Corporate university as a form of employee training and development in American companies

The article deals with the problem of corporate university as a form of employee training and development in American companies. Corporate training plays a leading role in the successful operation of US companies and is a factor of their competitiveness and efficiency in the marketplace. Corporate university is an advanced form of organizational training which emerged in response to the challenges of the information society and the global economy, increased competition in the market, the failure of the traditional institutions of professional education to meet the needs of the modern economy for highly qualified employees. Modern corporate university is a system of organizational development and personnel training, united with a single concept and methodology, inextricably linked and coordinated with the strategies of the organization. The main functions of the corporate university are training of various levels of company employees, knowledge management, formation of common corporate values, development of corporate culture, promotion of innovation. Since organizations have different needs and development strategies, corporate universities of different companies in the United States differ in purpose, objectives, structural characteristics, methods of instruction. The learning process in the corporate university has andragogical focus and is characterized by extensive use of e-learning technologies

A MULTILINGUAL APPROACH TO FOREIGN LANGUAGE TEACHING

Розгляднуто мультилінгвальний підхід до викладання іноземних мов. Виявленоосновні методи і технології викладання двох іноземних мов (а саме – англійської і німецької) одночасно у контексті мультилінгвального підходу до навчання іноземних мов. Англійська і німецька, як германські мови, споріднені за багатьма аспектами. Насамперед, це простежується в лексиці, особливо на початковому етапі вивчення, де можна помітити багато відповідностей і наявний очевидний зв’язок між німецькою та англійською мовами. Високий рівень умінь і навичок з першої іноземної мови збільшує можливість того, що вони перейдуть на вивчення другої іноземної мови. Одночасно вплив рідної мови зменшиться.Використання мультилінгвального підходу або інтегрованого вивчення інозем-них мов вимагає того, щоб ми дотримувалися певних правил. По-перше, мета викладання і зміст декількох мов мають бути взаємопов’язаними. По-друге, учні повинні розвивати мету лінгвістичного знання, крос-лінгвістичний вплив, типологію і мультилінгвальну лексику.При залученні мультилінгвального підходу до викладання іноземних мов необ-хідні нові матеріали для навчання, які забезпечують перенесення знань з лінгвістики, мовного досвіду, стратегій навчання і досвіду навчання, порівняння мов тощо. Наголошено, що, коли вчитель змішує декілька іноземних мов на одному занятті, учні найімовірніше досягнуть кращих результатів у вивченні цих мов.Ключові слова: викладання іноземних мов, мультилінгвізм, плюрілінгвізм, мультикультуралізм, підхід, метод, матеріали навчання, рідна мова.Рассмотрен мультилингвальный подход к преподаванию иностранных язы-ков. Представлены основные методы и технологии преподавания двух иностранных языков (а именно – английского и немецкого) одновременно в контексте мультилингвального подхода к обучению иностранным языкам.Английский и немецкий, как германские языки, родственные по многим аспектам. В первую очередь это прослеживается в лексике, особенно на начальном этапе изучения, на котором можно заметить многие соответствия и имеющуюся очевидную связь между немецким и английским языками. Высокий уровень умений и навыков первого иностранного языка увеличиваетвозможность того, что они перейдут на изучение второго иностранного языка. Одновременно влияние родного языка уменьшится. Использования мультилингвального подхода или интегрированного изучения иностранных языков требует того, чтобы мы придерживались определенных правил. Во-первых, цель преподавания и содержание нескольких языков должны быть взаимосвязанны. Во-вторых, ученики должны развивать цель лингвистического знания, крос-лингвистическое влияние, типологию и мультилингвальную лексику. При привлечении мультилингвального подхода к преподаванию иностранных языков необходимы новые учебные материалы которые обеспечивают перенесение знания из лингвистики, языкового опыта, стратегий учебы и опыта учебы, сравнения языков. Отмечено, что, когда учитель смешивает несколько иностранных языков наодном занятии, ученики, вероятнее всего, достигнут лучших результатов в их овладении.Ключевые слова: преподавание иностранных языков, мультилингвизм, плюрилингвизм, мультикультурализм, подход, метод, учебные материалы, родной язык.The article is devoted to analysis of a multilingual approach to foreign languageteaching. It reveals some basic methods and techniques of teaching two foreign languages (i.e. English and German) simultaneously according to a multilingual approach to FLT. English and German, as Germanic languages, have a lot of common features. First of all, the similarity can be traced in the lexis, especially at the beginner or elementary level. The high level of habits and skills in the first foreign language increases the possibility that they will pass on to the process of learning the second foreign language. At the same time, the influence of the mother tongue will decrease. In order to follow multilingual approach or integrated language learning we have to observe several rules. Firstly, aims and content various languages are to be coordinated. Secondly, our learners (pupils) are supposed to develop metalinguistic awareness, cross-linguistic influence, typology and multilingual lexicon. A multilingual approach to FLT requires new teaching and learning materials thatsupport transfer of linguistic knowledge, language and learning experience, language learning strategies, language comparisons and reflection. It is stressed that when teachers mix several languages at their foreign language classes, pupils will definitely achieve better result.Keyword: Foreign language teaching (FLT), multilingualism, plurilingualism, multiculturalism, approach, method, teaching materials, mother tongue

Positioning Post-Soviet Sociology in Global Sociology: Between the Global South and the Global North

Sociology in today's world often seeks to internationalise research and globalise problem solving. However, so-called ‘global sociology’ is far away from being actually global as it involves in the discussion only specific regions and communities. The voice of other regions, as a rule, is not heard in the established system of connections and positions, and the regions themselves act as passive objects of (re)positioning, which is determined by the needs of specific research carried out by the nominally ‘global’ sociological community. The goal of the current study is to position one of the excluded sociological communities – post-soviet sociology – in global sociology using the North-South analytical framework that is frequently applied in discussions of global academic inequalities. The findings suggest that post-soviet sociology is positioned closer to the Global South, though significant country-based differences are observed. Post-soviet sociology functions as fragmented and disconnected, and this is facilitated by its orientation towards the ‘northern’ standards of knowledge production, which is professed even to the detriment of originality and independence

BONE-CEREBRAL CHANNEL REAMING IN THE TREATMENT OF LIMBS BONE FRACTURES

The object of the study: clinical effect of intramedullary blocking osteosynthesis of fractures of the bones of the extremities without reaming of the bone marrow canal. The problem to be solved: determination of the influence of surgical technology of intramedullary blocking osteosynthesis of bone fractures without reaming of the bone marrow canal on the qualitative and anatomical and functional results of treatment. Main scientific results. The term of fusion of bone fragments in complete groups (including all localizations) in the group of patients who underwent surgery with reaming of the bone marrow canal was 4.21±0.46 months, while in the group without reaming of the canal it was much shorter – 3.47±0.51 months Faster functional recovery of the limbs was also observed in cases that precluded bone marrow reaming – 96 % of good and 4 % satisfactory scores were obtained (80 % good and 20 % satisfactory in bone marrow reaming). The technology of closed intramedullary blocking osteosynthesis without reaming of the bone marrow can optimize the time of fusion of bone fragments and get 91 % good and 9 % satisfactory results. Its effectiveness is to reduce the number of satisfactory treatment results by 19 %, the absence of unsatisfactory and increase the share of good results by 23 %. The area of practical use of research results: clinics of traumatological profile of different levels, in which surgical treatment of fractures of the bones of the extremities are done. An innovative technological product: technology of closed intramedullary blocking osteosynthesis without reaming of the bone marrow canal. The area of application of an innovative technological product: clinical practice of using the technology of closed intramedullary blocking osteosynthesis without reaming of the bone marrow canal

Structural models of corporate universities in the United States of America

Growing competition in the rapidly developing information society and global economy poses new challenges before businesses. Corporate sector is becoming more and more aware of the decisive role which highly qualified human resources play in the successful functioning of companies in national and international markets. The search for new ways and mechanisms of training employees lead to the creation of corporate university as an advanced form of organizational learning. In view of the importance of this innovative educational phenomenon and the diversity of ways of its realization, the authors aim to analyze the structural models of corporate universities classified by scientists based on different criteria. The methodology of the research was based on interdisciplinary and systemic approaches. We used a complex of interrelated methods: comparative, structural, systemic-functional analysis, comparison and synthesis which are suitable for the study of scientific papers, official documents, empirical data. Particular attention is focused on the main classifications which are based on the availability of campus, the way of subordination of the university in the organization’s hierarchy, form and degree of centralization of control over the corporate university. Organizational features of corporate university in the United States of America are highlighted. The authors conclude that, despite the differences between companies, particularly, in the areas of activity, missions and strategic goals, modern corporate universities in all their structural diversity become a mechanism of professional training and development, which, on the one hand, performs the function of the development of the organization aimed at ensuring its competitiveness and, on the other hand, – the function of development of employees and motivating them to continuous professional growth, which is the basis of their personal competitiveness. Thus, corporate university can be considered as a link between the sustainable development of the company and the individual continuous professional development of employees

Факторы мотивации взрослого человека к обучению в педагогическом наследии М. Ноулза

У статті на основі аналізу наукових праць Малколма Ноулза обґрунтовуються фактори мотивації дорослої людини до навчання, розкривається сутність поняття «доросла людина» за М. Ноулзом, виявляються потреби та цілі навчання дорослої людини, спрямовані на її самореалізацію.Based on an analysis of scientific works by Malcolm Knowles the article substantiates the factors of adult learners‘ motivation, reveals the essence of the concept of "adult" according to M. Knowles, identifies needs and goals of adult learners aimed at their self-fulfillment.В статье на основе анализа научных трудов Малколма Ноулза обосновываются факторы мотивации взрослого человека к обучению, раскрывается сущность понятия «взрослый» согласно М. Ноулзу, определяются потребности и цели обучения взрослого человека, направленные на его самореализацию

Oxygen Behavior Around Heavily Doped Ultra-Shallow Junction in Si

The diffusion and gettering of oxygen are investigated after low-energy arsenic implantation and furnace annealing of SiO2/Si structures. Secondary ion mass spectrometry was used for examination of arsenic and oxygen depth profiles. It is shown that arsenic-doped ultra-shallow junction in Si stimulates the background oxygen gettering by SiO2/Si interface at the annealing temperatures higher than 850 C. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/3516