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НАВЧАЛЬНО-МЕТОДИЧНА СКЛАДОВА ФОРМУВАННЯ ПРОФЕСІЙНИХ КОМПЕТЕНТНОСТЕЙ КЕРІВНИКІВ ХОРЕОГРАФІЧНИХ КОЛЕКТИВІВ НАПРЯМУ ПІДГОТОВКИ «ФІЗИЧНЕ ВИХОВАННЯ»

100%

Бондаренко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 10(44)

3-13

EN

An extremely important place in the training of competitive specialists in general, and future teachers in particular, takes the formation of professional competence, which involves awareness of their role in the educational process and ownership of professional and pedagogical qualities. Competence-based approach directs the process of specialist training in conditions of combined areas of training «Physical education» and «Choreography» by understanding the tasks of learning activities, creates the ability to get necessary knowledge and ensures the acquisition of practical experience. An important component of training of specialists in the combined areas of training (specialties) «Physical education» and «Choreography» is the formation of professional competence (general and specialized professional) that will be implemented in its teaching, administrative and research activities. The level of development of specific competencies will characterize the readiness for professional activity, because it is closely connected with the ability of the future specialist to solve professional problems. Professional competence of future teachers is the level of professional skills, ability to operate effectively with a high degree of self-regulation, self-reflection, self-assessment, quickly and flexibly respond to the dynamics of the educational environment. The basic level of professional competence of specialists of paired training areas attain through the process of forming: professional and pedagogical skills for the development of constructive, diagnostic, organizational, managerial abilities; professionally-communicative competence – to develop the ability to establish business and informal relationships, introspection (reflection), culture and technology of speech; motor competencies for the development of the ability to demonstrate a high technical standard of physical and dance exercises; social and personal competence for the development of intellectual, moral and strong-willed, aesthetic, perceptual and social qualities. The level of formation of professional competence, including teaching, becomes a ground for the assertion of the future specialist in the labor market and at the same time a step to the next self-education and self-development. Further study and generalization of the problem of determining the content of all the components of professional competence will form a holistic model of training of specialists of conjugate directions «Physical education» and «Choreography».

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Formalne i pozaformalne obszary zawodowej edukacji tanecznej w Polsce

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Zadłużny M.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2012

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tom 13

73-89

EN

The text shows different fields and possibilities of professional dance training in Poland – one of the few European countries, where only recently dance and choreography training at academic level has been introduced. The aim of the article is to draw attention to the possible reasons of this fact, and also to present some other forms of training that had formed as the result of the earlier lack of possible formal training. Moreover, the paper points out some possible dangers that the free educational market brings to the dancing field and possible repercussions of this condition. The author identifies formal needs necessary to introduce ‘dance’ at universities, defines minimum personnel and training standards, and differentiates between dance, chorography and dance pedagogy. Next, the article contains a synthesis of a historical outline of how the dance education was formed in Poland before and after the Second World War. The author also examines the formation of Polish academic tradition in the dancing field, and presents some selected offers of professional dance education in Poland that include dance and choreography trainings. Lastly, there is an analysis of a contemporary dance training model in Poland, along with the outline of trends, dangers and contemporary contexts of the development of dance education.

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Name Creation vs. Replication in Petri Net Systems

75%

Rosa-Velardo F. , de Frutos-Escrig D.

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2008

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tom Vol. 88, nr 3

329-356

EN

We study the relationship between name creation and replication in a setting of infinitestate communicating automata. By name creation we mean the capacity of dynamically producing pure names, with no relation between them other than equality or inequality. By replication we understand the ability of systems of creating new parallel identical threads, that can synchronize with each other. We have developed our study in the framework of Petri nets, by considering several extensions of P/T nets. In particular, we prove that in this setting name creation and replication are equivalent, but only when a garbage collection mechanism is added for idle threads. However, when simultaneously considering both extensions the obtained model is, a bit surprisingly, Turing complete and therefore, more expressive than when considered separately.

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Decidability Problems in Petri Nets with Names and Replication

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Rosa-Velardo F. , Frutos-Escrig D. d.

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2011

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tom Vol. 105, nr 3

291-317

EN

In this paper we study decidability of several extensions of P/T nets with name creation and/or replication. In particular, we study how to restrict the models of RN systems (P/T nets extended with replication, for which reachability is undecidable) and í-RN systems (RN extendedwith name creation, which are Turing-complete, so that coverability is undecidable), in order to obtain decidability of reachability and coverability, respectively. We prove that if we forbid synchronizations between the different components in a RN system, then reachability is still decidable. Similarly, if we forbid name communication between the different components in a &nuRN system, or restrict communication so that it is allowed only for a given finite set of names, we obtain decidability of coverability. Finally, we consider a polyadic version of ν-PN (P/T nets extended with name creation), that we call pν-PN, in which tokens are tuples of names. We prove that pν-PN are Turing complete, and discuss how the results obtained for ν-RN systems can be translated to them.

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НОРМАТИВНО-ПРАВОВЕ ЗАБЕЗПЕЧЕННЯ ВИЩОЇ ХОРЕОГРАФІЧНОЇ ОСВІТИ ВОБ’ЄДНАНІЙ НІМЕЧЧИНІ

63%

Солощенко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 8(72)

46-58

EN

In this article the legal framework of higher choreographic education in united Germany is examined. The hierarchy of levels of management of the system of higher education in the country and its competence are outlined. It is proved that the leading administrative bodies of the higher education system in Germany are the Federal Ministry of Education and Research of the country, the Permanent Conference of the Ministers of Education and Culture of the Federal Regions of Germany, the Federal Land Commissions for the planning of education and research development activities, the annual Conference of Rectors of Higher Education Institutions in Germany and Science Council. There are three levels of higher education management, namely: federal (national, central); subjective federal (regional); local (municipal). The main points of the “German Dance Plan” (2005–2010) are described. Its purpose is formulated, which is to popularize dance, healthy lifestyle and choreographic education among the population of the country. It was determined that the main tasks of this project were: at the state level (opening of new artistic education institutions (with the purpose of training professional choreographers) and reorganization of certain structural divisions at higher education institutions of the country); at the university level (modernization of the contents of the existing bachelor and master’s programs, specialty “Dance”), etc. It is proved that the structural features of this project were expressed in the implementation of two of its vectors, namely: “The dance plan on the ground”, which included the promotion of the art of dance and choreography in the federal states of Germany and “Dancing plan of educational projects”, which was aimed at developing new and improving existing curricula in the field of choreography, dance and dance pedagogy. In the prospects for further research we consider it expedient to focus on the study of innovative educational policy in Germany in terms of its innovations in science, research and future projects of the future.