Výsledky vyhledávání - logical reference methods for understanding and interpretation

An integrative approach to teaching foreign languages at school: 200 Безусловно, речь идет не о том, чтобы заниматься развитием детей в ущерб знаниям, а о том, чтобы развитие коммуникативных навыков было специально направлено на развитие личности младших школьников. Используемые приемы работы способствуют развитию диалогической речи, расширению кругозора учащихся, поддержанию интереса к изучению английского языка. ЛИТЕРАТУРА: 1. H.Palmer. The Scientific Study and Teaching of languages, London, 1922. p138. 2. Гамезо М.В., Матюхина М.В., Михальчик Т.С. Возрастная и педагогическая психология. М.: Изд-во Просвещение, 1992. с.38. 3. Щерба Л.В. Преподавание иностранных языков в средней школе., М.:1947. с 42-43. AN INTEGRATIVE APPROACH TO TEACHING FOREIGN LANGUAGES AT SCHOOL Uzaxbaeva A. Teacher, English Language and Literature Department, KarSU named after Berdakh, Nukus, Uzbekistan Abstract : This article examines and discusses ways to apply an integrative approach in teaching and some fundamental issues related to the language training of students at school. At the present stage of society's development, an urgent problem is the comprehensive training of students, which consists of a number of consecutive, successive stages of qualification growth, providing for a multi-variable result, the development and formation of a morally mature person who is able to actively participate in social life. The leading element of such training is the humanitarian one, which allows you to form a free personality with independent creative thinking and the ability to constantly improve yourself. The process of teaching a foreign language at school is subject to special requirements, the effective implementation of which is possible in conditions of interconnectedness of teaching all types of speech activities, active inclusion of humanitarian, regional and cultural aspects in the content of teaching students. The term "integration" was firmly established in the works on pedagogy in the 80s. Originally from the Latin "integratio", which means restoration, replenishment, integration of any parts into a whole, even earlier this term was widely used in the professional vocabulary of various fields of knowledge to denote the corresponding process [1; 4]. The Philosophical and Encyclopedic Dictionary [2; 203] develops the definition of integration, complementing it with such a concept as "the side of the development process associated with the integration of previously heterogeneous parts and elements into a whole". A similar definition can be found in the "logical dictionary-reference book" [2; 203], which defines integration as "...combining into a whole, into the unity of any elements, restoring any unity". In the exact sciences, one can trace the understanding of integration as summation over some parameter with its own weight, and integral as "an integer quantity considered as the sum of its infinitesimal parts" [3; 48]. In English literature, "integrate" [3] the term "integration" in a broad sense is used to characterize the process of convergence and connection of sciences that occurs along with the process of differentiation. In biology, integration is understood as "... orderliness, consistency and unification of functions and structures inherent in a living system at various levels of organization " [2; 203]. In psychology, we find "group integration", characterized as "consistency, orderliness and stability of the system of intra-group processes" [4; 19]. Philosophers define integration as the process of forming connections that ensure the interdependence of elements and the appearance of an "integrative property" [1; 51]. A.D. Ursul uses the term "integration" to denote the integration of any parts into a whole and uses it to characterize the processes of interconnection of previously autonomous elements as a single set [5; 113]. In all the above definitions, there is a single tendency, on the one hand, to show the interrelation, interdependence of individual elements, and on the other, the formation of integrity. Each element is in a relationship with others based on consistency, orderliness, and stability. Thus, particular sciences in the interpretation of the term "integration" define, first of all, as a union into a whole, the restoration of some unity, integration can be understood as the process of becoming a whole. In pedagogy, integration is defined as " ... the highest form of expressing the unity of goals, principles, content, forms of organization of the learning and upbringing process carried out in two cycles 201 of education, aimed at intensifying the entire training system..." [2, 16]. An important role in the theoretical justification and practical implementation of the idea of integration in pedagogy belongs to A. P. Belyaeva. Summarizing the data of private sciences, analyzing the definitions of integration in philosophy, A. P. Belyaeva deepens this concept, emphasizing that integration in any sciences is both a process and a result of creating an inextricably integral one [3]. Introducing the term "integration" into the methodology, we rely on the same set of meanings that it has in engineering, economics, mathematics, pedagogy, etc. However, we develop and clarify this concept in the appendix to our curriculum. We understand it in the framework of the training program developed by us as follows: integration is the merging of the content, forms, methods, principles of teaching into a single whole and the interpenetration of elements of language training in the scientific, professional, general education and humanitarian spheres. The description of integration as a process helps to identify the following most necessary invariant stages of this procedure: determining the system-forming factor, creating a new program structure, reworking the content, checking effectiveness, and correcting results. These invariants can be fundamental to the development of the curriculum for school students. Integration appeared in an effort to model a holistic learning process. The definition of integration goals is associated with a conscious need and the identified ability to link individual subjects, topics, and sections. The selection of integration objects is determined by the following: in order to speed up and intensify the program, intra subject integration is carried out, and if desired, it can be expanded at the expense of components that are close to each other courses, inter subject integration is implemented. After selecting the content objects necessary for integration, we select invariant and variable components – components of our own content. The definition of the system-forming factor of integration means finding the basis for unification. Without a system-forming factor acting as an integrator, no pooling of knowledge is possible. Whole sciences and even systems of sciences can act as a system-forming factor. For example, some authors [4; 7] consider "their" technical knowledge to be an integrator of sciences, others consider teaching methods to be a system– forming factor, and third-psychology. In the program developed for students, the integrator and system-forming factor is the educational text, which is also the material: 1) for the acquisition of knowledge in the academic subject-a foreign language; 2) for the interconnected training of all types of speech activity; 3) for the formation of necessary skills and abilities; 4) to get acquainted with the language system; 5) to ensure the formation of spiritual culture and a system of universal values. A. P. Belyaeva believes that the development of scientific knowledge is always characterized by two main opposite trends-integration and differentiation, emphasizes the dialectical unity of the processes of integration and differentiation, which do not coexist with each other and do not follow each other, but appear one in the other and through the other, interpenetrating, mutually conditioning, mutually anticipating and simultaneously mutually negating each other a friend [3]. In accordance with the principle of unity of integration and differentiation, the integrative approach in teaching should present the content in a differentiated form, making it possible to reflect the unity of the general through integration, and the specific through differentiation. The built flowchart of the sequence systematically fits into the stages and specific forms of training. Thus, integration issues are solved by adding or replacing content blocks, which vary depending on the stage of training and the age group of students. The content of variable-modular blocks is differentiated. Invariant are country studies, cultural studies, and general scientific blocks. Despite the fact that there is a lot of talk about integration, nevertheless, different sciences and even the most different sections of the same subject are still presented as something closed, self-sufficient, almost unrelated to other aspects of the subject and other academic disciplines. Students should see functional connections between different disciplines and their constituent parts, and be able to identify common methodological approaches in mastering knowledge. REFERENCES: 1. Akhlibitsky B.A. Categorical aspect of the concept of integration//Dialectics as a basis for integrating scientific knowledge. - L., 1984. p. 51. 2. Bezrukova V.S. Pedagogical integration: essence, mechanisms of implementation//Integration processes in pedagogical theory and practice. Sverdlovsk: 1990, 128 p. (in Russian) 3. Belyaev, A.P. Theoretical basis of the integration of the content of vocational education. - Sverdlovsk: 188. - 19 p. 202 4. Kedrov B.M. Integrative function of philosophy in the system of modern scientific knowledge//Dialectics as a basis for integrating scientific knowledge. - L., 1984. - p. 7-12. 5. Kitaygorodskaya G.A. Methodological foundations of intensive foreign language teaching. – M.: MSU Publishing House, 1986. 176 p. 6. Levin V.G. Integrative function of understanding the system//Dialectics as a basis for integrating scientific knowledge. - L.: 1984. - p. 72. ОҚЫЎДЫ ҤЙРЕТИЎ ПРИНЦИПЛЕРИ Шанназарова Г. 2 курс магистрант, Лингвистика (немис тили) қәнигелиги, Бердақ атындағы ҚМУ, Нѳкис, Ѳзбекстан Ғәрезсиз Ӛзбекистанымыздыӊ оның қурамында суверенлик ҳуқуқына ийе болған Қарақалпақстанның дунья жәмийетшилигинде тутқан орны кҥн сайын ӛсип, халықаралық қатнасықлар, саўда – сатық, туризм ҳәм де мәмлекетлер арасындағы мәдений ҳәм экономикалық, илмий – техникалық, билимлендириў тараўындағы қатнасықлар раўажланып, беккемленип баратырған бир ўақытта оның келешегин таратыўшы жасларға шет тиллерин пухта ҥйрениў ҳәм де мәселелерди еркин тҥрде талқылаў, олар туўралы ӛз пикирин тартынбастан айтыў, улыўма аўызеки ҳәм жазба тҥрде қатнаслар жасап билиўди ҥйретиў ҳәзирги кҥнниң кешиктирип болмайтуғын ең тийкарғы ўазыйпаларыннан бири болып табылады. Белгили болғанындай дидактикалық, психологиялық, сондай-ақ методикалық принциплер бар. Олардан тысқары С.К. Фоломкина [6] тәрепиннен ислеп шығылған оқыўға ҥйретиў принциплери де бар. Бул принциплер оқыўдың ӛзине тән сӛйлеў ҳәрекети тҥри ҳәм де шет тил тәлиминен кӛзленген мақсетлигин билдиреди. Оқыўды ҥйретиў де тӛмендеги принциплерге әмелетиў тийис: 1. Оқыўды ўйретиў – сӛйлеў ҳәрекетиниң тҥрин ҥйретиў деп қаралыўы керек. Усы қағыйданы итибарға алып ис жҥритилген де ғана, оқыўшыларға оқыў туўралы дурыс жоллама бериледи. Тил материалын ӛзлестириў ямаса текстке жақын сӛйлеп бериўди бирден – бир оқыў ўазыйпасы деп билместен, текстти ҳәрекетте қолланыў материалына айландырыў алдынғы орынға шығарылыўы усынылады. Оқыўшыларға текстти оқып мағлыўмат – хабар алыў шынығыўларын орынлатыў – бирлемши жуўмақлаўшы мақсет әмелде қолланылыўы керек. Буған сӛйлеў әмеллерин орынлаў арқалы ғана ерисиледи, бул процессте белгили нәтийжеге (мазмунды билип алыў, хабарды ийелеў) нәзерде тутылады. Текстти оқыў руўҳый байыўға, таза –таза мағлыўмат – ҳабарларды алыўға қаратылған оқыў методикалық илаж – шара есапланады. Оқыў процессинде жумыс: оқыў алдыннан тапсырма берилиўи шәрт ҳәм оқып болғаннан соң тийисли методикалық усылларды қолланып, тҥсингенлиги тексериледи. Толық ҳәм анық тҥсингенлиги оқыўшылар тәрепинен ўазыйпаны табыслы орынлаў есапланады. Қулласы, усы принцип бойынша оқыўдың тийкары–оқыўшыға мағлыўмат – хабар жеткизиў қағыйдаластырылып қойылады. 2. Оқыўды ҥйрениў, билиў процесси сыпатында шӛлкемлестириледи. Тек әмелий ҳәрекет кӛрсетиў менен шекленбестен, текстти оқыўшы билиўге, таза мағлыўмат – хабар ҥйрениўге ҳәрекет етеди. Мағлыўмат – хабар алыў – билиў ҳәрекетин жҥритиў болып табылады. Бул жерде билиў ҳәм де сӛйлеў ҳәрекетиниң паркын билиў керек. Сӛйлеў ҳәрекет нәтийжесин билиўге алып келеди. Ӛйткени, оқыў материаллар (булл жерде текст) мазмунына итибарды кҥшейтиў талап етиледи. Мазмунының қызықлылығы оқыўшылардың мағлыўмат – хабаралыўға интилиўлерин белгилеўши, оларды қызығыў менен, ыклас менен оқыўға ҥндеўши принцип ўазыйпасын аткарады. Тексттиң мазмунында ҳәм тилинде ақылға муўапық шегарасындағы қыйыншылықлар болыўы оқыўшының ақыллылық ҳәрекетин кҥшейтиўи, пикирлеўин – ойлаўын иске қосыўына себеп болады. Демек, усы принципке муўапық оқыўшылар шет тилде оқып, бир ўақытта билиў ҳәрекети менен шуғылланады. 3. Оқыўшылардың ана тили ҳәм екинши шет тилде топлаған оқыў дарежелерине сҥйенип, оларға шет тилде оқыў ҥйрениледи. Дәслеп, оқыўшының шет тилде оқыўға мҥнәсибети қәлиплестириледи. «Оқысам ҥйренемен» деген нақылға әмел етип ис тутыў зәрурлиги пайда болады. Биринши шәрт мине усы. Тил тәжрийбесиндеги сӛйлеў усылларының кӛшиў ҳәдийсесине гезлесемиз. Шет тил де ҳәрип – сес мҥнәсибетлериниң ӛзлестириў менен оқыўшыларға иштен оқыўды усыныў мақсетке муўапық . Бул екинши шәрт есапланады. Бир сӛз бенен айтканда, оқыў дәўиринде тил тәжрийбесиниң илажы барынша қолланылыўы талап етиледи. 4. Оқығанды тҥсиниў ушын оқыўшылар ҥйренилип атырған тил структурасы, қәсийетлерин ийелеп, оларға тийкарланған ҳалда жумыс алып барыўлары керек. Тил материалын

Autoři: A Uzaxbaeva

Zdroj: Ренессанс в парадигме новаций образования и технологий в XXI веке. :201-203

Témata: 4. Education

Innovative ways of teaching research for students: 188 Moreover, I tried to experiment my students by using both traditional and non-traditional way in teaching grammar. The Group A was taught using communicative activities to acquire the grammar points while the Group В had lessons explaining the rules and doing grammar exercises based on the topic. Most of the students in Group A had less difficulties in comprehending the grammar rules as the various games helped them to understand the topic easily while the students in group B were busy with analyzing the topic. In the beginning of the lesson to group A I made a presentation with animation. As my topic was Past Continuous Tense I included the structures and authentic materials which had been simplified to help them make up sentences on their own. Unfortunately, course books do not provide with detailed grammar knowledge. More practice will be essential in the classroom, using group work and pair work. My next step was practice which consisted of various kinds of extra exercises and activities. Pupils are more enthusiastic when they enjoy the class, so it is a vital part of the lesson. The most interesting process was the game ―Alibi‖ in which we have the students create the crime they are going to investigate. It is similar to the murder mystery ―Clue‖. I divided the students into two groups suspects and detectives. I needed more suspects and 2-3 detectives. The suspects each have to create a story of where they were and what they were doing at the time of the crime. They are then questioned by one of the detective students. The detectives must ask questions using Past Continuous by only asking the time of the murder. For instance: What were you doing from 3 a.m till 5 a.m on Sunday? What was the doctor eating? Then I set up a jury and have the class vote as to who is guilty and why they don‘t believe in Alibi. Furthermore, the process of teaching grammar to group B began with the explanation of the Past Continuous tense by presentation. Then I asked them to make up sentences in Past Continuous without looking on the course book. So, majority of the pupils could not do the tasks as they only used to doing the exercises only by learning the rules by heart. But when I compared the tense with the target language, they easily underlined the similarities of both languages. In conclusion, there is a variety of activities and techniques in teaching grammar developed by scholars. From my point of view, traditional methods do not exactly help students learn grammar easily and they definitely do not make the English class enjoyable and interesting. So, the communicative activities make students brain use and meant to enlarge the students‘ horizon and let them know that grammar is not only theory but also practice and fun. REFERENCES: 1. Ur.P. (1991). A Course in Language Teaching: Teaching Grammar. Cambridge: Cambridge University Press. 2. Ur.P. (1988). Grammar Practice Activities: A Practical Guide for Teachers. United Kingdom: Cambridge University Press. INNOVATIVE WAYS OF TEACHING RESEARCH FOR STUDENTS Seytniyazova G.M. Teacher, English Philology and Languages Department, KarSU named after Berdakh, Nukus, Uzbekistan e-mail: seytniyazova@inbox.ru Nizamiddinova Sh. 4-th year student, English Philology and Languages Department, KarSU named after Berdakh, Nukus, Uzbekistan Annotation: The purpose of this article is to assist an educator in teaching and creating innovative methods for facilitating research. A brief background and discussion of the research process is being presented followed by how and why innovative ways are important for doing a research work. Key words: research, scientific, techniques, innovative strategy, identification, hypothesis, formulation, discussion, conclusion. When the term research is brought-up in discussion, teachers tend to scramble for creative and effective methods to teach these concepts. The concept of research as an innately human trait is grounded in the day-to-day processes we employ to make decisions ranging from simple to complex. United Nations Educational, Scientific and Cultural Organization (UNESCO) defines research as systematic and creative actions taken to increase knowledge about humans, culture, and society and to apply it in new areas of interest. Scientific research is the research performed by applying systematic and constructed scientific methods to obtain, analyze, and interpret data. Scientific research is the neutral, 189 systematic, planned, and multiple-step process that uses previously discovered facts to advance knowledge that does not exist in the literature. It can be classified as observational or experimental with respect to data collection techniques, descriptive or analytical with respect to causality, and prospective, retrospective, or cross-sectional with respect to time [1]. The reflection of research in the classroom needs to address the dynamic nature of the research process in real-life. The basis for using science to improve professional practice and overall quality of life needs to form the foundation in any research course. Assisting students in appreciating the various steps of this dynamic process should be the ultimate goal of the educator. The following innovative strategies to assist the educator in this process: 1. Identification of a research problem A good research always starts with a good problem. You can observe people or things, visit places, read printed materials, or consult experts to find the research problem that is right for you. The research problem guides you in formulating the hypothesis and interpretation of your findings so that you can formulate the right conclusion. Factors like area of interest, availability of fund, socio-economic significance of the study, and the safety measures to be undertaken should be considered in finding a good research problem [2]. 2. Formulation of Hypothesis After finding your research problem, the next step is to formulate your own hypothesis. A hypothesis is a theoretical statement in solving a logical relationship between variables. Always remember that when you formulate a hypothesis, it should be based on the research problem being solved. 3. Review of Related Literature A research problem is vague at first. To give you a vivid picture of the whole research, you should read various publications or surf the internet to become aware of the previous works already done. In doing so, it could spur an idea that can be the subject of your investigation. The review of related literature can be taken from science books, magazines, journals, newspapers, or even in the internet. 4. Preparation of Research Design A research design is the blueprint of the research you are going to undertake. It serves as the work plan of the whole study not only because it entails the resources needed in conducting the research but also the ways these resources are utilized. 5. Actual experimentation Actual experimentation is an implementation of the research design. In actual experimentation, you have to conduct an experiment to prove the validity of the hypothesis you have formulated. Actual experimentation includes the methodology that you have followed in doing your research. The methodology should be carefully planned prior to the actual experimentation to ensure the validity and accuracy of the result. 6. Results and Discussion This is the heart of the research process because this is part where the findings of the research can be found. 7. Formulation of Conclusions and Recommendations Conclusion is a statement where you will present the solution to the proposed problem based on the findings of the investigation. They are tied up to the questions investigated. Your conclusion will show whether or not your experiment worked. It should answer your hypothesis and research problem. In your concluding statement you can also infer on the possible benefits to society that your results might present. You can state any plans you might have to continue working on other aspects related to your area of study. Conducting research is a tiresome task because it is a year-round activity. You have to be committed to become successful in making a good research which would benefit not only you but of everyone. The willingness in you in making future researches should always be there because doing research without your ‗heart‘ and ‗mind‘ on it is a burden on your part. Always enjoy doing it. The more you enjoy doing the task, the more that you ease the burden in conducting this difficult endeavor. Never hesitate to ask questions. Asking questions from other people who is aware of your research topic would help you arrive at the correct conclusions. 190 To conclude, research can be fun, interesting and fascinating. A feeling of accomplishment, satisfaction, and pride can be the result of contributing to the ―greater cause‖ of our ―way of knowing.‖ Research is a complex, exacting, and complex process that yields the ultimate reward of truth or at least a path leading to it [Bailey, D. M.: 1997]. Using innovative ways of doing research is one to achieve a great goal. REFERENCES: 1. Çaparlar CÖ, Dönmez A. What is Scientific Research and How Can it be Done? Turk J Anaesthesiol Reanim. 2016; 44: 212–8 2. Resnik DB. What is Ethics in Research & Why is it Important? Natonal Institute of Environmental HealthSciences;2015. 3. The practice of social research (9th ed.). Belmont, CA: Wadsworth Thomson Learning. Bailey, D. M. (1997). 4. Educational research: an introduction (4th ed.). New York. Longman. Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, CA: Sage Publications. 5. https://www.teacherph.com/-steps-research-process 6. https://www.ncbi.nlm.nih.gov/pmc/articles SELF-STUDY IN LEARNING FOREIGN LANGUAGE Dauletova D.B. Assistant teacher, English Language and Literature Department, KSU named after Berdakh, Nukus, Uzbekistan Dauletbaeva G. 2 nd year student, English Language and Literature Department, KSU named after Berdakh, Nukus, Uzbekistan Abstract: The use of technology has received increasing recognition as a means capable of bridging formal and informal settings in the target language learning and enabling students to actively and effectively use technology both inside and outside the classroom. Key words: self-study, new methods, motivation Аннотация: Использование технологий получает все большее признание как средство, способное объединить формальные и неформальные условия при изучении целевого языка и позволяющее учащимся активно и эффективно использовать технологии как в классе, так и за его пределами. Ключевые слова: самообучение, новые методы, мотивация There has been an increasingly large div of research on students‘ use of technology for second or foreign language learning. These research studies have generally concentrated on students‘ perceptions and evaluations of the suitability of technological devices for language learning, adoption of these technological devices in the classroom settings, and the factors that affect the effectiveness of language learning in classroom technology-using conditions. For example, P. Winke and S. Goertler found that songs and movies were the most frequently used technologies and the ease of access was the strongest predictor of the frequency of technology use [Winke; Goertler: 2008] Recent research on technology-facilitated language learning, however, has been mostly laboratory and classroom experiments of technology applications in the formal educational contexts Consequently, our knowledge and understanding of students‘ self-regulated use of technology for target language learning is still limited. Aspects of technology-assisted language learning such as goal setting, motivation-regulation, and cognitive strategy use particularly in an English as a Foreign Language – EFL context remains in need of further empirical inquiry. After all, in the course of learning a second or foreign language, learners are at the center of learning and play an instrumental role in shaping outcomes of their learning experiences. Key to this view of learner-centredness is self-regulation and learners taking the responsibility for their own learning [Holec: 1981]. Nevertheless, what is lacking in recent research on technology-assisted language learning is a systematic examination of SRL strategies in technology-using conditions particularly in an EFL context. This study investigated university students‘ technology-assisted self-regulated learning – SRL strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes.

Autoři: G Seytniyazova Sh Nizamiddinova

Zdroj: Ренессанс в парадигме новаций образования и технологий в XXI веке. :189-191

Témata: 4. Education, 16. Peace & justice

Building a Governance Reference Model for a Specific Enterprise: Addressing Social Challenges Through Structured Solution.

Autoři: Hilton, Jeremy

Zdroj: Systems; Sep2025, Vol. 13 Issue 9, p788, 23p

Témata: ORGANIZATIONAL governance, COMPLEX organizations, STAKEHOLDER analysis, USER-centered system design, PARTICIPATORY democracy, STRATEGIC planning, SOCIAL problems

Comparative evaluation of point-of-care blood gas analysis in rabbit disease models.

Autoři: Park, Soo Jeong Cho, Seong Eun Huy, Tran Xuan Ngoc a další

Zdroj: Frontiers in Veterinary Science. 2025, p1-15. 15p.

روش فهم و تبیین روایات در دو شرح عقلگرا و نقلگراي ملاصدرا و مجلسی بر کافی.

Alternate Title: The method of understanding and explaining hadiths in the two rationalistic and transmitivistic commentary of Kāfī by Mullā Ṣadrā and Majlisī.

Autoři: محمدمهدي فرهی¹ Mohammadfarrahi2011@gmail.com

Zdroj: Hadith Studies / Hadith Pajouhi. Spring/Summer2023, Vol. 15 Issue 1, p111-140. 30p.

Advancing qualitative methods to explore team cognition in complex task environments.

Autoři: Power, Nicola Brown, Olivia Boulton, Laura a další

Zdroj: Team Performance Management; 2025, Vol. 31 Issue 7/8, p639-654, 16p

Témata: QUALITATIVE research, COGNITIVE analysis, COGNITIVE psychology, SOCIAL interaction, SWARM intelligence, INTERDISCIPLINARY research

An Analytical Study on Eschatology and Reasoning in the Light of the Qur'an and Hadith: Interpretation of Selected Verses

Autoři: null Taufik Taufik null Muallim Lubis

Zdroj: Proceeding of the International Conference on Religious Education and Cross-Cultural Understanding. 1:23-37

DEVELOPMENT OF REFERENCE PUBLICATIONS ON LIBRARIANSHIP AND THE FORMATION OF LIBRARY ENCYCLOPEDICS IN UKRAINE

Autoři: Viktor Sokolov

Zdroj: Library Mercury. :108-131

Anticancer and Antioxidant Activities of Polyphenolic Pomegranate peel Extracts Obtained by a Novel Hybrid Ultrasound-Microwave Method: In vitro and in vivo Studies in Albino Mice with HeLa, Colon, and HepG2 Cancerous Cell Lines.

Autoři: Altarjami, Lamaia R.¹ Laltarjami@kau.edu.sa

Zdroj: Pakistan Veterinary Journal. 2025, Vol. 45 Issue 2, p723-734. 12p.

Témata: Pomegranate, Colon cancer, Antineoplastic agents, Mice, Antioxidants, Plant polyphenols, HeLa cells, Extraction techniques

对《少林棍法阐宗》技理的多维解读及其当代价值的探究.

Alternate Title: Multi-dimensional Interpretation of the Technique and Ideology of Shaolin Stick Method Revealed and its Contemporary Value.

Autoři: 马廉祯 阮文翩

Zdroj: Journal of Beijing Sport University. 2024, Vol. 47 Issue 5, p131-142. 12p.

Helping Students Put Shape on the Past: Systematic Use of Analogies to Accelerate Understanding

Autoři: Myson, Ian

Zdroj: Teaching History. 2006 (122):26-33.

Peer Reviewed: Y

Page Count: 8

Descriptors: History Instruction, Historical Interpretation, Logical Thinking, Classroom Techniques, Teaching Experience, Teaching Methods, Educational Practices, Educational Strategies, Instructional Design, Lesson Plans, Instructional Effectiveness, Performance Factors, Foreign Countries

Geografický termín: United Kingdom (Great Britain)

Přístupová URL adresa: https://www.history.org.uk/resources/secondary_resource_132.html

Understanding climate-sensitive tick development and diapause with a structured population model.

Autoři: Erguler, Kamil Saratsis, Anastasios Dobler, Gerhard a další

Zdroj: Frontiers in Veterinary Science. 2025, p1-10. 10p.

Differences in income, workload, and job satisfaction among Hungarian and German veterinarians.

Autoři: Máté, Marietta Schwarz, Eva Sophie Ózsvári, László

Zdroj: BMC Veterinary Research. 10/24/2025, Vol. 21 Issue 1, p1-19. 19p.

Témata: Income, Job satisfaction, Employees' workload, Veterinarians, Hungarian history, Vocational interests, Countries, Gender inequality

Geografický termín: Hungary, Germany

بررسی انتقادی یک نقد درباره سمانتیک نظام غیر تابع ارزشی روابط علی معنایی و منطقی چگونه صورت بندی و ارزیابی میشوند؟.

Alternate Title: Critical Review of a Critique of the Semantics of Non-Truth-Functional System; How are Causal, Conceptual and Logical Relations Formulated and Evaluated?

Autoři: مرتضی حاج حسینی محمد حسین اسفندی

Zdroj: Philosophy (2008-1553). Spring/Summer2024, Vol. 22 Issue 1, p189-222. 34p.

Témata: *PROPOSITION (Logic), *LOGIC, *SUNRISE & sunset, *RAINFALL, *SEMANTICS

Baby's First Years (BFY)

Autoři: Columbia University University of Wisconsin, Madison New York University a další

Přispěvatelé: Columbia University University of Wisconsin, Madison New York University a další

Zdroj: Household Income and Child Development in the First Three Years of Life (Phase 1) Household Income and Child Development in the First Years of Life (Phase 2)
Troller-Renfree SV, Morales S, Leach SC, Bowers ME, Debnath R, Fifer WP, Fox NA, Noble KG. Feasibility of assessing brain activity using mobile, in-home collection of electroencephalography: methods and analysis. Dev Psychobiol. 2021 Sep;63(6):e22128. doi: 10.1002/dev.22128. Epub 2021 Jun 4.
Troller-Renfree SV, Sperber JF, Hart ER, Costanzo MA, Gennetian LA, Meyer JS, Fox NA, Noble KG. Associations between maternal stress and infant resting brain activity among families residing in poverty in the U.S. Biol Psychol. 2023 Nov;184:108683. doi: 10.1016/j.biopsycho.2023.108683. Epub 2023 Sep 15.
Costanzo MA, Magnuson KA, Gennetian LA, Halpern-Meekin S, Noble KG, Yoshikawa H. Contraception use and satisfaction among mothers with low income: Evidence from the Baby's First Years study. Contraception. 2024 Jan;129:110297. doi: 10.1016/j.contraception.2023.110297. Epub 2023 Oct 6.
Sperber JF, Gennetian LA, Hart ER, Kunin-Batson A, Magnuson K, Duncan GJ, Yoshikawa H, Fox NA, Halpern-Meekin S, Noble KG. Unconditional Cash Transfers and Maternal Assessments of Children's Health, Nutrition, and Sleep: A Randomized Clinical Trial. JAMA Netw Open. 2023 Sep 5;6(9):e2335237. doi: 10.1001/jamanetworkopen.2023.35237.
Premo EM, Magnuson KA, Lorenzo NE, Fox NA, Noble KG. Mental health and sleep quality of low-income mothers of one-year-olds during the COVID-19 pandemic. Infant Ment Health J. 2023 Jul;44(4):572-586. doi: 10.1002/imhj.22074.
Troller-Renfree SV, Hart ER, Sperber JF, Fox NA, Noble KG. Associations among stress and language and socioemotional development in a low-income sample. Dev Psychopathol. 2022 May;34(2):597-605. doi: 10.1017/S0954579421001759. Epub 2022 Mar 8.
Collins JM, Halpern-Meekin S, Harvey M, Hoiting J. "I Don't Like All Those Fees" Pragmatism About Financial Services Among Low-Income Parents. J Fam Econ Issues. 2022 Nov 5:1-14. doi: 10.1007/s10834-022-09873-w. Online ahead of print.
Yoo PY, Duncan GJ, Magnuson K, Fox NA, Yoshikawa H, Halpern-Meekin S, Noble KG. Unconditional cash transfers and maternal substance use: findings from a randomized control trial of low-income mothers with infants in the U.S. BMC Public Health. 2022 May 5;22(1):897. doi: 10.1186/s12889-022-12989-1.
Noble KG, Magnuson K, Gennetian LA, Duncan GJ, Yoshikawa H, Fox NA, Halpern-Meekin S. Baby's First Years: Design of a Randomized Controlled Trial of Poverty Reduction in the United States. Pediatrics. 2021 Oct;148(4):e2020049702. doi: 10.1542/peds.2020-049702. Epub 2021 Sep 2.
Troller-Renfree SV, Costanzo MA, Duncan GJ, Magnuson K, Gennetian LA, Yoshikawa H, Halpern-Meekin S, Fox NA, Noble KG. The impact of a poverty reduction intervention on infant brain activity. Proc Natl Acad Sci U S A. 2022 Feb 1;119(5):e2115649119. doi: 10.1073/pnas.2115649119.
Adams EJ, Scott ME, Amarante M, Ramirez CA, Rowley SJ, Noble KG, Troller-Renfree SV. Fostering inclusion in EEG measures of pediatric brain activity. NPJ Sci Learn. 2024 Apr 2;9(1):27. doi: 10.1038/s41539-024-00240-y.
Collins JM, Halpern-Meekin S, Harvey M, Hoiting J. "If I don't have credit, I don't have anything": Perspectives on the credit scoring system among mothers with low incomes. J Consum Aff. 2023 Winter;57(4):1605-1622. doi: 10.1111/joca.12561. Epub 2023 Sep 30.
Barnes C, Halpern-Meekin S, Hoiting J. "I Used to Get WIC... But Then I Stopped": How WIC Participants Perceive the Value and Burdens of Maintaining Benefits. RSF. 2023 Sep;9(5):32-55. doi: 10.7758/rsf.2023.9.5.02.
Gennetian LA, Duncan G, Fox NA, Halpern-Meekin S, Magnuson K, Noble KG, Yoshikawa H. Unconditional Cash and Family Investments in Infants: Evidence from a Large-Scale Cash Transfer Experiment in the U.S. Res Sq [Preprint]. 2023 Feb 7:rs.3.rs-2507540. doi: 10.21203/rs.3.rs-2507540/v1.
Gennetian LA, Duncan GJ, Fox NA, Halpern-Meekin S, Magnuson K, Noble KG, Yoshikawa H. Effects of a monthly unconditional cash transfer starting at birth on family investments among US families with low income. Nat Hum Behav. 2024 Aug;8(8):1514-1529. doi: 10.1038/s41562-024-01915-7. Epub 2024 Jun 21.
Halpern-Meekin S, Gennetian LA, Hoiting J, Stilwell L, Meyer L. Monthly unconditional income supplements starting at birth: Experiences among mothers of young children with low incomes in the U.S. J Policy Anal Manage. 2024 Summer;43(3):871-898. doi: 10.1002/pam.22571. Epub 2024 Mar 2.
Egan-Dailey S, Gennetian LA, Magnuson K, Duncan GJ, Yoshikawa H, Fox NA, Noble KG. Child-directed speech in a large sample of U.S. mothers with low income. Child Dev. 2024 Nov-Dec;95(6):2045-2061. doi: 10.1111/cdev.14139. Epub 2024 Jul 29.
Das A, Osypuk TL, Yoo PY, Magnuson K, Gennetian LA, Noble KG, Bruckner TA. Poverty reduction and childhood opportunity moves: A randomized trial of cash transfers to low-income U.S. families with infants. Health Place. 2024 Sep;89:103320. doi: 10.1016/j.healthplace.2024.103320. Epub 2024 Aug 2.
Hart ER, Gennetian LA, Sperber JF, Penalva R, Magnuson K, Duncan GJ, Halpern-Meekin S, Yoshikawa H, Fox NA, Noble KG. The effect of unconditional cash transfers on maternal assessments of children's early language and socioemotional development: Experimental evidence from U.S. families residing in poverty. Dev Psychol. 2024 Dec;60(12):2290-2305. doi: 10.1037/dev0001824. Epub 2024 Aug 22.
Stilwell L, Morales-Gracia M, Magnuson K, Gennetian LA, Sauval M, Fox NA, Halpern-Meekin S, Yoshikawa H, Noble KG. Unconditional Cash and Breastfeeding, Child Care, and Maternal Employment among Families with Young Children Residing in Poverty. Soc Serv Rev. 2024 Jun;98(2):260-292. doi: 10.1086/729364. Epub 2024 May 22.
Duncan GJ, Magnuson K, Kunin-Batson AS, Yoshikawa H, Fox NA, Halpern-Meekin S, Ainsworth NJ, Black SR, Nelson JM, Nelson TD, Georgieff MK, Karhson D, Gennetian LA, Noble KG. Cash Transfers and Their Effect on Maternal and Young Children's Health: A Randomized Clinical Trial. JAMA Pediatr. 2025 Aug 1;179(8):867-875. doi: 10.1001/jamapediatrics.2025.1612.
Sperber JF, Gennetian LA, Hart ER, Kunin-Batson A, Magnuson K, Duncan GJ, Yoshikawa H, Fox NA, Halpern-Meekin S, Noble KG. The Effect of a U.S. Poverty Reduction Intervention on Maternal Assessments of Young Children's Health, Nutrition, and Sleep: A Randomized Control Trial. medRxiv [Preprint]. 2023 May 26:2023.05.25.23290530. doi: 10.1101/2023.05.25.23290530.

SULLA (NON) ANNULLABILITÀ, PER VIZI DI FORMA, DEL PROVVEDIMENTO AMMINISTRATIVO. CONTRIBUTO DI METODO.

Alternate Title: On the (non-)voidability, on the ground of formal defects, of the administrative measure. Method contribution.

Autoři: Cotza, Paolo

Zdroj: Archivio Giuridico. 2023, Issue 4, p995-1044. 50p.

Transtracheal Wash Fluid Collection and Analysis in Healthy Goats.

Autoři: Savitske, Bridget J. Dulli, Richard J. Paul, Narayan C. a další

Zdroj: Journal of Veterinary Internal Medicine. Sep2025, Vol. 39 Issue 5, p1-10. 10p.

Digital Mapping of Central Asian Foods: Towards a Standardized Visual Atlas for Nutritional Research.

Autoři: Omarova, Zhuldyz Nurmanova, Bibinur Sanatbyek, Aibota a další

Zdroj: Nutrients. Nov2025, Vol. 17 Issue 21, p3315. 22p.

Data-Driven Early Warning Approach for Antimicrobial Resistance Prediction–Anomaly Detection Based on High-Level Indicators.

Autoři: Csorba, Szilveszter Vribék, Krisztián Farkas, Máté a další

Zdroj: Veterinary Sciences. Oct2025, Vol. 12 Issue 10, p935. 17p.

The interest of Brazilian professionals and students in learning cellular agriculture.

Autoři: Biscarra-Bellio, Jennifer Cristina Mendes, Gabriel Molento, Carla Forte Maiolino

Zdroj: Archives of Veterinary Science. Jul2025, Vol. 30 Issue 3, p1-12. 12p.

Témata: In vitro meat, Meat alternatives, Brazilians, Students, Socioeconomic factors, Vocational guidance, Science education