Teaching Formation to Develop Computational Thinking

In order to develop computational thinking, it is essential to modify the initial training of teachers, that is to say, to restructure the curricula of the faculties or professional schools of education in any field or context it is going to be possible to identify areas of basic or general training and areas of specialized training. As well as reading or writing, computer thinking is currently essential because its application in any professional context is necessary.

Ceramics of Halychyna in the late 19th – early 20th centuries. Scientific and professional schools. Technologies. Personalities.

An analysis of numerous artefacts of the first third of the 20th century suggests that the production of many varieties of art-and-industrial ceramics developed in Halychyna, in particular architectural ceramic plastics, a variety of functional ceramics, decorative tiles, ceramic tiles, facing tiles, etc. The artistic features of Halychyna art ceramics, the richness of methods for decorating and shaping it, stylistic features, as well as numerous art societies, scientific and professional associations, groups, plants and factories specializing in the production of ceramics reflect the general development of this industry in the first half of the century and represent the prerequisites the emergence of the school of professional ceramics in Halychyna at the beginning of the 20th century. The purpose of the paper is to analyze the formation and development of scientific and professional schools of art-and-industrial ceramics of Halychyna in the late 19th – early 20th centuries. The research methodology was chosen, in accordance with the specific factual material, the goals and objectives set in the work, developed on the basis of a systematic approach and the principle of historicism, using the method of complex art analysis, synthesizing the research capabilities of comparative historical, functional, typological research methods. The principle of consistency assumed the consideration of certain issues, in accordance with the sequence of processes that took place in such a popular variety of professional decorative applied art as art ceramics. Due to this approach, the authors tried to focus on a detailed elucidation of the ways of building professional creativity in an inextricable relationship, taking into account the characteristics of a certain material, the needs of appropriate material support, and the establishment of technological processes. Furthermore, such a presentation of the paper material has provided a clearer indication of the possibilities and prospects for the development of the artistic ceramics art. In the process of work, the authors were aware that all the problems related to the art of the first half of the 20th century, including the development in the production of art ceramics in Halychyna, are only at a certain stage of thorough study. That is why this work is one of the stages on this path. In this regard, this study was interpreted by the authors not as one that should finally exhaust the chosen topic, but on the contrary – the work should create an opportunity for further more detailed study of individual phenomena, the work of artists, or the analysis of groups of specific pieces of art.

Perception of virtual classroom interaction and level of soft skills in college students

The purpose of this study is to specify the relationship between the perception of classroom interaction and the level of soft skills. A cross-cutting, correlal observational study was conducted on a sample of 507 students from the seventh to tenth cycle of the branch's professional schools in Arequipa from a private Peruvian university, recruited electronically in 2020. The instruments applied were the Virtual Classroom Interaction Perception Scale and the Soft Skills Scale. The results show the existence of a positive weak relationship between the perception of virtual classroom interaction and soft skills. The correlation was .114, the size of the effect is medium, being 0.3376389. In terms of statistical power, the value exceeds 0.80, obtaining the value of 0.950. It is concluded that there is a significant and positive relationship between the variables, even though the relationship between the two variables is weak.

An equity-oriented admissions model for Indigenous student recruitment in an undergraduate medical education program

Background: With the 2015 publication of the Truth and Reconciliation Commission of Canada’s calls to action, health professional schools are left grappling with how to increase the recruitment and success of Indigenous learners. Efforts to diversify trainee pools have long looked to quota-based approaches to recruit students from underserved communities, though such approaches pose dilemmas around meaningfully dismantling structural barriers to health professional education. Lessons shared here from developing one multi-layered admissions strategy highlight the importance of equity—rather than equality—in any recruitment for learners from medically underserved communities. Summary: The promotion of fairness in the recruitment of future practitioners is not just a question of equalizing access to, in this case, medical school; it involves recognizing the wider social and structural mechanisms that enable privileged access to the medical profession by members of dominant society. This recognition compels a shift in focus beyond merely giving the disadvantaged increased access to an unfair system, towards building tools to address deeper questions about what is meant by the kind of excellence expected of applicants, how it is to be measured, and to what extent these recruits may contribute to improved care for the communities from which they come. Conclusion: Equity-based approaches to student recruitment move health professional schools beyond the dilemma of recruiting students from marginalized backgrounds who happen to be most similar to the dominant student population. Achieving this requires a complex view of the target population, recognizing that disadvantage is experienced in many diverse ways, that barriers are encountered along a spectrum of access, and that equity may only emerge when a critically, socially conscious approach is embedded throughout institutional practices.

Policy School Deans Want It All: Results of a Survey of APSIA Deans and Top-50 Political Science Department Chairs on Hiring and Promotion

How do intellectual leaders of professional schools of international affairs, whose institutions primarily educate and train master's students for careers in government, the non-governmental sector, and the private sector, differ from academic administrators in disciplinary departments, whose primary raison d’être is producing the next generation of scholars whose primary task is to conduct basic research, in terms of how they see the academic enterprise and their expectations of faculty research and writing? The results of our recent survey of deans of the Association of Professional Schools of International Affairs (APSIA), the leading professional body for international relations-oriented policy schools, and chairs of Top-50 political science departments, reveal some predictable differences but also some surprising overlap. Specifically, we find a clear convergence between disciplinary departments and APSIA schools on the core requirements for promotion and tenure: Peer-reviewed publications in high-impact scholarly journals and leading university presses. But rather than relax demands for other activities by their faculty as they hold them to the expectations of their disciplines, APSIA deans still expect significant policy and broader public engagement from them. In other words, policy schools’ faculties face a greater array of professional demands than their disciplinary colleagues. APSIA schools simultaneously embrace the disciplinary criteria for excellence and still try to maintain a close policy focus as they seek to bridge the gap between these two worlds. How feasible this effort will turn out to be hinges on whether policy school faculty can indeed do it all.

The policy of proletarisation of education based on the example of educational institutions of Moscow department of professional education

The article considers the process of proletarisation of secondary and lower vocational schools and their results. Certain methods of forming the social composition of students are highlighted and described n the example of admission campaigns to educational institutions of Moscow department of professional education. Concrete examples show the adoption of the principle of class selection for admission to technical schools, factory schools, and professional schools. The representatives of working and peasant youth took advantage of enrolling them to educational institutions. The features of the principle of sending students to educational institutions as a way to improve the social composition of students are revealed. Travel orders were issued by regional and local Communist Party and professional organisations. The presence of travel order increased the opportunity of admission, although that did not guarantee it. The article also shows the role of ideological upbringing of students in the context of the policy of proletarisation. Political and educational activities were carried out within the framework of teaching a course in social studies, extracurricular class activities, as well as the efforts of representatives of the Russian Communist Youth Union. In the course of the study the materials of reports on admission campaigns to vocational and technical educational institutions in Moscow and Moscow Province were analysed. In conclusion we note the progress in formation of the composition of students from the position of class selection.