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Search Results: 1 - 10 of 380 matches for " Olena Klimenko "
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La creatividad como un desafío para la educación del siglo XXI: um desafío para a educa??o do século XXI
Klimenko,Olena;
Educación y Educadores , 2008,
Abstract: a look at the concept of creativity and its components offers the possibility of presenting a demystified vision of this human dimension that emerges as a capability susceptible of being developed in everyone. it also affords an opportunity to set forth certain methodological and pedagogic guidelines for education. in this respect, there is the tremendous challenge posed by an educational revolution aimed at creating new learning models that support developmental teaching designed to encourage the creative ability of students at every level, from preschool to higher education. the components of the learning process that are important to the development of creative ability are outlined in the article, such as the creative capacity of the teacher, the design and use of teaching and learning strategies in the classroom, encouragement to a creative atmosphere, and the emergence of creativity as a cultural value. several methodological and educational approaches are considered as part of a didactic proposal to encourage creativity by involving the student in creative learning activity in a creative classroom-workshop situation.
La creatividad como un desafío para la educación del siglo XXI: um desafío para a educa o do século XXI A criatividade Creativity as a Challenge to Education in the XXI Century
Olena Klimenko
Educación y Educadores , 2008,
Abstract: Un recorrido por el concepto de la creatividad y sus componentes brinda la posibilidad de exponer una visión desmitificada acerca de esta dimensión del ser humano, que emerge como una capacidad susceptible de ser desarrollada en todos, y, a su vez, permite trazar algunas orientaciones metodológicas y pedagógicas para la educación. En este orden de ideas, la educación se encuentra frente a un gran reto, consistente en una revolución educativa dirigida a crear nuevos modelos pedagógicos que respaldan una ense anza desarrollante, orientada a fomentar la capacidad creativa de los alumnos en todos los niveles, desde el preescolar hasta la educación superior. Se exponen los componentes del proceso educativo relevantes para el desarrollo de la capacidad creativa: actitud creativa del docente, creación y utilización de estrategias pedagógicas y didácticas en las aulas de clase, fomento de las atmósferas creativas y la emergencia de la creatividad como un valor cultural. Finalmente, se presenta una aproximación a algunas orientaciones metodológicas y pedagógicas en relación con la propuesta didáctica para el fomento de la capacidad creativa, mediante la implicación del estudiante en la actividad de aprendizaje creadora en el aula taller creativo. Um percurso pelo conceito de criatividade e seus componentes permite desmitificar esta dimens o do ser humano, que emerge como capacidade suscetível de desenvolverse em todos os seres humanos e possibilita sinalar orienta es metodológicas e pedagógicas para a educa o. Assim, a educa o está frente a um grande desafio: uma revolu o educativa tendente a criar novos modelos pedagógicos que apóiam uma educa o que ajuda a desenvolverse, enfocada a promover a capacidade criativa dos estudantes em todos os níveis, desde o pré-escolar até a educa o superior. S o expostos os componentes do processo educativo, importantes para desenvolver a capacidade criativa: atitude criativa do professor, cria o e uso de estratégias pedagógicas e didáticas nas aulas, promo o de atmosferas criativas e nascimento da criatividade como valor cultural. Finalmente, é apresentada uma aproxima o a algumas orienta es metodológicas e pedagógicas relacionadas com a proposta didática para desenvolver a capacidade criativa mediante o involucramento do estudante nas atividades de aprendizagem criativo na aula-oficina criativa. A look at the concept of creativity and its components offers the possibility of presenting a demystified vision of this human dimension that emerges as a capability susceptible of being developed in everyone. It also affords
Morphology and anatomy of Nuphar lutea (L.) Smith. terrestrial, floating and submersed leaves
Olena N. Klimenko
Modern Phytomorphology , 2012,
Abstract: The anatomy of the geterophyllous aquatic plant Nuphar lutea terrestrial, floating and submersed leaves was investigated. The anatomy of floating leaves is shown to be different from rosette leaves in the following: absence of stomata, cuticula, asterosclereids, differentiated parenchyma, reduce intercellular volume and leaf width. It is supposed that described features of anatomy and surface ultrastructure of the terrestrial, floating and submersed leaves from different depth are caused by existence of they in different physicochemical environments.
Aprender cómo aprendo: la ense?anza de estrategias metacognitivas
Klimenko,Olena; Alvares,José Luis;
Educación y Educadores , 2009,
Abstract: the article reflects on the teaching and learning processes in contemporary schooling, where the priority is on furthering autonomous, self-regulated and continuous learning that allows one to navigate the large quantity of available information and to convert it into knowledge. the "explicitation" and application of cognitive and metacognitive strategies enables students to acquire the tools they need to foster autonomous learning. the role of the teacher in supporting this process is one of a mediator and guide.
Aprender cómo aprendo: la ense anza de estrategias metacognitivas Aprender como aprendo: o ensino de estrategias metacognitivas Learn How I Learn: Metacognitive Teaching Strategies
Olena Klimenko,José Luis Alvares
Educación y Educadores , 2009,
Abstract: El artículo plantea una reflexión sobre los procesos de ense anza y aprendizaje en la escuela contemporánea, cuya prioridad consiste en el fomento de un aprendizaje autónomo, autorregulado y continuado, que permita orientarse en la gran cantidad de la información disponible, convirtiéndola en el conocimiento. La explicitación y aplicación de las estrategias cognitivas y metacognitivas permite a los estudiantes adquirir herramientas necesarias para el fomento del aprendizaje autónomo. El papel del profesor para apoyar este proceso es el de mediador y orientador. Este artigo apresenta uma reflex o sobre os processos de ensino-aprendizagem na escola atual, cujo objetivo principal é favorecer a aprendizagem aut noma, auto-regulada e contínua que permita navegar na imensa quantidade de informa o disponível e transformá-la em conhecimento. A explica o e aplica o de estratégias cognitivas e metacognitivas ajuda aos estudantes a conseguir ferramentas necessárias para promover a aprendizagem aut noma. Para prestar apoio a este processo, o professor deve adotar o role de orientador e mediador. The article reflects on the teaching and learning processes in contemporary schooling, where the priority is on furthering autonomous, self-regulated and continuous learning that allows one to navigate the large quantity of available information and to convert it into knowledge. The "explicitation" and application of cognitive and metacognitive strategies enables students to acquire the tools they need to foster autonomous learning. The role of the teacher in supporting this process is one of a mediator and guide.
Insight into an Acquired Accent of Maritime English Learners  [PDF]
Olena Tyron
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.95055
Abstract: The target audience of this article is Maritime English teachers. We have been researching students’ pronunciation before and after a shipboard training in multinational crews. We described the phenomena: The students after a long (approximately 6 months’ shipboard training at sea) returned in the English lecture room with a new acquired accent. From the planed interviews with the surveyed we got information about the national composition of the multinational crews. Then we analyzed information about the peculiar properties of these nations’ pronunciation. We also studied the features that form an accent in English of the Ukrainians. We claim that the theory of converge (make their speech similar to the style of their addressee) and diverge (make their speech different to the style of their addressee) can explain the accent of the students after the shipboard training in a multinational crew. But we assert that inaccuracies in the pronunciation of certain words can distort the accuracy of the utterance and will lead to violations of professional activity. In this connection we consider that any accent in seafarers’ speech has a negative effect on the safety of navigation and seafarers should tend to Standard English pronunciation. Nevertheless, an acquired accent as a result of convergent behavior, have a positive effect in the social-psychological aspect. The research proves that the teachers of Maritime English should: consider the accent as manifestation of ability to use convergence; teach and accept only Standard English especially in the context of safety of navigation; understand the psychological origins of the desire to demonstrate the acquired accent as a manifestation of divergence and skillfully shape the motivation of students to have a standard pronunciation.
Worlds and Antiworlds  [PDF]
Alexey V. Klimenko, Vladimir A. Klimenko
Journal of Modern Physics (JMP) , 2014, DOI: 10.4236/jmp.2014.515154
Abstract: In the framework of the theory of the gravitational field, which distinguishes between particles and antiparticles, it is shown that even in the Early Universe its disintegration occurred into areas consisting of baryons (worlds), and areas consisting of antibaryons (antiworlds). It is hypothesized that astronomers have observed worlds and antiworlds for fifteen years. They are, according to the authors, objects that can be seen as relatively bright spots against the almost uniform background of cosmic microwave radiation, having a characteristic angular size of quarter degree.
Gravitationally-Neutral Universe  [PDF]
Alexey V. Klimenko, Vladimir A. Klimenko
Journal of Modern Physics (JMP) , 2014, DOI: 10.4236/jmp.2014.515153
Abstract: In the present article, we give a variant of the theory of gravity, which distinguishes between particles and antiparticles. In this theory that called two-signed gravity, in contrast to Einstein’s gravity, contributions from particles and antiparticles in the tensor, which are the source of the gravitational field are taken with different signs. In two-sign gravity, antiattraction exists between particles and antiparticles. In the framework of two-signed gravitation, it is naturally assume that Universe is not only electroneutral, but also gravitationally neutral too. In present paper, we suggest model of homogeneous, isotropic, uniformly expanding Universe. It is shown, what within framework of that model, which does not contain any free parameters, well explained observed dynamics of the Universe.
Prediction of Multiphase Alternative of Acute Disseminated Encephalomyelitis Course Development  [PDF]
Iryna Lobanova, Olena Myalovitska
World Journal of Neuroscience (WJNS) , 2014, DOI: 10.4236/wjns.2014.42011
Abstract:

Prediction of development of the multi-phase alternative for the course inherent to acute disseminated encephalomyelitis (ADEM) is of great clinical importance, as it enables timely determination of the treatment tactics as well as volume of respective therapeutic interventions. This work is aimed at ascertaining the prognostic factors that determine the risk of development of the multi-phase course in disseminated encephalomyelitis. We have examined 101 patients with the diagnosis ADEM, namely: 28 men and 73 women in the age from 17 up to 53 years (average value 31.7 ± 1.01 years). To ascertain the prognostic meaning of clinic-paraclinic indices corresponding to patients with ADEM, we estimated the cumulative part of absence of relapses in the group of patients by using the Kaplan-Meyer method with estimating the Fisher criterion and using the most important clinic-paraclinic data. Development of the multiphase course in ADEM is reliably related to the following prognostic signs: changes in the neurologic status of patients with ADEM, degree of disability in accord with the EDSS scale as well as sizes of demyelination focuses determined using MRT. Criteria for congenial prediction in disease development with delayed appearance of ADEM relapses in the form of the multi-phase course are as follows: domination of motor impairments over coordinative impairments in neurological status, slight degree (in EDSS scale) of disability and small sizes (up to 4 mm) of demyelination focuses (MRT data). Our analysis of the main clinic-paraclinic indices obtained using the Kaplan-Meyer method indicates reliability of results and enables us to find a number of important prognostic criteria for appearance of the multiphase course in ADEM.

The Participation of Wall Monolignols in Leaf Tolerance to Nature Flooding of Hydrophytes  [PDF]
Olena M. Nedukha
Advances in Bioscience and Biotechnology (ABB) , 2015, DOI: 10.4236/abb.2015.68058
Abstract: The comparative analysis of the monolignols localization in epidermis, photosynthesizing parenchyma and vessels walls of Myriophyllum spicatum, Potamogeton pectinatus and P. perfoliatus submerged leaves carried out on the basis of cytochemical method and laser confocal microscopy. The images of quantitative distribution of syringyl and guaiacyl in the cell walls were obtained at cellular level depending on the type of leaf tissues and plant species. The increase of relative content of monolignols was established in walls of vessels and in the corners of parenchyma cells. Cytochemical analysis indicates that ratio of syringyl/guaiacyl in leaf tissues changes depending on species. The role of of syringyl and guaiacyl monolignols in the cellular mechanisms of adaptation to nature flooding is discussed.
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