Wyniki wyszukiwania - Biblioteka Nauki

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Methodology of Introduction and Utilization of Talent Management in the Organization

100%

Petra H.

Littera Scripta

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2013

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tom 2

35-46

EN

The desire of every organization is to achieve predetermined objectives and successfully accomplish its tasks. A key element in the fulfilment of objectives stated in advance and achieving the organization's required performance efficiency are human resources, primarily talented individuals. These employees contribute, to a large extent, to the implementation of strategy and the organization's economic goals. Therefore, there is a need for the organization to pay an increased attention to them, concentrate on complex and systematic work with them and applies the system of talent management within the organization. Despite the proven benefits of talent management, the fear of its time and organizational performance often result that in the end organizations will not apply talent management in spite of making a decision on the implementation of this approach. The aim of this article is to introduce the methodology of implementation and utilization of talent management in the organization as an instrument for the implementation of this approach in practice. To meet the target of this article the analytic-synthetic cognitive process was used. By the method of synthesis from the known knowledge of this approach, a mind map of talent management was created. On its basis, practically usable and into steps structured methodology for the implementation and utilization of talent management in the organization was made by means of the methods of induction and deduction.

2

ІМПЛЕМЕНТАЦІЯ КОНЦЕПТУАЛЬНИХ КАРТ ДЛЯ ПІДВИЩЕННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ

75%

Лобачова І.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 2(56)

315-321

EN

The development and improvement of foreign language communicative competence of future specialists using concept maps created by them are studied. The essence of the term «foreign language communicative competence» and the ways to improve it are determined. The principles of the use of concept maps in learning a foreign language are characterized. And their role in increasing the English language communicative competence of students of higher schools is defined. It is concluded that the development of concept maps in English is an effective visual method of teaching that helps students to discuss any foreign topic and develop productive thinking. If the concept maps are created correctly and clearly they’ll become a powerful tool for students to achieve high-level cognitive activities. The concept map for a teacher is not just a learning tool, but also an ideal way to evaluate achievements and knowledge of students. When students create concept maps they repeat the concepts using their own words and compare wrong ideas and concepts. Teachers are able to see what the students do not understand, providing accurate, objective way to evaluate those fields of knowledge in which students do not fully understand the concept. Computer programming as Inspiration Software®’s Inspiration®, Kidspiration® and Webspiration Classroom™ contain all kinds of diagrams and this helps students to create concept maps easily and give opportunities to add new concepts and connect them as they want to do it. In addition, the program Inspiration, Kidspiration and Webspiration Classroom consist of various examples of concept maps, templates and lesson plans to show the user how the mapping and the use of other graphic organizers can be easily integrated into the curriculum to increase learning, understanding and writing skills. Students working with foreign language lexical material gain knowledge and acquire lexical skills to the development of language ones (through the formation of lexical skills). Studying certain English concepts, it is observed the development of student working skills with lexical material (the more operations are performed with the word, the better it is remembered, but it is primarily a prerequisite for further interactive communicative activity), after which they have the ability to use mastered lexemes in speech activity. Working with concept maps allows teachers to monitor students’ thinking process regarding specific English topics. The teacher can also find out the previous level of students’ knowledge and how they understand a foreign language material that are taught by proposing them to create the concept map in foreign language.

3

Prolegomena do dydaktycznej prezentacji konceptu językowego w wizualizacji grafowej (na przykładzie rosyjskiego konceptu БЕЛЫЙ)

51%

Fedorushkov Y. , Narloch A.

Studia Rossica Gedanensia

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2014

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nr 1

179-208

PL

Artykuł jest próbą zilustrowania problematyki funkcjonowania konceptów kolorystycznych w graficznym modelu przestrzennym oraz ich zastosowania w dydaktyce języków obcych. Podstawę materiałową stanowią dane leksykograficzne dotyczące rosyjskiego wyrazu белый zaczerpnięte ze słowników języka rosyjskiego. W pierwszej części artykułu skupiono się na problemie znaczenia pola leksykalnego, obejmującego pole semantyczne składające się z centrum i peryferii. W drugiej części poruszono zagadnienie metod graficznej prezentacji konceptu, które sprowadzają się do wizualizacji danych językowych za pomocą tzw. grafu skierowanego z uwzględnieniem koloryzacji oraz geometryzacji przestrzennej grafu, wykorzystywanych w procesie dydaktycznym. Wizualizacja może posłużyć jako materiał wzbogacający proces nauczania języków obcych. Omówiono koncepcję realizacji uproszczonej, dydaktycznie trafnej wizualizacji polisemii leksemów. Ponadto przedstawiono opis badań uzupełniających metodologię leksykograficzną wykorzystującą specjalistyczne oprogramowanie komputerowe.

EN

The paper aims at presenting the problems of how color concepts function in a graphic spatial model and using these concepts in foreign language didactics. The material has been presented on the basis of the Russian word белый, with the use of Russian-language lexicographic data. The paper is comprised of two integral parts. Part I features a theoretical presentation of the problems of the meaning of a lexical field with the inclusion of semantic center and peripheries. Part II presents the methods of the concept’s graphic representation based on the technology of linguistic data visualization with the use of the so called directed graph, taking into account the graph’s colorization and geometrization for the purpose of a clear demonstration of linguistic data in the didactic process. Visualization may serve as a material that enriches and supplements the teaching of foreign languages. The paper also discusses the concept of realization of a simplified, though — we believe — didactically accurate visualization of the lexeme polysemy. Moreover, we included the description of research, which complete lexicographic methodology with special computer software.