Актуальные тексты общественно-политической тематики на русском языке как источник учебных материалов для иностранных студентов гуманитарных специальностей (основные и дополнительные образовательные программы)

Theoretical training of rowers at the stage of specialized basic training. By systematically mastering theoretical knowledge, rowers can more effectively plan and execute training programs, as well as adapt their strategies during competitions according to the specifics of the conditions and competitive environment. This approach contributes to increasing the level of sportsmanship and achieving success in the international arena. Despite the importance of theoretical training, the scientific and methodological literature on rowing has significant gaps in substantiating the structure and content of this training, as well as uneven coverage of the subject at different stages of training, and sometimes even its absence. The purpose of the study: to determine the peculiarities of the theoretical training of rowers on kayaks and canoes. Research methods. Theoretical research methods were used in the work: analysis, comparison, induction, deduction, systematization and generalization of scientific and methodical literature. Results. The stage of preliminary basic training determines the fundamental aspects of the physical, technical and tactical development of rowers. It is at this stage that they get the necessary knowledge about the biomechanical principles of movement execution, as well as the basics of the training process and competition strategies. Theoretical training includes the study of movement theory, analysis of rowing technique, study of the rules and regulations of sports competitions, as well as familiarization with the principles of physiology and psychology of sports activities. Conclusions. Scientific studies confirm the importance of theoretical training in the process of forming the sportsmanship of rowers at the stage of preliminary basic training. In this context, theoretical training acts as a necessary element that contributes not only to the understanding of the basic principles and techniques of rowing, but also to the improvement of sports skills and the achievement of high results in sports competitions.

<p style="text-align: justify;">The paper discusses the results of an empirical study of the motivation and self-control characteristics in cadets of the Ministry of Internal Affairs university at different stages of training. The theoretical basis of the paper is research analysis of different works made by different authors, confirming the polymotivation and dynamism of motivational characteristics in the process of carrying out educational and professional activities. The study involved 118 cadets of The Vladimir Kikot Moscow University of the Ministry of Internal Affairs of Russia at all stages of training (aged from 17 to 22 years). To collect empirical data, the following methods were used: “Scale of academic motivation” (authors T.O. Gordeeva, O.A. Sychev, E.N. Osin); questionnaire of volitional self-control (authors A.G. Zverkov, E.V. Eidman). The results of the study showed statistically significant differences in the intensity of educational and professional motivation and self-control at different stages of training. The results obtained can be used to optimize the process and quality of training of future law enforcement officers.</p>

Objective To determine initially the training stages and content for low service seniority nurses,which providing reference for the establishment of standardized training system of low service seniority nurses.Methods The training content framework of low service seniority nurses was formulated based on literature review and the core competency framework of nurse.Eight nurses were selected for the focus group interview to determine the training stages and training content in each stage.R~ults The training of low service seniority nurses was divided into four stages:pre-post training,the first year training,the second year training and the third year training.The training content included two parts of theory and operation skills trainings,with a total of 76 items.The theory training consisted of nine aspects:essential-qualities-oriented (EQO) education,law and ethics,interpersonal communication,nursing regulation and system,nosocomial infection control,clinical nursing,prevention and treatment of adverse events and emergencies,first aid nursing and tubes nursing.The operation training included five aspects:cleaning and nursing,safety and comfort,nutrition and excretion,application of medical equipment,treatment and first aid.Conclusions The training content of low service seniority nurses is formed based on clinical needs and the combination of comprehensive and pertinence,which can better help the low service seniority nurses change their role and make them qualified for clinical work. Key words: Inservice training ; Low service seniority nurses ; Training stages ; Training content ; Focus group interview

This article analyzes the results of the clinical and psychometric study of asthenia in foreign applicants for higher medical education at different stages of training. The study involved 110 applicants of the preparatory department (group 1) and 44 applicants of the I-II course (group 2). They were trained at Dnipro State Medical University. Duration of training was from 1 to 2 months and from 6 months to 2 years, respectively (at the time of participation in the study). The clinical and psychopathological examination was conducted using the semi-structured interview method and the psychometric investigation of the level of asthenia with using the Multidimensional Fatigue Inventory scale (MFI-20). It was found that the investigated group 2 had the significantly higher frequency of detection of both complaints/symptoms and nosological forms (by 1.8 times) than group 1. The analysis of the MFI-20 scale data confirmed the clinically obtained results: the normal (24,5%) and moderate level (23,5%) of asthenia was significantly more often observed in group 1. The high level (32%) of asthenia was in group 2 that proves the maladaptive process deepening. The obtained result indicates the necessity to develop preventive, differential and corrective measures to improve the quality of life of this contingent.

The article deals with the problems of teaching Russian language to foreign students in Russian medical universities. The advantages of the professionally oriented model of teaching Russian as a foreign language (RFL) using CLIL technology are considered. The article presents the results of the methodological experiment, which involved 18 foreign medical students studying in the specialty program (level B2). The aim of the experiment is to test the effectiveness of CLIL technology in teaching Russian to foreign medical students. On the basis of analyzing the results of input and final testing, the levels of professional competence formation in students of the experimental and control groups are compared. It is proved that the introduction of CLIL technology helps to improve the level of proficiency in Russian for special purposes and lays a solid foundation for further professional training.

Tu1167 FELLOW INVOLVEMENT IN SCREENING COLONOSCOPY DOES NOT IMPROVE QUALITY OF THE PROCEDURE WHEN ATTENDING ADR IS HIGH

The article is dedicated to the diagnostics of the development of English competence in dialogue speech of future tourism specialists in colleges. The preparation of this toolkit urged the solution of the following tasks: the level of proficiency in a foreign language (incl. English dialogue speech) required for college students (according to Common European Framework of Reference for Languages: Learning, Teaching, Assessment) has been determined; the objects of diagnostics of the development of English competence in dialogue speech of future tourism specialists in colleges have been defined; diagnostic tools of the specified quality have been developed. The criteria for diagnostics of the development of English Language competence in dialogue speech of future tourism specialists in colleges have been determined (incl. English dialogue speech). B1+ (advanced) level of proficiency in a foreign language (incl. English dialogue speech) is required for college students, according to Common European Framework of Reference for Languages: Learning, Teaching, Assessment. The objects of diagnostics of English competence in dialogue speech are its structural components – speech, linguistic, linguosociocultural, study and strategic, and professionally oriented competences. The criteria for the formation of the competence in future tourism specialists in colleges have been determined. They are: the use of relevant lexical and grammatical material in the speech, the number of replicas, their expediency, percentage of initiative replicas, achievement of communicative goal, including realization of speaker’s speech intentions and communicative tasks within designed communicative situations, the characteristics of a created dialogue according to its functional type, ability to control speech situation, relevance of using speech formulas and cliches, obtaining knowledge of English-speaking countries’ cultures and traditions. Diagnostics of the specified qualities have been developed. Diagnostic procedures included systematic observation, interviews with teachers and students, modeling of dialogues based on proposed communicative situations, but preference was given to performing diagnostic tasks (including tests) and their analysis in accordance with the identified criteria. The tasks were communicatively oriented (based on the material of certain communicative situations); tests were used to identify students' knowledge – subject and professionally oriented (for example, history and culture of native speakers, tourism, etc.).

The article deals with the problem of typical stable pronunciation errors in Russian speech of Chinese speakers. The primary focus of this study is to analyse the causes of errors related to the phonetic characteristics of Russian voiced and voiceless consonants. The present study investigates the various articulatory strategies employed by Chinese learners. The experimental phase of the study employs the neural network model wav2vec 2.0, which is further trained on a corpus of audio recordings of Russian speakers, for the automatic identification of pronunciation errors. This assists in gaining a more profound understanding of the processes involved in the formation of foreign language accents. The investigation revealed that the most prevalent error among Chinese students was the complete devoicing of voiced consonants, particularly at the onset of a word. This error is discernible irrespective of the level of proficiency in Russian, and is considered one of the most salient characteristics of the Chinese accent. A further significant phenomenon is the misarticulation of voiceless consonants as the voiced ones, predominantly at the onset of a word. This error is indicative of students with a higher level of language proficiency and is dependent on the particular consonant and its position in the word. Realisation of the Russian voiceless consonants with aspiration is also a typical phenomenon for Chinese students. This phenomenon is related to the particular characteristics of unaspirated consonant articulation in Chinese. The implementation of neural network models facilitated the effective identification and classification of pronunciation errors, thereby providing objective data on the degree of proficiency in Russian. These models demonstrated a high degree of sensitivity to errors and have the potential to automate the assessment of language proficiency. The obtained data contribute to the development of effective methods of teaching Russian as a foreign language, taking into account the specificity of students’ native phonetic systems.

The purpose of the study was to study the features of the influence of various training programs on increasing the volume of the body size of bodybuilders. Materials and methods. Theoretical analysis of scientific and methodological literature was used in the work. To assess the effectiveness of the impact of training loads on the muscular system of athletes, depending on the training programs used, we studied anthropometric indicators of the body. In the process of using this research method, the primary parameters of body length (cm), body weight (kg), girth dimensions (cm) and the dynamics of their changes during all stages of the study with a control interval of 1 mesocycle were recorded. Mathematical processing of research results was performed using IBM SPSS Statistics 20 software. Results and discussion. The results of research indicate that the values of training loads of bodybuilders and the nature of their changes in the same level of training of athletes and the structure of training depend on the characteristics of the selected means of training (training programs). The analysis of the obtained results shows that in the conditions of application of the second variant of the training program the indicators of the working mass of the projectile of athletes change more significantly during the whole period of research. The results reaffirm our hypothesis that the predominant use of the method of "premature fatigue" in the training process of bodybuilders at the stage of specialized basic training contributes to a more significant increase in control compared to changes in body size that can be achieved during the use of the generally accepted training program in bodybuilding. At the same time, the use of the method of "premature fatigue" in the process of optimizing the training work of bodybuilders contributes to a significant reduction in injuries, especially at this stage of training. Conclusion. Thus, the results of the study indicate that the values of training load and the nature of their changes in the mesocycles of basic training, in conditions of approximately the same level of training and the same structure of training, depend on the characteristics of training programs, i.e. a certain sequence of exercises character in training sessions. During the research it was found that the use of the second version of the program in the process of training with alternating use of basic and formative exercises for no more than two microcycles of training allows to get the most positive overall growth in body muscle size (10.0% p. <0.05)

The article describes the methods of working with source texts in Russian as a foreign language classes aimed at identifying and correcting errors in Chinese students’ written work. The authors comprehensively analyze and consider frequent mistakes made by foreign (Chinese) students in the process of written communication. On the basis of recommended exercises, the authors suggest ways to overcome these difficulties arising in the process of written communication (the considered level of Russian is В1). As a result, the authors come to the conclusion that comprehensive work with the tasks focusing on lexical, grammatical, and logical-compositional aspects help to form in Chinese students the skills of semantic organization of the text, contributes to the improvement of the level of foreign students written speech proficiency in Russian in general.

Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different stages of training provided through 2-year courses that meet the objectives of the International Dyslexia Association (IDA) standards of teacher knowledge and practice. It included 347 K-12 licensed teachers who were at various stages of training when they completed a test of knowledge in the areas of Phonological Sensitivity, Phonemic Awareness, Decoding, Spelling, and Morphology. The level of terminal degree (i.e., BA or MA) held by participating teachers and their amount of teaching experience did not predict performance on the test. In contrast, participating teachers differed in their level of knowledge as a function of how much training they had received as part of a 2-year course. Increased training was associated with elevated levels of knowledge. Moreover, teachers who completed the 2-year training program and went on to obtain certification through a national certifying organization had reliably greater knowledge than those who had not. Additionally, the weakest domains of knowledge across all teachers were in spelling and morphology, suggesting a need for improved training in these domains, given that they are identified deficiencies for persistently poor responders to reading intervention and in children presenting with late emerging forms of reading disability.

Re-examining authoritative knowledge in the design and content of a TBA training in India

The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the <i>DigCompEdu CheckIn</i> self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers’ perception of their digital competences in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students’ competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency–level B1 and B2–and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4–assessment–, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education.

The article considers the dynamics of the level mastering of dialogues in teaching the Kazakh language to foreign students. The issues of speech formation of foreign students studying the Kazakh language are considered. Psychological issues of teaching speaking will be discussed. Attention is paid to the problem of level mastering of dialogues and their components between the elements necessary for speaking. The search for effective ways to activate the speech of foreign students and their rapid introduction to the language environment is one of the main areas in studying Kazakh as a foreign language. Various methodological recommendations are given for different stages of training. Attention is paid not only to the linguistic aspect of pronunciation, but also to the content. For teaching speaking, it is recommended to use visual aids, dialogues, polylogues. The system of exercises presented in the article contributes to the development of oral speech. Here, first of all, the formation of pronunciation, its communicative meaning, compliance with the norms of the language develops. Teaching dialogue, on the one hand, is aimed at teaching the alternate exchange of remarks, and on the other hand, at conducting a dialogue, at participating in communication in which the situation changes.

The article analyzes the peculiarities of the development of coping strategies in the process of professional training of future psychologists with the focus on cognitive and behavioral aspects. Given the modern conditions of high requirements for psychological training of specialists, the formation of stress resistance and adaptive potential through the development of effective coping strategies is of particular importance. This allows future psychologists to ensure the quality performance of professional duties, overcoming the challenges associated with the specifics of their activities. The article reveals the relevance of the study, substantiates the need to integrate the development of coping strategies into professional education, given the high level of emotional stress of psychologist’s work. The modern scientific literature that highlights the relationship between personal traits, social influences and the specifics of learning environment in the formation of coping strategies has been analyzed. The key cognitive and behavioral components of these strategies, which play a significant role in the professional efficiency and psychological well-being of specialists, are highlighted. It is substantiated that the development of coping strategies is an important factor in preventing emotional burnout, which emphasizes their importance in the professional training of future psychologists. The paper uses the methods of theoretical analysis, comparison, generalization and systematization, which allowed to structure modern approaches to the study of coping strategies. It is proved that the professional training of psychologists should include not only the acquisition of theoretical knowledge and practical skills, but also the development of the ability for emotional self-regulation and adaptation to stressful situations. The content of the cognitive and behavioral components of coping strategies is determined. As a result, it is proved that the effectiveness of the formation of coping strategies depends on the ability of the modern education system to take into account the cognitive and behavioral aspects of the coping competence of future professionals. The specific methods and techniques for developing the cognitive and behavioral components of coping strategies in future psychologists are outlined. The theoretical study forms a solid basis for further improvement of psychological education aimed at training stress-resistant and professionally adapted specialists. Prospects for further research are related to the study of the dynamics of the development of the cognitive and behavioral components of coping strategies at different stages of training, as well as the influence of individual psychological characteristics of psychological education students on this process.