Обучение устного перевода будущих филологов с использованием междисциплинарного подхода

В статті розглянуто сучасні підходи до навчання усного перекладу майбутніх філологів. Проаналізовано лінгвістичний, соціосемантичний, прагматичний та комунікативний підходи до навчання. Описано переваги міждисциплінарного підходу до навчання усного перекладу майбутніх філологів. Наведено визначення інваріанту, еквіваленту і тексту.The article considers modern approaches to the teaching of interpretation to future philologists. The linguistic, socio semantic, pragmatic and communicative approaches are analysed. The advantages of interdisciplinary approach to interpretation teaching of future philologists are described. The definition invariant, equivalent and text are given.В статье рассматриваются современные подходы к обучению устного перевода будущих филологов. Анализируются лингвистический, социосемантический, прагматический и коммуникативный подходы к обучению. Описаны преимущества междисциплинарного подхода в обучении будущих филологов устного перевода. Даны определения инварианта, эквивалента и текста

Использование кейсового метода для обучения иноязычной профессионально направленной дискуссии студентов инженерных специальностей

Стаття присвячена питанням, пов’язаним з методикою навчання іншомовної професійно орієнтованої дискусії студентів інженерних спеціальностей рейсовим методом. Розглянуто діяльність інженера, інноваційне мислення інженера, класифікація кейсів, вимоги до кейсів, методи організації обговорення кейсів. Наведено критерії класифікації кейсів, а також аспекти професійно орієнтованої дискусії.The article is devoted to the questions connected with the methodology of foreign professional discussion case study for engineering students. Engineering activity and innovative thinking, case classification, case presentation requirements, case stages, and case discussion methods are considered. There are given the case classification criteria and also four aspects of professional discussion teaching: motivational, procedural, effective, and reflexive.Статья посвящена вопросам, связанным с методикой обучения иноязычной профессионально направленной дискуссии студентов инженерных специальностей на основе кейсового метода. Рассматриваются деятельность инженера, инновационное мышление инженера, классификация кейсов, требования к подаче кейсов, этапы работы с кейсами, методы организации обсуждения кейсов. В статье приводятся критерии классификации кейсов, также четыре аспекта обучения профессионально направленной дискуссии: мотивирующий, процессуальный, результативный и рефлексивный

Physical mapping integrated with syntenic analysis to characterize the gene space of the long arm of wheat chromosome 1A

Background: Bread wheat (Triticum aestivum L.) is one of the most important crops worldwide and its production faces pressing challenges, the solution of which demands genome information. However, the large, highly repetitive hexaploid wheat genome has been considered intractable to standard sequencing approaches. Therefore the International Wheat Genome Sequencing Consortium (IWGSC) proposes to map and sequence the genome on a chromosome-by-chromosome basis. Methodology/Principal Findings: We have constructed a physical map of the long arm of bread wheat chromosome 1A using chromosome-specific BAC libraries by High Information Content Fingerprinting (HICF). Two alternative methods (FPC and LTC) were used to assemble the fingerprints into a high-resolution physical map of the chromosome arm. A total of 365 molecular markers were added to the map, in addition to 1122 putative unique transcripts that were identified by microarray hybridization. The final map consists of 1180 FPC based or 583 LTC based contigs. Conclusions/Significance: The physical map presented here marks an important step forward in mapping of hexaploid bread wheat. The map is orders of magnitude more detailed than previously available maps of this chromosome, and the assignment of over a thousand putative expressed gene sequences to specific map locations will greatly assist future functional studies. This map will be an essential tool for future sequencing of and positional cloning within chromosome 1A

Komunikacja Ukraińskich Uczniów w Sieciach Społecznościowych: Aspekty Językowe i Pedagogiczne

The article presents the study of the influence of network communication on the development of communicative competence in the native language of schoolchildren in the Ukrainian social network environment. It has been verified statistically that the use of English is quite common in the everyday discourse of the higher grade students (ninth through eleventh grades), with the number of English words integrated in their communication in Ukrainian rising with the age of the students. The ways of such integration (anglicism adaptation mechanisms) have been defined (neoderivatives, neoborrowings, neosemanticisms) based on the analysis of Telegram chats of students of the ninth, tenth and eleventh grades.It has also been proved that students do not tend to apply a conscious approach to the use of English words, and thus, when informed of the necessity to preserve the purity of their mother tongue, resume to the choice of Ukrainian words avoiding unnecessary use of English. Specific pedagogical procedures help the students be aware of their communicative competence development in relation to the use of foreign words in their social network interactions.W artykule przedstawiono badanie wpływu komunikacji sieciowej na rozwój kompetencji komunikacyjnej w języku ojczystym uczniów w ukraińskim środowisku sieci społecznościowych. Stwierdzono statystycznie, że używanie języka angielskiego jest dość powszechne w codziennym dyskursie uczniów starszych klas (klasy 9–11), a liczba angielskich słów zintegrowana z ich komunikacją w języku ukraińskim wzrasta wraz z wiekiem uczniów. Sposoby takiej integracji (mechanizmy adaptacji anglicyzmów) zostały zdefiniowane (neoderywatywy, zapożyczone słowa, neosemantyzmy) na podstawie analizy czatów w sieci Telegram uczniów klas 9, 10 i 11. Udowodniono również, że uczniowie nie mają tendencji do świadomego posługiwania się słowami angielskimi, a zatem poinformowani o konieczności zachowania czystości języka ojczystego, przystępują do wyboru słów ukraińskich, unikając niepotrzebnego używania języka angielskiego. Konkretne procedury pedagogiczne pomagają uczniom zdawać sobie sprawę z rozwoju kompetencji komunikacyjnych w zakresie używania obcych słów w interakcjach w sieci społecznościowej

Next-generation survey sequencing and the molecular organization of wheat chromosome 6B.

コムギのゲノム配列の概要解読に成功 -コムギの新品種開発の加速化に期待-. 京都大学プレスリリース. 2014-07-24.Common wheat (Triticum aestivum L.) is one of the most important cereals in the world. To improve wheat quality and productivity, the genomic sequence of wheat must be determined. The large genome size (∼17 Gb/1 C) and the hexaploid status of wheat have hampered the genome sequencing of wheat. However, flow sorting of individual chromosomes has allowed us to purify and separately shotgun-sequence a pair of telocentric chromosomes. Here, we describe a result from the survey sequencing of wheat chromosome 6B (914 Mb/1 C) using massively parallel 454 pyrosequencing. From the 4.94 and 5.51 Gb shotgun sequence data from the two chromosome arms of 6BS and 6BL, 235 and 273 Mb sequences were assembled to cover ∼55.6 and 54.9% of the total genomic regions, respectively. Repetitive sequences composed 77 and 86% of the assembled sequences on 6BS and 6BL, respectively. Within the assembled sequences, we predicted a total of 4798 non-repetitive gene loci with the evidence of expression from the wheat transcriptome data. The numbers and chromosomal distribution patterns of the genes for tRNAs and microRNAs in wheat 6B were investigated, and the results suggested a significant involvement of DNA transposon diffusion in the evolution of these non-protein-coding RNA genes. A comparative analysis of the genomic sequences of wheat 6B and monocot plants clearly indicated the evolutionary conservation of gene contents

Metabolic effects of phosphodiesterase III inhibitors: another reason to promote their use?

Phosphodiesterase III inhibitors combine positive inotropic and vasodilator properties. These inhibitors are therefore frequently used to treat low cardiac output and/or severe left heart failure associated with cardiac surgery. Their effects on energy metabolism and visceral organ function are not well studied, however, particularly in comparison with their 'competitors' in daily practice (that is, catecholamines)

Fatores de deformação profissional da personalidade dos professores na escola superior da Ucrânia

The paper investigates the factors of professional deformation of the personality of a high school teacher. The attention is paid to the increased requirements of the dynamics of global processes taking place in the modern educational space, to the personality and activities of the teacher. Observations show that the daily performance of teachers’ professional duties over many years shapes habits, mindsets, and communication styles, and the individual acquires certain traits that can be considered disharmony. It was found that professional deformation is manifested in changes in the parameters of the personal characteristics of the teacher, which ultimately causes a change in functioning. Based on the theoretical analysis, the internal factors that determine the manifestation of professional deformation of the teacher's personality are identified. We analyze the most significant personal manifestations such as conservatism, rigidity, dogmatism, conformism, stereotyped thinking, lack of motivation, and frustration. The findings of this study support the idea that these factors can block the teacher's willingness to reconsider views, and cause the preservation of experience, which leads to professional deformation of personality.Este trabajo ofrece los factores de la deformación profesional de la personalidad de un profesor de la escuela superior. Se presta atención a los crecientes requisitos planteados por la dinámica de los procesos globales que tienen lugar en el espacio educativo moderno, a la personalidad y las actividades de los profesores. Los resultados de las observaciones demuestran que el desempeño diario de sus deberes profesionales durante muchos años forma hábitos, la composición del pensamiento y el estilo de comunicación, y la personalidad adquiere ciertos rasgos hasta la desarmonía. Resultó que la deformación profesional se manifiesta en el cambio en los parámetros de las características personales del maestro y, en su última instancia, causa un cambio en su funcionamiento. Sobre la base del análisis teórico, se distinguen los factores internos que determinan la manifestación de la deformación profesional de la personalidad del maestro. Como las más significativas consideradas manifestaciones personales están: conservadurismo, rigidez, dogmatismo, conformismo, estereotipos de pensamiento, falta de motivación y frustración. Estos factores pueden bloquear la disposición del maestro para reconsiderar los puntos de vista, causar la preservación de la experiencia, lo que conduce a una deformación profesional del individuo.O artigo investiga os fatores de deformação profissional da personalidade de um professor do ensino médio. A atenção é dada às crescentes exigências da dinâmica dos processos globais que ocorrem no espaço educacional moderno, à personalidade e às atividades do professor. As observações mostram que o desempenho diário das funções profissionais dos professores ao longo de muitos anos molda hábitos, mentalidades e estilos de comunicação, e o indivíduo adquire certos traços que podem ser considerados desarmônicos. Constatou-se que a deformação profissional se manifesta em mudanças nos parâmetros das características pessoais do professor, o que acaba por provocar uma alteração no seu funcionamento. Com base na análise teórica, são identificados os fatores internos que determinam a manifestação da deformação profissional da personalidade do professor. Analisamos as manifestações pessoais mais significativas, como conservadorismo, rigidez, dogmatismo, conformismo, pensamento estereotipado, falta de motivação e frustração. Os achados deste estudo sustentam a ideia de que esses fatores podem bloquear a disposição do professor em reconsiderar pontos de vista e causar a preservação da experiência, o que leva à deformação profissional da personalidade