by objectives for learning: Students’ reports compared to a model. Contemporary Educational Psychology, 28, 259-276. Winne, P. H., & Jamieson-Noel, D. L. (2002). Exploring students’ calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27 , 551-572. Winne, P., Jamieson-Noel, D., & Muis, K. (2001). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in Motivation and Achievement: Vol. 12. New Directions in Measures
Päivi Virtanen, Anne Nevgi and Hannele Niemi
Mohamad Saleh and Mohamad Saifudin
ecological self. Journal of Teacher Education for Sustainability, 18 (2), 41–52. doi: https://doi.org/10.1515/jtes-2016-0013 Rusli, M., & Lee, K. C. S. (1999). Tactics of environmental NGOs in influencing public policy in Malaysia. Pertanika Journal of Social Sciences & Humanities, 7 (2), 71–77. Rusli, M., & Sheikh, A. B. A. (2005). Why Join an Environmental NGO? A case study of the Malaysian Nature Society. Pertanika Journal of Social Sciences & Humanities, 13 (1), 39–46. Salīte, I., Drelinga, E., Iliško, Dz., Zariņa, S., & Oļehnoviča, E. (2016
with customer-service expectations, self-interest and stealth-fighter tactics. Retrieved from http://www.aasa.org/SchoolAdministratorArticle.aspx?id=11122 , 18 July 2018. Iliško, D., Oļehnoviča, E., Ostrovska, I., Akmene, V., & Salīte, I. (2018). Meeting the challenges of ESD competency-based curriculum in a vocational school setting. Discourse and Communication for Sustainable Education , 8 (2), 103–113. Kaufmann, M. (2015). Generation Z: Wie Daimler sich auf junge Mitarbeiter vorbereitet. [Generation Z: how Daimler prepares for young employees
Professional training of the agents of the US Border Patrol Special Operations Groups has been substantiated in the article. Special attention has been paid to revealing Selection and Training Course (STC) of the Border Patrol Tactical Unit (BORTAC) and the Border Patrol Search, Trauma, and Rescue Unit (BORSTAR). It has been determined that BORTAC STC lasts over a month and candidates who pass the initial testing must then complete a timed, six-mile ruck march with a weighted pack, swimming, treading water and drown-proofing. As indicated in the article, in case of successful completion of the testing phase, candidates undergo weeks of intense training in tactics and airmobile operations, operational planning and weapon skills. As mentioned further, BORSTAR STC foresees a physical abilities test: a minimum of 7 pull-ups, 40 push-ups, 60 sit-ups (in 2 minutes), 1,5 mile run in 11 minutes or less, and a 250-yard swim. The following disciplines are taught during the course: the basic incident management system and incident command system, technical rescue framing, land navigation, tactical medicine framing, swift-water rescue technician framing etc. Besides, the curricula of such disciplines as “Tactics and special training”, “Topography”, “Weapons practice", “Tactical medicine", “Physical framing” (104 academic hours and 88 hours of classrooms lessons) for the State Border Guard Service of Ukraine mobile forces framing have been presented. The SBGSU mobile personnel framing program lies in a thorough study of the specifics of service management and carrying out of service duties, as well as learning of the SBGSU mobile units ’ personnel actions during protection of the state border, personal security and the use of force. The main objective of the framing course is to acquire the special knowledge and practical skills necessary for performing the main tasks on the state border protection, which are prescribed by professional duties. At the same time, the focus is made on the practical component of the actions of the border guards. In addition, they improve knowledge and skills during the framing process.
The article is devoted to the analysis of the peculiarities of organizing and conducting trainings in the system of professional training of personnel of the Federal Police of Germany (BPOL). The main focus is on the organization of training on the use of weapons, coercive means, situational training. It has been found out that during the exercises of firing proficiency not only the skills of marksmanship are worked out, but also various complex situational trainings are carried out, which reflect the situations of daily activities of the police and require them to take appropriate action (the correct contention resolution in terms of tactics of action and the lawfulness and decision making on the use or non-use of weapons). As a result of the use of general scientific methods for the analysis, synthesis and generalization of information of directive / documents, orders, scientific and didactic sources as well as studying and generalizing the pedagogical experience of organizing trainings for BPOL personnel, it was found that in the development of situational trainings and training on the use of weapons, coercive means and own security, the trainers of BPOL were guided by both traditional “linear” and “nonlinear” pedagogical principles for organization of training exercises. On the basis of the generalization of the research results, it has been established that the situations that are developed for such trainings are constantly updated and correspond to the realities of time. At the heart of all scenarios, there are nine standard police cases: police communication, personal identification, detention, search of persons, transportation of detainees, vehicle control, first medical aid, collection of materials for identification and its entry into the database, search of premises and belongings. While assessing the actions of a policeman in solving a situation, the trainers take into account: communication skills (both with the partner and with the “opponent”), tactics of action, compliance with the requirements of self-defence, the correct use of coercive means, the lawfulness of all measures taken, the provision of first medical care, achievement of a goal (solution of a situation).
On the example of propaedeutic educational course “Introduction to Slavic Philology” features of future teachers’ professional training of cross-cultural dialogue are considered. Among the main objectives of the course, attention is focused on native language and other languages admirer’s tolerance education, students’ skills formation of making linguistic and cultural comments on folklore, literary texts and discourses; building a strategy and tactics of intercultural communication in accordance to national psychology.
The examples of tokens, “ukrainisms” in Slavic languages and phrases are presented; also, it is considered Slavists as tolerant intermediaries towards intercultural cooperation of countries and peoples, the need for skills of translation activity that caused the crosscultural dialogue.
Based on scientific and encyclopedic sources analysis, educational course testing is making conclusion that Slavic philology is a powerful tool for cross-cultural dialogue. It contains of big factual material that promotes understanding the process of formation and development of ethno-cultural communities in time and space, formation of human values and national identity of supranational cross-cultural thought, ways of tolerant behavior, language understanding and usage. Also it creates conditions for the realization of individuality as Ukrainian language and other languages, cultures, intellectual and emotional contacts between these languages and cultures.
The article states the analysis of the curriculum that regulates the main purposes, essence and directions for petroleum training. The importance and necessity of positive usage of Austrian, English and Norwegian experience at the time of petroleum engineers training in the petroleum industry has been stressed on. The structure and content of curricula in the process of the petroleum engineers training at the universities of pointed out countries have been analyzed. It has been designated that the terms “curriculum” and “programme” are connected with such outstanding British and American scholars as A. Bosanquet, D. Clark, S. Fraser, F. Hunkins, L. Lattuca, M. Linn, G. O’Neill, A. Ornstein, J. Stark et al. Based on their views it has been found out that these papers define the basic goals, meanings and essential rules for training. It has been outlined that an educational program plays a principal part in the organization of higher technical education, both as the way of interplay and as the foundation for judgment and student appraisal. Three beds of curriculum, e.g. national curriculum, internal, or municipal curriculum, university curriculum and annual plan are considered. All these are designed in an accessible, broad and collective methods, thus, educational program is more a series of actions to achieve results than a commodity. In essence, curriculum is a key paper and it considers the comprehension of humankind, community and training; it also combines the work of any university to regional and nationwide tactics. Moreover, lecturers develop their own provincial curricula established on their national certificates. Close attention has been paid to key contextual filters that influence the curriculum planning process. It has been emphasized that a curriculum is formed on future direction and competence-based pertaining to thought; it is integrated and condensed, it joins all fields of training and university activity. The article discloses special aspects of petroleum specialists’ cycle education. The requirements of employers towards HEI graduates’ competences are presented.
Selcan Kilis, Yasemin Gülbahar and Christian Rapp
-606. 36. Safko, L. (2010). The Social Media Bible Tactics, Tools, and Strategies for Business Success. New Jersey: John Wiley & Sons. 37. Stiler, G. M., & Philleo, T. (2003). Blogging and blogspots: An alternative format for encouraging reflective practice among preservice teachers. Academic Research Library, 123(4), 789-798. 38. Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173. 39. Sykes, J. M., Oskoz, A., & Thorne, S. L. (2013). Web
Aggeliki Fotiadou, Christina Angelaki and Ilias Mavroidis
through the educational material at the Hellenic Open University. Turkish Online Journal of Distance Education - TOJDE, 13(3), 226-238. 38. Oxford, R. L. (2008). Hero with a thousand faces: Learning autonomy, learning strategies and learning tactics in independent language learning. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 41-63). Clevedon: Multilingual Matters. 39. Peters, O. (2000). Learning and teaching in distance education. Pedagogical analysis and interpretations in an international
Aurelian Raţiu and Alexandra Munteanu
The conflict in Ukraine is largely considered to be a strong example of hybrid warfare, where the Russian Federation is using hybrid tactics to influence Ukraine and especially the civilian population. This paper focuses on answering the research question, how is the Russian federation using its informational warfare to influence civilian population in Ukraine? In this respect we will use the ASCOPE (Area, Structures, Capabilities, Organizations, People and Events) analysis, in order to determine trough each field, the methods in which Russia seeks control over the specific area and manipulate how the civilian population of Ukraine perceives the cause and events within their country.