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BackgroundVirtual simulation is the re-creation of reality depicted on a computer screen. It offers the possibility to exercise motor and psychomotor skills. In biomedical and medical education, there is an attempt to find new ways to support students’ learning in neurophysiology. Traditionally, recording electroencephalography (EEG) has been learned through practical hands-on exercises. To date, virtual simulations of EEG measurements have not been used. ObjectiveThis study aimed to examine the development of students’ theoretical knowledge and practical skills in the EEG measurement when using a virtual EEG simulator in biomedical laboratory science in the context of a neurophysiology course. MethodsA computer-based EEG simulator was created. The simulator allowed virtual electrode placement and EEG graph interpretation. The usefulness of the simulator for learning EEG measurement was tested with 35 participants randomly divided into three equal groups. Group 1 (experimental group 1) used the simulator with fuzzy feedback, group 2 (experimental group 2) used the simulator with exact feedback, and group 3 (control group) did not use a simulator. The study comprised pre- and posttests on theoretical knowledge and practical hands-on evaluation of EEG electrode placement. ResultsThe Wilcoxon signed-rank test indicated that the two groups that utilized a computer-based electrode placement simulator showed significant improvement in both theoretical knowledge (Z=1.79, P=.074) and observed practical skills compared with the group that studied without a simulator. ConclusionsLearning electrode placement using a simulator enhances students’ ability to place electrodes and, in combination with practical hands-on training, increases their understanding of EEG measurement.

Данная статья посвящена оптимизации учебного процесса при изучении общей хирургии в условиях кредитно-модульной системы. Данная проблематика имеет многогранный характер. Главная задача клинической кафедры, в частности, кафедры хирургии, состоит в формировании у студентов клинического мышления, достаточного объема теоретических знаний и практических навыков, компетенций, необходимых современному врачуThis article is dedicated to the optimization of the educational process in the learning of General Surgery under conditions of credit-module system. This problem is multifaceted. The main task of the clinical department, in particular the Department of General Surgery, is the formation of students' clinical thinking, sufficient volume of theoretical knowledge and practical skills required by modern physicians

In recent decades, police training has undergone a professionalization process in which the training has been increasingly incorporated within the academy. The professionalization process has led to the content of police training being changed by theoretical subjects replacing practical elements. The study examines how the shift between theoretical and practical knowledge has affected police training and how police students view their training today. The theoretical framework for the study's is based on the theory of knowledge, situated learning and communities of practice. Aristotle's theory of knowledge describes the view of knowledge and explains that theoretical knowledge, episteme, must be combined with practical knowledge, techné, in order to achieve a complete understanding and wisdom, fronesis, (Sohlberg & Sohlberg 2019, p. 93). Within the police, learning largely takes place in social contexts together with other colleagues, situated learning, and the practical knowledge, techné, is in focus. Within the academy, theoretical knowledge is central and the police trainings job to unite the academic and police world lays the foundation for the theory of communities of practice. Previous research shows a complexity of training police officers and professional police officers have considered police training to be too poorly anchored in practical professional practice and experienced that police students do not learn relevant knowledge and skills during training (Ekman 1999). The study was conducted through qualitative interviews with students from the police education to examine the students' own experience of the education. The interviews were analyzed according to the study's questions and theoretical framework. The results showed that the students consider both the theoretical and practical knowledge to be important for the police work and that an interdisciplinary approach that unites these forms of knowledge during the education is needed. However, the students considered it important that the theoretical knowledge was not too abstract but linked to the practical action in everyday police life. In the compilation of results, there was a consensus among the students which form of teaching they valued most in connection with combining theoretical and practical knowledge during police training, scenario training. These training opportunities should therefore be increased during police training. An interdiscip- linary approach should permeate the structure of police training and greater efforts should be made to combine theoretical and practical knowledge during the training. Polisutbildningen har under de senaste decennierna gått igenom en professionaliserings-process där utbildningen har infogats allt mer inom akademin. Professionaliseringsprocessen har lett till att innehållet i polisutbildningen har förändrats genom att teoretiska ämnen har ersatt praktiska moment. Studien undersöker hur förskjutningen mellan teoretisk och praktisk kunskap har påverkat polisutbildningen och hur polisstudenterna ser på sin utbildning idag. Studiens teoretiska ramverk utgår från kunskapsteori, situerat lärande och communities of practice. Aristoteles kunskapsteori beskriver synen på kunskap och förklarar att teoretisk kunskap, episteme, måste kombineras med praktisk kunskap, techné, för att en fullständig förståelse och klokhet, fronesis, ska uppnås (Sohlberg & Sohlberg 2019, s. 93). Inom polisen sker lärandet till stor del i sociala sammanhang tillsammans med andra kollegor, situerat lärande, och den praktiska kunskapen, techné, står i fokus. Inom akademin är den teoretiska kunskapen central och polisutbildningens arbete med att förena den akademiska och polisiära världen lägger grund för teorin om communities of pracitice. Tidigare forskning visar på en komplexitet att utbilda poliser och yrkesverksamma poliser har ansett polisutbildningen har varit för dåligt förankrad i det praktiska yrkesutövandet, då de upplevt att polisstudenterna inte lär sig relevanta kunskaper och färdigheter under utbildningen (Ekman 1999). Studien har skett genom kvalitativa intervjuer med studenter från polisutbildningen för att undersöka studenternas egen uppfattning av utbildningen. Intervjuerna har analyserats efter studiens frågeställningar och teoretiska ramverk. Resultatet visade att studenterna anser att både den teoretiska och praktiska kunskapen är viktig för det polisiära arbetet och att ett tvärvetenskapligt förhållningssätt som förenar dessa kunskapsformer under utbildningen behövs. Studenterna ansåg dock att det var viktigt att den teoretiska kunskapen inte var allt för abstrakt utan kopplade an till det praktiska handlandet i den polisiära vardagen. I resultat- sammanställningen rådde en konsensus bland studenterna vilken undervisningsform de värderade högst i samband med att förena teoretisk och praktisk kunskap under polisutbildningen, scenarioträning. Dessa utbildningstillfällen bör därför utökas under polisutbildningen. Ett tvärvetenskapligt förhållningssätt bör genomsyra polisutbildningens upplägg och större insatser borde vidtas för att förena teoretisk och praktisk kunskap under utbildningen.

At the present time in the research of particulate materials, computer methods that work independently with individual particles are coming to the forefront. One such method is the Discrete Element Method – DEM, which is already widely used. Its usage, however, is complex, mostly due to the input data – what the properties of the researched material are, plus their interaction in processes. And despite the progress, it is still always necessary to validate the experimental equipment and to verify the individual simulations by an experimental measuring or by theoretical knowledge. This study focuses on the verification of the simulation of the mixing of a particulate material with the help of the DEM method, whereby simulations are compared with an experimental measurement and theoretic calculations. The theoretical calculation was carried out by the Novosad model, while the experimental material was granulated polyethylene with strictly defined mechanical-physical properties.

OBJECTIVES: Reduction in the number of gynecological operations has made resident training more difficult in gynecological surgery. We used electronic educational material to supplement traditional apprentice model in resident surgical education. Our aim was to evaluate effectiveness of a web-based course in knowledge gaining among residents with various levels of clinical experience. DESIGN: In prospective interventional study, the level of knowledge was assessed before and after taking the course. SETTING: All Finnish residents in obstetrics and gynecology were invited to participate. PARTICIPANTS: Fifty-eight voluntary residents from all 5 University districts were allocated in 3 groups according to the experience. RESULTS: Fifty-eight residents replied to the precourse questionnaire, and 33 (57%) of them filled in the post course questionnaire. Significant knowledge gain was detected in each experience group. In the less experienced group, the mean score (max: 110) increased from 81.9 to 89.3 (p = 0.009), in the middle group from 90.4 to 97.9 (p = 0.003), and in the most experienced group from 94.8 to 100.0 (p = 0.017). The participants rated the usefulness of the course as 4.8 in the Likert scale 1 to 5, and all intended to return to the course. CONCLUSIONS: We found a significant increase in scores in every level of clinical experience. Thus, the course could be used as an educational tool. (C) 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The paper considers the application of theoretical and practical skills of journalism education in the contemporary media environment. For quite some time the trend of tabloidization is shrinking the space for quality information and critical discussion about key topics of public interest, and additional problems, arising more prominently in recent years, are fake news, censorship and self-censorship. Media manipulation puts into question truthfulness and ethics of reporting, as well as the very role of a journalist as a corrective of social affairs and protector of public interest. This media situation largely undermines the approaches, thought in academic programmes, which treat journalism as a humanistic profession. Further, the development of communication technologies has brought new logics of media production and enabled distribution of content on various platforms. Following these observations and using in-depth interviews with the fifteen graduates of journalism studies at the Department of Media Studies, Faculty of Philosophy in Novi Sad, the aim of this paper is to identify graduates' attitudes based on their work experience in different Serbian media and to establish the level of applicability of journalism theory and technique gained at faculties, in the Serbian media practice. On the basis of analysis several recommendations for journalism education are formulated: programmes should clearly respond to the demands of the contemporary media production and social flows, practical education should be enhanced by rising the technical capacities of faculties and reorganizing in-house media practice, teachers should have higher professional and scientific competences, the course in media literacy should be introduced at the earlier stages of education. The gap between the theory and market practice, on which contemporary media industry is based, cannot be bridged, and the battle with technological development cannot be won, but university education must remain the basis for journalism as a humanistic profession and guardians of democracy.

The specificity of swimming and the factors of performance form a certain structure and content for the implementation of its theoretical and methodological aspects. The vast majority of scientific studies concern the establishment of specific characteristics of athletes’ level of fitness. The views of many experts indicate the relevance of its research, since it is aimed at improving the methodology of the training process management in swimming by improving the reliability, informative value of individual tests and the system of complex control as a whole. Objective. Assessment of the level of theoretical knowledge and practical skills formation in novice athletes of Zaporizhzhia sports schools in swimming. Methods. Theoretical analysis and synthesis of data from scientific and methodological sources and information from Internet resources; interviewing and peer assessment; analysis of documentary materials; pedagogical observation; methods of mathematical statistics. Results. The study involved novice athletes students of Zaporizhzhia swimming schools “Spartak-KPU” and “Motor-Sich”, merited coaches of Ukraine. Young athletes were surveyed about their theoretical knowledge of swimming on a 10-point scale based on a developed questionnaire. The comparative analysis of the level of theoretical preparation of athletes of diffe­ rent schools in Zaporizhzhia has been carried out. Assumptions regarding the quality of learning swimming teducational material based on a survey of young athletes and coaches have been confirmed. Pedagogical observations have made it clear that the existing number of swimming educational hours devoted to the acquisition of knowledge and skills does not allow almost 90 % of athletes to grasp even the main swimming styles., Специфіка плавання та чинники результативності формують певну структуру та зміст для реалізації теоретичних і методичних його аспектів. Переважна більшість наукових досліджень стосується встановлення конкретизованих характеристик рівня підготовленості спортсменів. Погляди багатьох фахів­ ців свідчать про актуальність цього дослідження, оскільки воно спрямоване на вдосконалення методології управління тренувальним процесом у плаванні шляхом підвищення надійності, інформативності окремих тестів і системи комплексного контролю в цілому. Мета. Оцінювання рівня сформованості теоретичних знань і практичних умінь у спортсменів-початківців запорізьких спортивних шкіл із плавання. Методи. Теоретичний аналіз і узагальнення даних науково-методичних джерел та інформації з інтернет-ресурсів; опитування та експертне оцінювання; аналіз документальних матеріалів; педагогічне спостереження; методи математичної статистики. Результати. У дослідженні брали участь спортсмени-початківці – вихованці запорізьких шкіл з плавання «Спартак-КПУ» і «Мотор-Січ», заслужені тренери України. Проведено опитування юних спортсменів про рівень їхніх теоретичних знань з плавання за 10-бальною шкалою на основі розробленої анкети. Здійснено порівняльний аналіз рівня теоретичної підготовки спортсменів різних шкіл м. Запоріжжя. Підтверджено припущення щодо якості засвоєння навчального матеріалу з плавання на основі опитування юних спортсменів і тренерів. Педагогічні спостереження дозволили констатувати, що існуюча кількість навчальних годин з плавання, відведених на оволодіння знаннями та вміннями, не дає можливості майже 90 % спортсменам осягнути навіть основні спортивні способи плавання.

High quality cardiopulmonary resuscitation (CPR) is crucial for influencing survival from cardiac arrest. Healthcare professionals are expected to know how to perform CPR as they may encounter emergency situations during their work. Physiotherapists, who use exercise as a therapeutic approach, should have good knowledge and skills in CPR not only to cope with possible adverse cardiac events during exercise but also because a widespread CPR application and early defibrillation can greatly reduce mortality due to heart attack. The aim of this study is to investigate knowledge of Greek physiotherapists in European Resuscitation Council guidelines for resuscitation. A secondary aim of this study was to assess and compare the knowledge score between those with and without previous training and/or lower self-confidence in CPR skills. Three hundred and fifty Greek physiotherapists who were working in hospitals and rehabilitation centres (face-to-face and e-mail contact) were randomly selected to complete an anonymous questionnaire containing demographic questions, CPR experience questions, and ten theoretical knowledge questions, based on European Resuscitation Council guidelines for resuscitation. The response ratio was 63% (n=220 physiotherapists). Respondents’ total mean score for the theoretic knowledge questions was 4.1±2 (range 1-10); 21.4% of the respondents had participated in a CPR course, while only 0.9% had previous experience in CPR performance. The group of respondents who had attended a CPR course had a significantly higher score in CPR knowledge questions and higher confidence score (p

Background Previous research has revealed nurses' knowledge gaps in venous leg ulcer (VLU) nursing care, and continuing education is needed. The closer nurses' perceived knowledge is to their evidence-based theoretical knowledge, the better possibilities they have to conduct evidence-based VLU nursing care. Objectives To assess the congruence between nurses' perceived and theoretical knowledge about VLU nursing care before and after an internet-based education about VLU nursing care (eVLU). Design Quasi-experimental study with intervention and comparison groups and pre- and post-measurements. Setting Home health care in two Finnish municipalities. Participants Nurses (n = 946) working in home health care were invited to participate. In the intervention group, 239 nurses and 229 nurses in the comparison group met the inclusion criteria, and they were all recruited to the study. Method Nurses were divided into intervention and comparison groups with lottery between the municipalities. Nurses in both groups took care of patients with VLU according to their organizations' instructions. In addition to this, nurses in the intervention group received a 6-week eVLU while those in the comparison group did not. Data were collected with a questionnaire about perceived and theoretical knowledge before education, at six weeks, and at 10 weeks. The percentages of congruence were calculated at every measurement point, and the McNemar test was used to detect statistical significance of changes between measurements. Results The increase of congruence was more often statistically significant in the intervention group than in the comparison group. Conclusion The results support the hypothesis that the congruence between perceived and theoretical knowledge will be higher among nurses receiving eVLU. Because of the low participation and drop-outs, the results should be interpreted with caution.

With the increasing number of medical students and scattered host hospitals, the traditional clinical internship management system has been falling behind. Thus, we have independently developed a new clinical practice management system based on the browser/server structure. We aim to evaluate the efficacy of the new medical management system on the quality of the internship and survey the users’ satisfaction. This study was conducted on the students of Second Clinical Medical College of Southern Medical University, including 672 interns (non-user group) who had not used the system and 315 users (user group). We analyzed the scores of their theoretical knowledge and clinical skills before and after the internship, which served as the quantitative standards for evaluating the efficacy of the system. User satisfaction surveys were also conducted, including by interns, clinical teachers, and teaching administrators. An analysis of scores showed that the user group had more significant improvement in both clinical knowledge and skills than the non-user group after the internship. Significant improvement was found in the user group, while there was a slight difference in the non-user group. A total of 310 students responded to the satisfaction questionnaires effectively, most of whom agreed with the system's benefits of learning theoretical knowledge (98.1%, n = 304) and clinical skills (93.9%, n = 291). Additionally, 115 clinical teachers and 27 teaching administrators were selected using a random sampling method for the survey. The results showed that 96.3% of the teachers considered the system to be helpful for improving teaching quality, and 92.6% administrators thought it was useful for implementing management. Over 90% of the participants in the 3 user groups reported a strong satisfaction of the system. With high level of user satisfaction, this system helps to strengthen the management for interns and improves the medical knowledge and skills of interns. Hence, it could be widely used in medical colleges and even in other fields.

Los futuros profesores de matemáticas requieren una educación integrada para responder a las exigencias del sistema escolar, de manera que sean capaces de vincular explícitamente conocimientos adquiridos en su formación con las experiencias basadas-en-la-práctica. Este artículo tiene por objetivo indagar acerca de los vínculos y brechas entre los conocimientos teóricos y los conocimientos prácticos perceptuales de una estudiante a profesora que participa de una experiencia de Estudio de Clases en un curso universitario, a través del plan de la lección, observación de clases y entrevistas. Los resultados del estudio evidencian situaciones asociadas con estos vínculos y brechas entre los conocimientos de una futura profesora, que emergen en la experiencia de enseñanza de la multiplicación de expresiones algebraicas, y cómo estos influyen en la comprensión sobre su gestión y en las oportunidades de aprendizaje de sus alumnos., Prospective mathematics teachers require an integrated education to respond to the school system demands, so that they are able to explicitly link the knowledge acquired in their training with the practice-based experiences. The purpose of this article is to investigate the links and gaps between the theoretical knowledge and the perceptual practical knowledge of a prospective teacher who participates in a Lesson Study experience in a university course, through the lesson plan, class observation and interviews. The results show situations associated with these links and gaps between the knowledge of a prospective teacher that emerge in the teaching experience of algebraic expressions multiplication, and how these influence the management understanding and learning opportunities for their students.

Hur relaterar vetande och kunnande till varandra? Om jag vet att jorden är rund har jag kunskap om ett faktum och om jag kan cykla har jag en förmåga att utföra en viss handling. På ytan verkar detta handla om olika saker. Intellektualismen är en filosofisk uppfattning som säger att kunnande är en form av vetande. I denna uppsats argumenterar jag mot intellektualismen och försöker att visa varför kunnande inte kan vara en form av vetande. En av de huvudsakliga invändningarna mot intellektualismen kallas på engelska "the novelty objection" (NO) och går ut på att kunnande är alldeles för nyanserat och finkornigt för att täckas av kunskaper om fakta. Frågan är om NO är ett avgörande argument mot intellektualismen. En färdighet, alltså en särskild form av kunnande, kan utövas med skicklighet. Skicklighet är starkt relaterad till NO eftersom skicklighet innebär att vara särskilt duktig på att anpassa sitt handlande efter situationens unika nyanser. Att improvisera musik är ett exempel på en färdighet som det är opassande att förklara i termer av vetande och är en företeelse som pekar på kärnan i NO. I denna uppsats argumenterar jag för att NO är en avgörande invändning mot intellektualismen. What is the relation between knowledge-that and knowledge-how? If I know that the earth is round I have knowledge of a fact and if I know how to ride a bicycle I have the ability to perform a certain action. On the surface it seems like this is about different things. The philosophical position called intellectualism claims that knowledge-how is a form of knowledge-that. In this essay I argue against intellectualism and try to show why knowledge-how cannot be a form of knowledge-that. One of the main objections to intellectualism iscalled "the novelty objection" (NO) and means that knowledge-how is far too nuanced and fine-grained in order to be covered by knowledge of facts. The question is if NO is a decisive argument against intellectualism. A skill, being a certain form of knowledge-how, is possible to exercise skillfully. Skill is strongly related to NO since skill means to be particularly good at adapting one's actions to the novelty of a situation. To improvise music is an example of a skill that is unfit to be explained in terms of knowledge-that and is a phenomenon that points to the core of NO. I argue that NO is a decisive argument against intellectualism.

Cilj diplomskog rada je analizirati razinu teorijskog znanja o KPR-u među medicinskim sestrama, ukazati na čimbenike koji utječu na taj problem te utvrditi faktore koji bi podigli svijest i naposljetku pripomogli u njegovu rješavanju. U ovom radu se analiza teorijskog znanja medicinskih sestara o KPR-u bazira na podacima dostupne međunarodne literature. U analizu su uključena međunarodna istraživanja koja su sadržavala istu ili sličnu metodologiju obrade podataka te tražene varijable za usporedbu. Uspoređivane varijable bile su dob, spol, akademska razina, radno iskustvo te formalno obrazovanje o KPR-u. Svi rezultati spomenutih istraživanja pokazali su niske razine teorijskog znanja o KPR-u. Ističe se slabo detektiranje kardiopulmonarnog aresta, slaba sposobnost medicinskih sestara da navedu postupke slijeda KPR-a, da odrede odgovarajući broj kompresija, omjer ventilacija te neposredne mjere koje je potrebno poduzeti nakon otkrivanja aresta. Uzroke poražavajućih rezultata neki istraživači pripisuju izostanku formalnog obrazovanja o KPR-u. Nije se naišlo na značajnu povezanost između poznavanja KPR-a i spola, dobne skupine ili duljine rada. Uočava se povezanost između teorijskog znanja i mjesta rada, naime djelatnici koji se više susreću s kardijalnim arestom pokazali su veće teorijsko znanje. Medicinske sestre s višim akademskim stupnjem pokazale su bolje teorijsko znanje što istraživači povezuju s većom motivacijom i samouvjerenošću. Autori predlažu uspostavu konkretnijih mjera u vidu kontinuiranih edukacija KPR-a. Mjere i preporuke variraju prema specifičnostima bazične, formalne edukacije te nadogradnje znanja preko licenciranih edukativnih organizacija ili internih edukatora prema tome nedostaje konsenzus oko dinamike i predloženih termina relicenciranja i obnavljanja znanja. Budući da u Hrvatskoj izostaju istraživanja iz ovog područja u sestrinstvu, ovaj diplomski rad može nam poslužiti kao poticaj za daljnja istraživanja u svrhu podizanja svijesti o problemu nedostatka teorijskog znanja o KPR-u i poboljšanju skrbi za pacijente u kardijalnom arestu., Aim of this paper is to analyze the level of CPR theoretical knowledge among nurses, to point the factors that influence this problem and to identify factors that would raise awareness and ultimately solve it. The analysis of nurses CPR theoretical knowledge is based on data from available international literature. The leading scientific bibliographic databases were searched. The analysis included international studies that contained the same or similar data processing methodology and required comparison variables. Compared variables were age, gender, academic level, work experience and formal CPR education. All results showed a low level of theoretical CPR knowledge. Low detection of cardiac arrest was noticed, nurses poor ability to describe CPR procedures, to determine appropriate compression number, ventilation ratio, and immediate action to be taken after arrest detection. Some researchers linked the lack of formal CPR education to be the cause of devastating results. There was no significant correlation between the CPR knowledge and sex, age or work experience. There is a connection between theoretical knowledge and workplace. Employees who encounter cardiac arrest more often have shown better theoretical knowledge. Nurses with a higher academic degree have shown better theoretical knowledge and researchers associated that with greater motivation and self-confidence. Authors propose the establishment of specific measures in the form of continuous CPR education. Measures and recommendations vary according to the characteristics of basic, formal education and knowledge upgrade by licensed educational organizations or internal education, therefore lacking consensus about dynamics and proposed terms of CPR knowledge refreshment courses. Since there is only few nursing research in this kind in Croatia, this paper can serve as an incentive for further research to raise awareness of the problem of lack of CPR theoretical knowledge and improve patient care in cardiac arrest.

Целью настоящей статьи является определение уровня актуальности изучения развития и анализа методов и приемов обучения пению ведущих вокальных педагогов XIX века А. Е. Варламова, М. И. Глинки и А. С. Даргомыжского, традиционных теоретических и практических основ классического вокально-педагогического наследия, которое составило впоследствии фундамент русской классической вокальной школы. В статье автором отражен процесс развития в России народного, церковного и светского певческого искусства и образования, для изучения которого использовался метод исторического анализа методологического развития вокального обучения на основе российских вокально-педагогических традиций. Рассмотрено зарождение массового музыкального образования для простого народа при участии ведущих музыкальных деятелей России XIX века. Определено значение развития теоретических основ музыкального образования, в том числе классического вокального образования, путем создания светских учебных музыкальных заведений в России; способствующих этому консерваторий в Петербурге и Москве. Анализ теоретических основ вокального наследия ведущих педагогов XIX века позволил определить общие принципы работы, большинство которых можно отнести к традиционно российским. Кроме того, в работе педагогов-вокалистов XIX века отмечены и некоторые инновационные принципы обучения классическому вокальному искусству. Рассмотренные теоретические и практические методы и приемы классического вокального обучения, используемые ведущими педагогами-вокалистами Петербургской и Московской консерваторий, позволили за сравнительно короткий срок поднять российскую музыкальную педагогику XIX века на высокий уровень, обеспечив авторитет и международное признание русской классической вокальной школы. Высокий результативный уровень современного вокального образования в России возможен только при активном изучении и применении в практической учебной работе традиционных практик и теоретических аспектов вокально-педагогического наследия педагогов прошедших времен.The purpose of this article is to determine the level of relevance of studying the development and analysis of methods and techniques for teaching singing of the leading vocal pedagogues of the 19th century, A. E. Varlamov, M. I. Glinka and A. S. Dargomyzhsky, the traditional theoretical and practical foundations of the classical vocal and pedagogical heritage, which later formed the foundation of the Russian classical vocal school. The author studies the process of development in Russia of folk, ecclesiastical and secular singing art and education, and uses the method of historical analysis of the methodological development of vocal teaching on the basis of Russian vocal pedagogical traditions. The birth of a mass musical education for common people with the participation of leading musicians of Russia of the 19th century is considered. The importance of the development of the theoretical foundations of musical education, including classical vocal education, is determined by creating secular educational musical institutions in Russia, that is conservatories in St. Petersburg and Moscow. The analysis of the theoretical foundations of the vocal heritage of leading teachers of the 19th century allowed to determine the general principles of work, most of which can be attributed as traditional Russian. In addition, some innovative principles of teaching classical vocal art have been stated in the work of vocal teachers of the 19th century. The theoretical and practical methods and techniques of classical vocal training, used by the leading vocal teachers of the Petersburg and Moscow conservatories, allowed for a relatively short time to raise Russian musical pedagogy of the 19th century to a high level, ensuring the authority and international recognition of the Russian classical vocal school. A high effective level of modern vocal education in Russia is possible only with the active study and application in practical educational work of traditional practices and theoretical aspects of the vocal pedagogical heritage of teachers of past times.

Då behovet av specialpedagogisk kompetens ökar ute i skolorna, krävs det att speciallärarutbildningarna uppfyller en viss kvalitet angående yrkesutbildningen och dess profession. Syftet med denna studie var att undersöka hur speciallärarstudenter med inriktning utvecklingsstörning upplever utbildningens innehåll, praktiskt genomförande och villkoren för det egna lärandet i spänningsfältet mellan akademisk påbyggnadsutbildning och professionell yrkesutövning. Detta är en kvalitativ studie som bygger på intervjuer med sju speciallärarstudenter, inriktning utvecklingsstörning. Det insamlade empiriska materialet har bearbetats utifrån tematisk analys. Tre teman framkom och blev fokus för vårt resultat: “Speciallärarutbildningens teoretiska inslag”; “Speciallärarutbildningen och studenternas yrkespraktik” samt “Gapet mellan utbildningsbaserade kunskaper och skolorganisationens förändringsbenägenhet”. Genom denna studie har vi konstaterat att de intervjuade speciallärarstudenterna upplever en stor diskrepans mellan vad som lärs ut i utbildningen och deras yrkespraktik. Vidare framkom önskemål och idéer om hur utbildningen borde justeras för att möta behoven som speciallärare, inriktning utvecklingsstörning väntas hantera och tillgodose i yrkeslivet. Denna studie är en del av en forskningsansökan till Vetenskapsrådet av Höstfält, G., Falkner, K. (2018, april), "The (re)emergence of a profession: Swedish special needs teachers in the field of tension of the day-to-day work and graduate education.". As the need for special education skills increases in schools, special education courses need to meet a certain quality of academic standards and professional needs. The purpose of this study was to investigate how special needs teacher students, focusing on working with children with intellectual disability, experience the content and carrying out of the education, as well as the conditions for the student’s own learning at the intersection between academic education and occupational practice as a special teacher in schools. This is a qualitative study, based on interviews with seven special needs teacher students, focusing on working with children with intellectual disability. The empirical data has been processed from the point of view of thematic analysis where three themes emerged and became the focus of our result: "Theorization of special education"; "Special Education and Student Occupational Practice" and "The gap between education-based knowledge and the lack of schools’ ability to change". Through this study, we have found that the interviewed students experience a major discrepancy between what is learned through education and their practical work experiences. Furthermore, the interviewed students presented ideas and suggestions for how the education should be adjusted to meet the needs special teachers, focusing on working with children with intellectual disability, are expected to deal with and fulfill in their profession. The present study is a part of an application to Swedish Research Council, prepared by Höstfält, G., Falkner, K. (2018, April), "The (re)emergence of a profession: Swedish special needs teachers in the field of tension of the day-to-day work and graduate education.".

Despite a significant need, there is very little South African research on the validation of the generic training priorities of engineers within the platinum mining industry. The purpose of this study was to validate the generic training priorities of engineers in the platinum mining industry in three provinces in South Africa. For this study, a quantitative research design was used, a four-point Likert-type questionnaire was designed, and a purposive sample was used. The results of this study indicated that theoretical knowledge, technical skills, management skills, and engineering principles are generic training priorities. Ondanks 'n betekenisvolle behoefte is daar min navorsing gedoen in Suid-Afrika oor die validering van generiese opleidingsprioriteite van ingenieurs in die platinum myn industrie. Die doel van die studie was om die geldigheid van die generiese opleidingsprioriteite van platinum myn ingenieurs te ondersoek in drie provinsies in Suid-Afrika. 'n Kwantitatiewe navorsingsmetode was gebruik, 'n vier-punt Likert-tipe vraelys was ontwikkel, en 'n doelgerigte steekproef was gebruik. Die resultate van die studie het getoon dat teoretiese kennis, tegniese vaardighede, bestuursvaardighede en ingenieursbeginsels die generiese opleidingsprioriteite is.