ΠΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· Π²ΡΡΠ²ΠΈΠ» ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ·Π½Π°ΠΊΠΈ ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ ΠΌΠ°Π½ΠΈΠΏΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ, Π² ΡΠΎ Π²ΡΠ΅ΠΌΡ ΠΊΠ°ΠΊ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ» ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΡΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΠΌΡΠ΅ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ΅Π΄ΡΡΠ²Π°, ΡΠΊΠ°Π·ΡΠ²Π°ΡΡΠΈΠ΅ Π½Π° ΡΠ΅ΡΠ΅Π²ΠΎΠ΅ ΠΌΠ°Π½ΠΈΠΏΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π² ΡΡΠ°ΡΡΡΡ
, ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π½ΡΡ
ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΈ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΠΌ
DEVELOPMENT OF PROFESSIONAL AND PERSONAL REFLECTION AMONG STUDENTS IN FOREIGN LANGUAGE CLASSES
The research is aimed at analysis of ways to develop student's skills to critically evaluate their advantages and disadvantages, to identify and select the ways to improve their advantages and eliminate disadvantages, i.e. to develop among students individual and professional reflection in foreign language classes. Topicality of the research is defined by the fact, that skills of analysis and self-analysis are essential components of any professional development. Reflection formation among students will allow developing skills to foresee and plan their professional activity. Within the research we analyzed the process of students training for future professional activity by qualitative personality changes among students
DEVELOPMENT OF ICT COMPETENCY AMONG STUDENTS STUDYING TRANSLATION FOR PROFESSIONAL PURPOSES
The article is devoted to issues of ICT-competency and development of such competency among students of economic specialties doing a course of translation for professional communication. To become competitive on a labor market any prospective specialist in translation needs to obtain skills of working with flood of information that nowadays changes too fast, ability to solve professional issues with the help of modern informative-communicative technologies. It results in necessity for teachers to develop competency in informative-communicative technologies among students specializing in translation. In the article we share our experience of developing and realizing a course of "IT technologies in specialized translation"