ОСОБИСТІСНА ВЗАЄМОДІЯ ВИКЛАДАЧА ТА СТУДЕНТА У КЛАСІ ВОКАЛУ: ІНДИВІДУАЛЬНИЙ ПІДХІД

The collective monograph is a scientific and practical publication that contains scientific articles by doctors and candidates of sciences, doctors of philosophy and art, graduate students, students, researchers and practitioners from European and other countries.

The collective monograph is a scientific and practical publication that contains scientific articles by doctors and candidates of sciences, doctors of philosophy and art, graduate students, students, researchers and practitioners from European and other countries.

PROMINENT MARINE GEOLOGIST VOLODYMYR OLEKSANDROVYCH IEMELIANOV (TO THE 70TH ANNIVERSARY OF THE BIRTH)

As an undergraduate German major in the late '80s and early '90s, I was told that employment prospects in post-secondary education would be exceptionally good for my generation of students. When I began a PhD program in 1993, however, it was already becoming apparent that these predictions were not entirely accurate. I heard sobering reports that the number of new PhDs produced outnumbered the number of new vacancies considerably, not to mention the recent PhDs who remained unemployed or in adjunct positions. Either the anticipated retirements were delayed, or existing faculty lines were being eliminated upon the retirement of their holders. Despite the general consensus that employment outlooks were bleak, I resolved to complete the PhD program and to pursue an academic career. There were and still are no guarantees of tenure-track appointments for new PhDs, but I remain confident that graduate students and junior faculty who are sufficiently committed to the profession and receive the necessary training, guidance, and support from their departments and mentors can create a niche for themselves in today's and tomorrow's Germanistik/German Studies. Because I am personally in the transitional phase from graduate student to visiting assistant professor to tenure-track assistant professor, I will share my pragmatic views on some practical measures which I believe might ensure the vitality of a strain of German Studies which can continue to attract and retain students at all levels, and in turn permit a new generation of PhDs to continue in their chosen profession. While a graduate student, I served as graduate student representative on the departmental Self Study Review Committee. This granted me the opportunity to see our own programs from a variety of different perspectives: those of graduate and undergraduate students in the department, of faculty and administration, and of external reviewers. By participating in a single case study of the past, present, and projected future of a single German program, I gained an understanding of the widely varied and often-competing interests which both departments and individual faculty and students must negotiate in the attempt to ensure the continued integrity and vitality of our profession. The seemingly irreconcilable nature of these competing interests is most apparent in discussions of enrollments. With the advent of responsibility-based (or market-driven) budgeting systems, we frequently hear from above that we are too expensive, that especially graduate courses are under-enrolled. While a simple remedy might be to increase the number of graduate students admitted into German graduate programs, the MLA and others have cautioned that it is unconscionable to produce PhDs far in excess of the number of projected available academic positions. One possible solution to this dilemma would be the development of attractive alternate master's degree programs, for example a combined MBA and German MA, or master's degrees in Education and German. In addition to recruiting degree students in German, graduate programs can increase enrollments by developing courses which attract students from History, Art or Music History, Philosophy, Comparative Studies, Women's Studies, Jewish Studies, etc. While this would necessitate teaching in English translation, additional discussion sections can easily be offered in German for students who need to develop their language skills further. Many graduate schools are also encouraging the development of graduate minors, including interdisciplinary minors. Interdisciplinary minors would serve the dual purpose of increasing enrollments in German graduate courses and promoting collaborative projects (research projects and publications, conferences and symposia) among participating programs in the humanities, arts, and social sciences. Conversely, German graduate students should be encouraged likewise to pursue graduate minors and specializations in related fields. …

New Scholars Writing for Publication.

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006

Acceptance of the Clark P. Read Mentor Award: Mentor and Mentee–A Lasting Relationship

The chronological boundaries of the collective monograph cover a long historical period, which extends to the era of European Modernism and continues to the modern (current) history of European Postmodernism. The key thesis of the team of authors of the monograph is the idea of systemic belonging of Ukraine to European civilization as its component, which interacts with other parts of the system. The first chapter of the peer-reviewed collective monograph "European receptions of Ukraine in the XIX century" shows the reflection of the Ukrainian problem in the German-language literature of the first half of the XIX century, taking into account new archival document, the development of Ukraine’s relations with other Slavic peoples is traced, and the peculiarities of Ukrainian-Bulgarian relations are considered as a separate case study. An interesting paragraph of the collective monograph devoted to cultural, educational and scientific cooperation of Dnieper Ukraine with European countries. This information illustrates well how the Industrial Revolution radically changed the face of the planet, brought new scientific experience that gave room for the development of the capitalist system, and with them, the Industrial Revolution brought social problems, environmental disasters that still cannot be solved. Thomas Malthus (1766-1834) formulated the "iron law of wages", according to which workers can receive only a living wage. The second chapter of the collective monograph "The Ukrainian Question and Ukraine in the European History of the Twentieth Century" presents an integrated narrative of Ukrainian national history in the light of the European history of the two world wars and their consequences. The First World War, or the Great War, undoubtedly became a turning point in European history and, accordingly, in the national histories of European countries. The historical experience of the Ukrainian national liberation struggle of the Ukrainian people for the right to European development is covered in the paragraph of the collective monograph "Ukrainian Diplomatic Service 1917-1924". The vicissitudes of Stalin's industrialization and collectivization and their impact on the Ukrainian SSR's relations with European states in the 1920s and 1930s are highlighted in terms of continuity of ties with Europe. A separate regional example of the situation is covered on the example of the history of Transcarpathia on the eve of World War II. The third chapter of the collective monograph "Independent Ukraine in the European integration space" highlights the features of Ukraine's current positioning in Europe. After the collapse of the USSR, ideological obstacles to the development of globalization were overcome. The American political scientist F.Fukuyama in his work "The End of History" concluded the final victory of liberal ideology. This section of the peer-reviewed collective monograph also highlights the position of the international community on the Crimean referendum in 2014, analyzes the policy of Western European countries on the Ukrainian-Russian armed conflict on the example of the policy of Germany, France and Austria. The research result is a separate model of reality, which is reproduced with the help of a certain perception and awareness of the historian. In this sense, the author's team of the monograph has achieved the goal of creating a meaningful narrative that highlights the place of Ukraine at different stages of modern and postmodern European history. From the point of view of the general perception of the narrative offered to the reader, the authors of the collective monograph managed to harmonize individual stylistic features in a conceptually unified text, the meanings of which will be interesting to both professional historians and students and the general readership.

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

Cutting Edge of the Contemporary: KNUST, Accra, and the Ghanaian Contemporary Art Movement

Gerhard L Weissler, Distinguished Professor Emeritus of Physics at the University of Southern California, and founder of this series of International Conferences on Vacuum Ultraviolet Radiation Physics, died of cancer on Sunday 13 June 1989, at his home in Encino, California at the age of 71.Professor Weissler was born in northern Germany in 1918 and, after having earned his BS degree in physics from theInstitute of Technology, Berlin in 1938, he came to the United States as a graduate student in physics at UC Berkeley. He earned his MS and PhD degrees in physics from UC Berkeley in 1941 and 1942, respectively. From 1942 to 1944 Professor Weissler was an instructor of medical physics at the University of California Medical School. In 1944. Professor Weissler joined the Department of Physics of the University of Southern California as an AssistantProfessor, where he was promoted to full professor in 1952. In addition to directing his primary research program in atomic and molecular physics, he also served as the Department Chairman from 1951 to 1956. and directed USC's NuclearAccelerator Laboratory from 1955 to 1965. He retired in 1988.In 1979, USC honored him with an Associates Award for Excellence in Teaching and in March 1989 he received USC'sSpecial Emeritus Award. Professor Weissler was also a fellow of both the American Physical Society and the Optical Society of America.His illustrious career was devoted to the pursuit of excellence, and he succeeded admirably. He was one of the preeminent pioneers in the field of vacuum ultraviolet spectroscopy, carrying out research in all phases of vacuum ultraviolet physics. He invented the condensed spark discharge light sources which were a key to the early investigations of both the structure and absorption cross sections of atoms and molecules. He also used these light sources to study solid state and collective phenomena. The availability of his very bright light sources, together with increasingly improved vacuum systems, made much of this work possible for the first time. The early literature on the absorption spectra of atoms and molecules in the VUV region is dominated by the work of Professor Weissler and his many students. As his research evolved, specific processes involved in the absorption of very short wavelength radiation were identified. Quantifying these processes is the subject of much current research, as is evident from the variety of papers presented in the present proceedings.For almost 30 years, the large and active group of faculty members, students, and research associates assembled byProfessor Weissler made USC one of the world's centers in ultraviolet atomic and molecular spectroscopy. Many membersof this group are well known scientists who have established distinguished careers in major universities and industrial and government laboratories; one of his post-doctoral fellows is at this time President of the University of Munich, one of the leading universities in the world. The highly successful careers of his many graduate and postdoctoral students were surely given a running start by the quality of their research experience under his guidance. His enthusiasm and extraordinary energy level were highly infectious, and he will be sorely missed by all of us who knew him.Professor Weissler is survived by his wife, Claire, and two sons, Roderick and Robert.

Francomano (2012) reports on the presentation she made at the special panel of the 2012 MLA Convention on graduate programs in Spanish. In her remarks, she focuses on the need for graduate students to become trained teachers dealing with culture, literature, and critical thinking; in short, to become professors of humanities. This idea is well taken, and is such an obvious point to make that it seems absurd that Francomano would have to make it to begin with. Of course, graduate students in literary studies will enter the academy as scholars and teachers of the humanities. Of course, they should be equipped to deal with the profession they have chosen. My purpose here is not to comment on what I see as a laudable goal of graduate studies. Instead, I would like to examine some of Francomano’s claims regarding language teaching and applied linguistics in graduate education. Francomano claims that “at present, graduate programs emphasize language teaching.” She continues: “Most graduate curricula in Spanish include applied linguistics and teaching methodologies to train students to be proficient teachers of second language acquisition.” She concludes these ideas by stating: “Additionally, graduate students are given ample opportunities to become seasoned teachers as they progress through their doctoral studies” (xviii). At first blush, these comments seem factual, and for the context in which Francomano exercises her profession (Georgetown), they may be true. For the profession more generally, however, these claims are questionable. The assertion that graduate programs across the country emphasize language teaching runs counter to what students study and are tested on in most literary graduate programs. For example, no doctoral program in literary studies that I know of includes examinations on language acquisition and/or language teaching. No graduate student in literary studies is ever asked to demonstrate in final comprehensive exams any ability in the language classroom. In fact, in many institutions, fields such as second language acquisition and second language teaching simply do not exist at the graduate level. Some institutions actively discourage or discount such fields within graduate student work. And it is rare for a graduate student to lose a teaching assistantship except under extreme situations. That is, mediocre teaching is allowed in many programs. Related to the claim that language teaching is emphasized is the notion that graduate programs include applied linguistics and language teaching methodologies. Leaving aside that methods are dead and that applied linguistics is not a field, let’s ask the question, “How many courses does the typical doctoral student in Spanish studies take on language teaching or language acquisition?” The answer is “one, at best.” Ignoring what the content of such a course normally is—a point I will return to in a minute—one course on language teaching does not a proficient or knowledgeable teacher make. Contrast this situation with what happens for the area of concentration. The typical graduate program requires that students take multiple courses in Iberian literature, Spanish American literature, film, critical theory, and so on. Why? Because graduate professors know that one course in literature does not a scholar or professor of literature make. To think about this a different way, we might ask ourselves, “What background or courses would make for a proficient or knowledgeable second language teacher?” To name but some, there are courses in linguistics (syntax, phonology, pragmatics, discourse, and so on), because teachers ought to understand the nature of language as it is currently understood

The monograph is dedicated to the publication of the results of scientific reports announced at the 1st International Scientific and Practical Conference "The monograph is devoted to the publication of the results of scientific reports announced at the 1st International Scientific and Practical Conference "Overcoming ecological risks and threats to the environment in emergency situations - 2022" in the areas of: - Global and regional environmental threats; - Ecological and technogenic security of territories; - Renewable energy. The collective monograph from the standpoint of ensuring environmental security presents the results of environmental research with an emphasis on establishing environmental risks and threats to the environment in emergency situations and military operations. The problems of global and regional ecological threats, issues of ecological and man-made security of territories, developments in the field of renewable energy were considered. Some intelligence on the consequences for the environment of military actions related to the invasion of the Russian Federation into Ukraine is given. It is intended for scientists, teachers, managers and specialists of state administration bodies, ecologists, graduate students, students and everyone who is interested in the issues of preservation, restoration and rational use of environmental resources.

Black Universals and Alain Locke's Notion of Value

Supervision is a pillar in enhancing the student's learning environment throughout her/his higher education. Multiple studies qualify graduate supervision among the most important contributors to the successful completion of a higher education degree and to graduate students' positive academic experience. The aim of this study was to assess the views of graduate students enrolled in the Dental Sciences and Craniofacial Research Graduate Programs at McGill University (n=64) regarding the quality of supervision they are receiving. An online questionnaire composed of 22 open and closed-ended format items was used and covered five domains: student profile, supervisory relationship, conflict resolution, student progress/thesis writing and career development. Descriptive statistics, chi-square tests and interpretative qualitative analysis were used to evaluate students' perspectives. Fifty-nine students completed the survey (92.2%). The distribution of sample in regard to the graduate student level was almost identical (M.Sc. level n=28, Ph.D. n=31). Overall, most graduate students appeared satisfied with the supervision they received and had similar perspectives about the surveyed domains. There was one statistically significant difference (P<0.05) between MSc and PhD students when asked if their supervisors aided them in career development outside the supervisory relationship, where 77.4% (n=24) of doctoral students agreed as opposed to 21.4% (n=12) of Masters' students. Our results showed that McGill graduate students appeared to be overall satisfied with the supervision they received. The main elements contributing to a positive supervision experience were support, guidance, availability and good communication between supervisees and supervisors.