Object of the research: the process of teaching physics
The aim of the research: The periodical law of physics and the proof of the physical education according ot the law.
Methods of the research: To analyze literature regarding the research; to observe teaching process, conversation with the teacher and a pupil, to observe professional expricnce of school teachers, to prepare questionnaires, to conduct, to work out and analyse statistically the pedagogical experiment.
Scientific novelty of the research: Considering the periodic education law as a separate subject, the periods of physical education were methodically characterised, the diffcrcnciation was analyzed, the practical outcome of physical pcriodisation was reflected and the technology of governing physical education periodically at secondary schools and learning teaching materials were thoroughly established.
Practical importance of the research: the periodic technology of teaching physics which is the result of the research - can be widely used in teaching physics at secondary schools; in creation of teaching material; in working out new forms of independent and distance learning and in teachers’ training system. It can also be used in teaching other subjects at secondary schools and in other stages of education.
Efficiency and the implementation of the project: More than 30 articles, brochures and a monography were published on this dissertation. The results of the research were discussed and analyzed in the scientific conferences in foreign and local teachers and professors conferences and meetings at Bukhara State University and in another educational establishments. (Bukhara - 2000, 2001,
2002, 2003; Karshi city - 2003, 2004; Guliston city 2002, 2005; Samarkand -
2003, 2004, Tashkent city 2003, 2005; Termez city 2003, 2004; Namangan city 2005, Ferghana city 2002, 2004). The efficiency of the research at secondary schools has reached 20.8% at average.
The degree of implementation: The results of the research can be used in teaching physics at secondary schools, in teachers training system, in the creation of text-books and other teaching materials and in condiction research works connected to this matter.
Subject of the inquiry: the problem of a computerization of teaching the Bases of informatics and computer engineering techniques (BICET) in the system of secondary education.
Aim of the inquiry: to create effective means of pedagogical programmes (PPM) on BICET, aimed at computerization of teaching and to work out the methods of using it.
Methods of inquiry: studying and analysing the literature on the topic of the investigation; observing the teaching process; talks with teachers and schoolchildren; generalizing school teacher’s experience; internet forum; pedagogical experiment.
Novelty and theoretical importance of research: the concept of computer education of secondary education was worked out; the structure of process of computerizing teaching was analysed; the principles of computer education were worked out and means of computer education of teaching were systematized the ways of modelling the teacher’s and schoolchildem’s activities in the PPM, the process of accomplishing all types of exercises with the help of computer; the mechanism of working out the PPM of the BICET.
Practical value: PPM worked out by us were effectively used in BICET; the concept, principles and means of computer education of teaching may be used while computerization of other subjects, improving teachers’ training, compiling textbooks and educational supplies of computerization; the ideas in the thesis may serve as a theoretical basis to computerize all stages of education.
Degree of embed and economical effectivity: 80 works of the author concerning the theme of the dissertation were published, including monograph, textbooks and teaching supplies; the content of the investigation was discussed at a number of conferences.
Sphere of usage: while computerization of all stages of education; while compiling syllabi, textbooks and teaching supplies.
This article explores the prospects and challenges of the Higher Education Commission in India and its role in shaping the future of the country's education system. By analyzing the current state of higher education, objectives and functions of the commission, and the challenges it faces, the article provides insights into the potential opportunities and obstacles in achieving excellence in higher education in India. This article examines the prospects and challenges of the Higher Education Commission in India. The Higher Education Commission plays a vital role in shaping the future of the country's education system. By exploring the current state of higher education in India, analyzing the objectives and functions of the Higher Education Commission, and discussing the challenges it faces, this article aims to provide insights into the potential opportunities and obstacles in the path towards achieving excellence in higher education in India.
In this article, the author, based on an analysis of a number of sources, tried to reveal the features of the education system of the Iranian state, which has its own history of development in the region, its historical stages and features. The author tried to objectively analyze the reforms and modernization work carried out at different periods in the education system of Iran, mainly using foreign sources. The 1979 revolution plays a very important role in the life of the Iranian state. Therefore, the article compares the education system for two periods: pre-revolutionary and post-revolutionary periods. An attempt was made to identify and show the results obtained using various tables. The education system was divided into preschool, secondary, vocational and postgraduate degrees. The reforms carried out at each stage were briefly, but substantively covered. Conclusions were made by analyzing the results of the reforms. The features of the education system in Iran were identified and the prospects for their use in the context of Uzbekistan were examined. With an emphasis on gender processes in the education system, the strengths and weaknesses of the two-tier school system were identified. Efforts were made to explain the post-revolutionary changes in the country, the Islamization of the education system and its impact on the quality of education. In conclusion, the results obtained as a result of the analysis were systematized and sorted. Suggestions were made about what aspects of the Iranian education system can be implemented in practice and in the education system of Uzbekistan. When writing an article, the author sought to develop and substantiate his conclusions using methods such as comparative analysis and the use of statistical data.
In 2015, the United Nations member states adopted the 17 Sustainable Development Goals (SDGs). Higher education is one of the priorities of Task 4.3 of the SDGs - ―By 2030, ensure equal access for all women and men to affordable and high-quality vocational and higher education, including university education‖. To achieve this goal, one of the illustrative strategies is to promote the internationalization of higher education. In the Astana Declaration (2017), the Central Asian countries’
Ministers of Education reaffirmed their commitment to strengthening cooperation in the field of internationalization of higher education, including for sustainable and inclusive development 2. Despite the fact that there are many definitions, the internationalization of higher education is understood
as: Intentionally expanding the spatiality of higher education through cross-border mobility and interconnection between educational institutions, students, scientists, knowledge, programs and suppliers (systems and providers)3.
The current research aims to identify the level of mood disorder among students with learning difficulties in special education classes and the level of mood disorder among students with learning difficulties according to the variable of the school stage (third grade, fourth grade). The research sample was selected randomly, consisting of (101) students of the third and fourth grades (special education) in government primary schools affiliated with the General Directorate of Education in Babylon governorate. To achieve the two objectives of the study, the researcher prepared a mood disorder scale and applied it to the students of the research sample. After confirming the indications of honesty and consistency, the data were collected and analyzed using (SPSS) The results of the current research indicated that there are significant differences between the arithmetic mean and the hypothetical average and in favor of the arithmetic mean of the recent research sample; which shows a clear correlation between mood disorders and learning difficulties among special education students in the third and fourth grades of primary (special education).
Диабетический кетоцидоз – это опасное для жизни осложнение СД, требующее неотложной помощи, мониторинга состояния. Характеризуется острой декомпенсацией СД с гипергликемией, ацетонурией, метаболическим ацидозом, различной степенью нарушения сознания, вплоть до комы.
This hypothetical article is committed to the production of Mixed Education Model [MEM] which targets giving a education climate to improving innovative abilities among ladies. Item Improvement process has been utilized for creating MEM. Self-educational methodologies are likewise applied to plan the education circumstance in the MEM. Eye to eye and online method of education are successfully mixed in the MEM which incorporates 70% education through on the web and simply 30% occurs in up close and personal mode. There is a logical course arrangement that has been laid out in various parts of the MEM like the points and targets, responsibilities of student, content and setting, education results and human cooperations, communications with content, situations based education for establishing relevant education climate, and so on. Self-administered education exercises have been created with the end goal of viable education.
Radical reform of the education system, rapid development of science, engineering and technology in the country, as well as consistent changes in the content of education are considered a priority "Improving the functioning of all links of the education system on the basis of modern requirements." modernization of the content of vocational education, teaching technologies and systems for assessing the results of mastering on the basis of a competency-based approach, the creation of didactic support for the formation of competencies is becoming increasingly important.
This study was designed to examine barriers to harmonization of the sub-systems of primary education in the Littoral and South West Regions of Cameroon. The study was guided by two objectives which where to inquire whether bicultural traditions of the country is a hindrance to the harmonization process of the curriculum of primary education and to find out if the fear of assimilation is a barrier to harmonization of the curriculum of primary education. The concurrent mixed-methods research approach specifically the descriptive survey design was adopted for the study. The sample population for the study was made up of 20 pedagogic staff from the Regional Delegation, 20 from the Divisional Delegation, 20 from the Inspectorates, 200 head teachers and 300 teachers from both regions. The purposive and simple random sampling techniques was adopted for the study. The instruments use for data collection were a questionnaire (closed ended questions) for Teachers and Head teachers and an interview guide for regional delegation staff, divisional delegation staff and inspectorate staff. Data from the close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions were analysed thematically. The hypotheses of the study were tested using Chi-square test. Statistically, findings showed that head teachers and teachers did not significantly differ in their perception on the bi-cultural tradition of the country acting as a barrier to the harmonization of the curriculum for primary education (P=0.270, >0.05) whereby majority of the head teachers 154 (76.9%) and teachers 214 (71.4%) strongly agree and agree that the bi-cultural tradition of the country is a barrier to the harmonization of the curriculum for primary education while a minority of the head teachers 46 (23.1%) and teachers 86 (28.6%) disagree and strongly disagree. Statistically, findings showed that head teachers and teachers did not significantly differ in their perception on the fear of assimilation acting as a barrier to the harmonization of the curriculum for primary education. (P=0.555, >0.05) whereby, majority of the head teachers 144 (71.8%) and teachers 222 (74.1%) of almost the same proportion strongly agree and agree that the fear of assimilation is a barrier to the harmonization of the curriculum for primary education while a minority of the head teachers 56 (28.2%) and teachers 78 (25.9%) disagree and strongly disagree. It is generally recommended that, harmonization in its context of preserving cultural patrimony as an objective of multicultural education. Cultural patrimony refers to the sum total of ways of living, including values, beliefs, aesthetic standards, linguistic expression, and patterns of thinking, behavioural norms and styles of communication, which a group of people have developed to assure its survival in a particular physical and human environment.
Today, the incentive to get an education and its content can be a guarantee of the success of the educational process, to put forward the necessary ideas and proposals for the organization of all stages of education on the basis of a modern technological approach, to teach young people to think comprehensively while giving them deep and reasonable knowledge, during the educational process, students dedicated to the formation of students' ability to learn independently, organization of education based on innovative technologies, activation of students in education, optimization of education based on the principles of modern technological approach. In the article, the organization of all stages of education based on a technological approach, teaching young people to think comprehensively while providing deep and reasonable knowledge, forming the ability of students to acquire independent knowledge in the educational process, organizing education on the basis of innovative technologies, activating pupils and students in education, the principles of the technological approach Based on this, the issues of optimization of education are interpreted.
This article explores the vital role of education in promoting peace and countering terrorism, emphasizing the importance of understanding the complex relationship between education and terrorism. Education nurtures critical thinking, empathy, and tolerance, which reduces extremist ideologies' appeal and fosters unity among diverse communities. The connection between education and terrorism is multifaceted; while inadequate access to quality education can fuel terrorist recruitment, comprehensive educational policies can encourage social harmony and discourage extremism. The article highlights pedagogical approaches integrating peace education, promoting intercultural dialogue, and creating inclusive learning environments, which contribute to a more peaceful society equipped to address terrorism and ensure global stability. Investing in education for peace has far-reaching implications, leading to safer communities, long-term economic growth, and social development, while helping countries meet international obligations, such as the United Nations Sustainable Development Goal 4. In conclusion, education is a powerful force for positive change, and leveraging its potential is essential for creating a more peaceful and harmonious global society.
This article discusses the history of special education in Uzbekistan in 1925-1990 (in the case of blind children). The period from 1925 to 1990 marked a transformative era in the history of special education for blind children in Uzbekistan, characterized by significant developments and milestones that shaped the landscape of educational opportunities for visually impaired students. The establishment of specialized institutions, development of educational materials, professional development of educators, emphasis on vocational training, and the promotion of inclusive educational policies and practices during this period underscored Uzbekistan’s commitment to providing inclusive, supportive, and enriching educational opportunities for blind children. These developments not only laid the foundation for the subsequent evolution of special education in Uzbekistan but also reflected a progressive and forward-thinking approach to addressing the unique needs of visually impaired students.