The tutoring boom shows: Parents are getting nervous when it comes to their children’s success in school. Experts discussed how parents can escape the promotion mania and help their children learn in a meaningful way. Of course, the first thing to do is to study ccss 3rd grade ela.
Learning support tutoring: How can parents help their children learn? Often there is too little support at school. This makes parents nervous.
In principle, learning support belongs in school. The experts at the 2nd scoyo parents’ evening on the topic of “Tutoring and support mania” on November 24, 2014 agreed on this. However, the current school system is overburdened with this task: Children are not being optimally supported, reforms are urgently needed. This makes parents nervous. They start comparing themselves and their children with others, try themselves as teachers, help with learning wherever possible, and end up resorting more and more often to tutoring. In Germany, around 1.1 million children are now receiving private tutoring – more and more of them as early as elementary school.
We asked experts Klaus Wenzel (President of the Bavarian Teachers’ Association), Béa Beste (education entrepreneur), Nicole Tschirner (blogger) and Christian Füller (journalist) how parents can help their children learn at home – and what they should do without. We have compiled the best tips for you here in short form:
don’t try to establish a “learning relationship” at home, but be available as a contact person, give support, praise for the learning path, strengthen the back – this is how parents help best.
do not exert pressure, not even in the case of bad grades. It is better to consider together where the (selective) deficits lie and, if necessary, get help for learning from outside. Emphasize that this can happen and that it is not a bad thing: “There is always a solution.
3) Avoid the concept of learning at home as much as possible, or give it a positive charge: play a lot, discover and experience – simply take time for your offspring.
talk to other parents, join forces – both in terms of learning communities and in terms of demanding new solutions in the school system.
Before your child starts school or transfers to a secondary school, you should take a close look at the institutions you are considering: Does the school offer programs that cater to the individual needs of the child (remedial or remedial courses)? How committed and obliging are the teachers? In this way, you can make sure that the school itself provides sufficient support and reduce the likelihood that you will have to help your child learn every day.
In linguistics, cognate meaning, also called lexical cognates, are words that have a common etymological origin. Cognates are often inherited from a shared parent language, but they may also involve borrowings from some other language. For example, the English words dish , disk and desk and the German word Tisch (“table”) are cognates because they all come from Latin discus , which relates to their flat surfaces. Cognates may have evolved similar, different or even opposite meanings, and although there are usually some similar sounds or letters in the words, they may appear to be dissimilar. Some words sound similar, but do not come from the same root; these are called false cognates, while some are truly cognate but differ in meaning; these are called false friends.
Cognates do not need to have the same meaning, which may have changed as the languages developed separately. For example English starve and Dutch sterven or German sterben (“to die”) all derive from the same Proto-Germanic root, *sterbaną (“die”). Discus is from Greek δίσκος (from the verb δικεῖν “to throw”). A later and separate English reflex of discus, probably through medieval Latin desca, is desk (see OED s.v. desk).
In addition, related words do not necessarily have to have similar forms: English father, French père and Armenian Armenian այր (hayr) all come directly from Proto-Indo-European * ph₂tḗr. The extreme case is Armenian երկու (erku) and English two, which are derived from Proto-Indo-European * dwóh₁ (note that the sound change * dw> erk in Armenian is common).
Words that are exactly the same:
adorable boutique bureau certain chef client content date minute (time) note permanent photo possible route (road) sandwich service soda variable
Similar words are as follows:
adresse américain banque bleu cinéma confortable dictionnaire difficile docteur famille nécessaire occupé papier personne pharmacie supermarché téléphone télévision
You spend months preparing for the SAT or ACT. You take endless practice tests, expand your vocabulary, brush up on your math, and generally pour countless hours (often in a class or with a tutor) into getting ready for the test. The main idea reading passages of SAT
With all that time and energy spent, you want to do everything you can the week before the test to make sure you’re firing on all cylinders on the big day. So here’s a list of things you can do the week before the test to make sure you’re ready to go as test day approaches.
1. Make sure you get enough sleep.
This one should be obvious, but it’s really easy to get caught up in everything you have going on at school — homework, activities, friends — and forget that one of the keys to success on these lengthy tests is being well-rested. Try to get at least seven hours a night the week leading up to the test; you should ideally get between eight and nine a night, which may require adjusting your sleep schedule and going to sleep a little earlier each night.
2. Eat well and stay active.
How you eat impacts how you feel, and exercise helps to improve both mood and focus. I wouldn’t expect anyone to suddenly develop perfect eating and exercise habits the week before the test, but try to put extra effort into whatever your particular versions of “eating well” and “being active” are the week leading up to the test. In particular, even if you don’t normally eat breakfast, make sure you have a healthy breakfast on the day of the test!
3. Make sure you know exactly where your testing center is and how to get there.
I cannot stress this one enough. I’ve had students miss tests because they couldn’t find the testing center. You should not only find it on Google Maps (or a similar service) the week before the test, but you should also actually figure out how you’re going to get there and, if it’s someplace you’ve never been before, make a trip there the previous weekend. Do this at the same time you expect to travel on the big day, bright and early in the morning, so you can gauge how long the trip will take, where you’ll be parking if you drive, and so forth. If you live in a major city and plan to take public transportation to get to the testing center, make sure to monitor any service announcements for the weekend of the test.
In short, make sure you know exactly where the test is, exactly how long it will take you to get there, and exactly how you’ll get there. Figure out the absolute most time the trip could take (barring emergency), then add about 15 minutes on top of that, so there’s no chance you’ll be late.
4. Study the right things.
People like to cram. And, honestly, for certain types of studying, cramming can be pretty useful. It’s a solid way to put simple information into your short term memory (and you’ll promptly forget it a few days later). So if you’re going to do any last minute studying — and if you’ve done a good job preparing for the test, you may not need to! —you want to pick the sorts of things that are susceptible to cramming. For the SAT, vocabulary, math formulas, and grammatical rules fit this list; the same is true for the ACT, except that there’s no real vocabulary to study. On this site there are many tests and study materials that will help you pass SHSAT – https://argoprep.com/shsat/reading-comprehension/
That said, don’t feel like you have to cram. If you’ve been working hard to build your vocabulary and you’re confident you know your math formulas and grammatical rules, you can take it relatively easy the last few days leading up to the test. And under NO circumstances should you study the night before the test. Take that night easy, watch a movie, and get to bed early.
5. Put together a “Day of the Test Packet”.
You don’t want to be scrambling the morning of the test to get together everything you’ll need, so put together a “Day of the Test Packet” a few nights before. The packet should include:
Your admissions ticket: Bring a printed out copy.
Your student ID: or other photo ID.
Several number two pencils: You may also want to bring an eraser and sharpener. Remember, you should not use a mechanical pencil or a pen on the SAT or ACT.
A calculator with fresh batteries: Here is a current calculator policy for the SAT and for the ACT.
A watch: One that is easy to look at. Don’t use a calculator watch.
A healthy snack: You cannot eat or drink during the test, but you can during the breaks. Avoid snacks that are high in sugar, as sugar will give you a brief rush of energy followed by a period of sluggishness.
Warm up questions: For the SAT, you may want to bring a few simple questions to use to “warm up” while you’re waiting for the test to start. Alternately, some students prefer light reading material. The ACT specifically prohibits any outside reading materials or paper.
Make sure you’re aware of what items are currently prohibited for these tests; in general, any electronic device other than your calculator should not be brought to the test center. Note that cellphones are prohibited at SAT and ACT testing centers.
I have little doubt that students often bring cellphones to Testing Centers, but keep them turned off and out of sight the entire time they are at the Center. While I wouldn’t advise doing so — it strikes me as a completely unnecessary risk, especially as College Board and ACT grow ever more vigilant about the role electronic devices can play in helping students cheat — if you must bring a cellphone, be absolutely certain that it is turned off and that it remains out of sight the entire time you are at the Testing Center.
Are you looking for the meanings of SHSAT? On the following image, you can see major definitions of SHSAT. If you want, you can also download image file to print, or you can share it with your friend via Facebook, Twitter, Pinterest, Google, etc. To see all meanings of SHSAT, please scroll down. The full list of definitions is shown in the table below in alphabetical order. Shsat prep online free helps to learn all the material even at home.
Major Meanings of SHSAT
The following image presents the most commonly used meanings of SHSAT. You can down the image file in PNG format for offline use or send it to your friends by email. If you are a webmaster of non-commercial website, please feel free to publish the image of SHSAT definitions on your website.
All Definitions of SHSAT
As mentioned above, you will see all meanings of SHSAT in the following table. Please know that all definitions are listed in alphabetical order. You can click links on the right to see detailed information of each definition, including definitions in English and your local language. Shsat prep online free makes it possible to catch up with all the missed material and have time to prepare for the exam.
What does SHSAT stand for in text
In sum, SHSAT is an acronym or abbreviation word that is defined in simple language. From the table above, you can view all meanings of SHSAT: some are educational terms, the other are medical terms, and even computer terms. If you know of another definition of SHSAT, please contact us. We will include it during next update of our database.
Please be informed that some of our acronyms and their definitions are created by our visitors. Therefore, your suggestion of new acronyms is highly welcome! As a return, we have translated the acronym of SHSAT to Spanish, French, Chinese, Portuguese, Russian, etc. You can further scroll down and click the language menu to find meanings of SHSAT in other 42 languages.
This Grade 2 Math course emphasizes base-ten notation, fluency with addition and subtraction, using standard units of measure, and describing and analyzing shapes. Upon completion of Acellus Grade 2 Math, students will be able to solve word problems; count on; add doubles and near doubles; make 10 and add a zero; change addends order; identify number patterns; add three numbers; count backwards; complete fact families; use addition to find differences; identify missing addends; identify the ones and tens place value; and write expanded form of numbers and number words to 100. Students will be able to convert to ordinal numbers; compare numbers using greater than, less than, or equal to; order numbers; round number to tens place; identify odd and even numbers; find patterns on hundreds chart; count by ten; add and subtract multiples of ten; regroup when adding and subtracting; record, add, and subtract two-digits; rewrite two-digit addition and subtraction; mentally add and subtract tens; estimate sums; and use a table. Students will also be able to use bar graphs, pictographs, and line plots; count, add, subtract, and use money; tell time to five and fifteen minutes; count minutes before the hour; identify a.m. and p.m.; identify solid and plane figures; identify, extend, and create patterns; find a pattern’s missing piece; identity and extend patterns that grow; estimate and measure length in customer U.S. units and in metric units; and name fractions that describe various equal parts of a whole.
Finally, students will be able to identify ones, tens, and hundreds place value; add, subtract, estimate, compare, order, regroup, and write expanded form of three-digit numbers; count by fives and tens; add and subtract multiples of 100; skip count; and multiply. Math games for grade 2help you develop logic as an interactive experience.
Scope and Sequence
Unit 1 – Addition Facts IIn this unit students review addition. They discuss adding and counting on, and real-life applications of counting on. They are introduced to doubles facts, and they review doubles and near doubles. They also practice sums of two and three.
Unit 2 – Addition Facts IIIn this unit students learn about making a ten and adding a zero. They also study changing the order of addends and real-world applications of math facts. They practice addition word problems, adding three numbers, and sums of two, three, and four.
Unit 3 – Subtraction FactsIn this unit students review subtraction. They practice subtraction word problems, counting back, counting back and forth, and sums of two, four, and five.
Unit 4 – Addition and Subtraction IIn this unit students learn about using part-part-whole diagrams for addition and for subtraction. They study using addition to find differences, and they are introduced to identifying missing addends. They explore real-life applications of finding missing parts, finding the difference, and finding the missing number. They also practice sums of three, four, five, six, and seven.
Unit 5 – Place Value IIn this unit students investigate tens and ones, and come to understand place value. The learn about the expanded form of numbers, and number words to 100. They practice sums of five, six, and eight.
Unit 6 – Exploring PatternsIn this unit students learn to compare numbers, learn about rounding to the nearest ten and about counting by tens, and learn what odd and even numbers are. They study number patterns on hundred charts and skip counting by ten from any number, and they practice sums of two, six, seven, eight, and nine.
Unit 7 – Two-digit Addition IIn this unit students discover two-digit addition. They learn to regroup when adding, and study modeling and recording two-digit addition. They practice two-digit addition, and learn about rewriting two-digit addition. They also practice sums of three, four, seven, eight, nine, and ten.
Unit 8 – Two-digit Addition IIIn this unit students explore mental math with addition of tens. They practice two-digit addition, learn to add three two-digit numbers and four two-digit numbers, and to count by twos. They explore real-life applications of adding three numbers, and practice more two-digit addition. They also practice sums of five, eight, nine, ten, eleven, and twelve.
Unit 9 – Two-digit Subtraction IIn this unit students learn to regroup when subtracting, as well as modeling and recording two-digit subtraction and counting by fives. They practice two-digit subtraction and sums of six, ten, eleven, twelve, and thirteen.
Unit 10 – Two-digit Subtraction IIIn this unit students practice two-digit subtraction and rewriting two-digit subtraction. They explore real-world applications of two-digit subtraction and learn to check subtraction using addition. They practice sums of seven, eleven, twelve, thirteen, and fourteen.
Unit 11 – Addition and Subtraction IIIn this unit students learn to do mental math by subtracting tens. They learn to count by tens and they practice two-digit addition and subtraction. They practice counting by twos and explore solving real-world situations, including two-step real-world situations. They practice sums of eight, twelve, thirteen, fourteen, and fifteen. After this unit students are presented with the Mid-Term Exam.
Unit 12 – Collect and Graph DataIn this unit students discover graphs. They learn to take a survey and practice counting by fives. They learn about bar graphs, pictographcs, and line plots, and they practice sums of two, nine, fifteen, and sixteen.
Unit 13 – MoneyIn this unit students explore money and learning to count it. They learn to count pennies, nickles, and dimes, and gain understanding of the value of dimes, nickles, and pennies, as well as half dollars and quarters. They discuss coins, and learn to count half dollars and quarters. They practice counting money and learn about dollars. They practice money word problems using cents and using dollars. They also practice sums of three, nine, ten, eleven, sixteen, and seventeen.
Unit 14 – TimeIn this unit students are introduced to telling time. They learn to tell time to 15 minutes, and then to 5 minutes. They practice telling time, and learn about time in a.m. and in p.m. They practice sums of four, twelve, seventeen, and nineteen.
Unit 15 – Geometry – Plane and Solid FiguresIn this unit students learn to identify plane figures. They gain understanding of the sides and vertices of plane figures, learn to combine plane figures, learn to separate plane figures, and learn about congruent plane figures. Next, students learn to identify solid figures. They examine the relationship between plane figures and solid figures. They practice sums of five, eleven, and eighteen.
2nd grade will be the first stage in the development of a new level of natural sciences.
Unit 16 – Exploring Length IIn this unit students investigate inches, feet, yards, and miles. They learn to estimate length using US Customary Units. Next, they explore centimeters and meters, and learn to estimate using the metric system. They practice sums of six, seven, eight, fourteen, and fifteen.
Unit 17 – Exploring Length IIIn this unit students are introduced to measuring tapes. They learn to find the difference between two lengths and they practice word problems about length. They explore real-life applications of length and line plots, and they are introduced to area. They practice sums of nine, sixteen, and seventeen.
Unit 18 – Exploring FractionsIn this unit students are introduced to fractions. They learn about one equal part, and about comparing fractions. They come to understand numerators, denominators, and fractions to describe one whole. They also practice sums of three, ten, eleven, and eighteen.
Unit 19 – Place Value IIIn this unit students discuss hundreds, as well as how ones, tens, and hundreds relate to each other. They learn to identify place value and study number words to 1000. They explore the expanded form of three-digit numbers, comparing three-digit numbers, and counting by fives and tens. They practice sums of four, five, six, twelve, thirteen, and fourteen.
Unit 20 – Three-Digit AdditionIn this unit students learn to skip-count by hundreds and to do mental math adding 100. They learn to regroup ones and tens in three-digit addition and they practice three-digit addition. They practice sums of seven, eight, fifteen, and sixteen.
Unit 21 – Three-Digit SubtractionIn this unit students gain understanding of using mental math for subtracting 100. They learn to regroup tens and hundreds in three-digit subtraction, and they practice three-digit addition and subtraction. They practice sums of nine, ten, and seventeen.
Go math grade 2 it can be quite difficult for all children to learn math, but everything will be much easier on this service.
Unit 22 – Introduction to MultiplicationIn this unit students learn to skip-count to find a total, and then learn how addition is related to multiplication. They learn to multiply using an array, and practice sums of fourteen and eighteen. After this unit, students are presented with the Final Exam.
It is possible to become Math games for second grade a student at a French university right after high school. But the difficulty is this: our graduates are usually 16-17 years old. And according to French law, if a student is not yet 18 years old, he needs a guardian – a French citizen and a resident of the city where you want to study. It is difficult to find such a person. Therefore, it is easier first to enroll in our university and while studying in the 1st year prepare documents for admission to France. In this case you can provide the results of your first session, to which the French have more confidence than the grades in the school diploma.
Even easier and, incidentally, cheaper – to study at home for four or five years, get a bachelor’s or specialist diploma (depending on which system of the university or institute), and with it go to the French for a year, a diploma of master. You will already be able to boast a full academic certificate, with it you have a much better chance of being enrolled.
Three types of institutions of higher education
Universities will only ask you for a set of documents, there are no exams. Russian students are most numerous here, because studying at universities is almost free. They are subsidized by the state: about 12 thousand euros a year for each student. So you only need to pay 200 – 300 euros per year as a registration fee. The most severe selection is waiting for the 1st year – 70% of them drop out before the end of the year for failure!
Higher schools (they have less specialties) have entrance exams, you have to go to France and take the exams. The competition is very high, but also the diploma in some fields is more prestigious than the university one. In general, education in high schools is paid, about 6 – 10 thousand euros per year. There are also public schools where people study for free or apply the so-called progressive principle: the richer a family – the more money they take from the student, the poorer – the less. The most expensive – MBA programs in business schools, 20 – 25 thousand euros a year or even higher.
Specialized schools (e.g. art or architecture) also accept students on a competitive basis, including creative. You have to pay for your studies.
What documents are needed
In the “candidate’s file” must be a copy of diploma or certificate with a notarized translation. If you do not have a diploma – an extract from the academic department. And a motivation letter in French. The meaning of it – to explain to the admissions office, why you need to learn in this particular institution is in this department. Each university may have special requirements, so the exact list of documents is available on the website of the university or institution of higher education.
Good knowledge of French is necessary to confirm the certificates (TCF or TEF) or diploma DALF. They are taken in Moscow, in the French Cultural Center (1, Nikoloyamskaya street, www. ccf-moscou.ru), in other regions – in Allianc Frances offices, and TEF – in many commercial centers. Certificates are valid for one or two years, the diploma is valid for life.
French universities want to attract foreign students, and now there are more and more programs in English. But this concerns first of all postgraduate education, but there are already higher schools where they are ready to teach even clean past tense first-year students in English.
Who and where they give scholarships and grants
The French government also offers many different scholarships for Russian students:
Study scholarships for professionals with higher education or final year students who want to get a master’s degree in France;
The Eiffel Scholarship Program (in economics, management, engineering, law, and political science);
Copernicus program for young economists and engineers;
scholarships from 2 weeks to 6 months for students and specialists with higher education – in any of the disciplines taught in France.
A year ago, Chinese Ride in past tense students at the Sorbonne IV bribed a teacher to inflate their French grades. The forgery was quickly uncovered, the case is being prosecuted, and the Sorbonne is still discussing this egregious fact for it. At the university, even boxes of tea and cakes from students’ parents are perceived with bewilderment, said philosophy of art professor Jacqueline Lichtenstein.
As for the “French USE,” there are no questions or discussions, simply because the test form of testing knowledge or the unified national exam was introduced back in 1808 under Napoleon. All one needs to do is to get marks and submit one’s file to the university of one’s choice, or, having satisfied oneself with a secondary education with a minimum of job skills, find a job. Universities are the only institutions that accept all applicants without pre-screening, which is why students who just didn’t make it into the High Schools, which produce pieceworkers with good job chances, often end up there.
Higher education system in France in addition to universities and institutes is represented by a number of high schools (Grande écoles), to enter which is much more prestigious. Here will be taken into account not only the knowledge of the candidate, but also his social status, and partly his roots, that is, lineage. In addition, before entering will have to pass and special preparatory courses that take a year or two. In some Higher Schools education is paid, but some of them, such as the Higher Polytechnic School, where the Russian journalists visited, are public. If a child gets high grades in the Lyceum, about him, most likely, they will say: “He will go to study at the Grand Ecole Polytechnique”. This is the biggest praise, because this institution is considered the strongest in France in its field. It can be compared to the Russian Bauman Moscow State Technical University. Molecular engineering, biology, physics, chemistry, economics and management, meteorology – the range of disciplines is quite wide and all of them are considered prestigious. There are a few dozen students from Novosibirsk who study at this high school. There is a special contract-agreement with Novosibirsk State University under which the guys who went to the French School from the third or fourth year will receive two diplomas at the same time. The determinants for the transfer were the success of the students in their studies and at least a nominal knowledge of the French language. All students receive a scholarship of about 800 euros per month and live on the student campus. In the near future the School expects one more Russian student – from St. Petersburg.
A total of 2.2 million students are studying in France, 80% of them study at schools controlled by the Ministry of Higher Education and Science. About 500,000 high school graduates or 85% of those who receive a bachelor’s degree go to university every year. That is, higher education is as popular in France as it is in Russia, regardless of the needs of the economy. It should also be recalled that approximately 50% of those who enroll are cut off during their first year.
According to the ministry, there are 260 thousand foreigners among the students, their number has increased by 5% over the last 10 years. Education for foreigners is also free in public universities in France. The condition – knowledge of the French language. In this case, a year of training is estimated at an average of 10 thousand euros. But the French government deliberately 2nd grade math games pursues such a policy, making France more attractive to young minds, the ministry said. There are about 30 agreements between Russian and French universities on the exchange of students and mutual recognition of diplomas. At present 4 thousands 253 Russians are studying at the universities, institutes and high schools of France. We can only hope that at least half of them will return to their homeland with the knowledge they have acquired.
What is common core math orienting positions among these important types of knowledge can not do without the hints of history. It is difficult to argue with the fact that the first people were initially given information about the physical world around them, and then began to add information on the composition of life of their own, primitive societies, which developed under the influence of enrichment, clarification of knowledge. It was not immediately possible to reflect on individual, independent thought operations. When the famous Aristotle (384-322 BC) began to develop the foundations of the future “Logic”, information about the earth, moon, sun, hardness, body fluids, gaseous, the movement of light was already. According to the composition of people, not only birth and death, the existence of two sexes, the need for food, the need for work, but also the non-biological content of social groups (by religion, degree of enlightenment, profession, degree of wealth, possession of rights) were realized. Geometry and mathematics were formed, using mental evidence and rebuttals. Religions suggested the importance of meaningful solvency of thoughts, judgments and conclusions, although it was not desirable to contrast the truth and hypothesis.
“The “formal logic”, which was separate from the “dialectical logic” (philosophical), did not lag behind the views of mathematical, economic, political, social, aesthetic-moral, technical, called “private sciences. It became indisputable that it should be served not only by neighboring sciences, not only philosophy and religion, but also by itself in the mode of self-consciousness. The value of knowledge about society was supported by the struggle for power, reforms, revolutions, but politicians were able to prove the solvency of their positions by new math method their favorable attitude to the requirements of “Logic”.
But if “Logic” began to be clearly formed with the help of linguistics, grammar, and mathematics, then the following indications were involved in the definition of “Social Science”: economic, sociological, political, and culturological sciences, with no haste to integrate their indications . The understanding of the value of borrowing by the sciences of the necessary positions from each other was weak. Weak integration of the sciences was supported by the use of social philosophy. Nevertheless, “Logic”, along with the natural, social and technical sciences, was formed and began to serve them. The consolidation of private social sciences proved to be important for government management, policymaking and implementation. The development and educational use of Logica was supported by the application of law enforcement and judicial systems, and the development of jurisprudence.
“Social Science” and “Logic” in the USSR. In the USSR, “Social Science” was not of any particular value due to the practical and managerial use of communist ideology. This attitude was supported by the expression of private sciences with the help of the prefix “Logic” (psychology, sociology, political science, culturology), while “Sociology” was not given. But “economy”, “ethics”, “aesthetics”, “jurisprudence” were not affected. Otherwise, it happened to those views, whose expressions were given with the addition: “knowledge”, “conduct” (religious studies, science studies). After all, not all knowledge is scientific, given religion . It is not by chance that instead of “atheism” “scientific atheism” came into use at the time under consideration.
The educational development of “Logic” in the USSR has a complicated history, which has received special consideration. Until 1917, it was taught calmly without fear that its possession could call into question the fairness and expediency of the country’s economic, social and political system. It also served the struggle between capitalist ideas and socialist ones. But in the USSR, its influence on the ideology that had been exploited was taken into account. Therefore, the enrichment and development of such a science-discipline was excluded, and it lasted until 03.12.1946. But after the death of the country’s leader “Logic” (together with “Psychology”) began to retreat, and in 1955 it was no longer in the schools.
In spite of the fact 2nd grade math games that the Federal law on education in a number of principal novelties fixing bases of use in educational process of remote and electronic educational technologies, network interaction of educational institutions, the organization of base chairs at the enterprises, nowadays there is still no normative-legal field regulating work of these innovative educational technologies (this problem was also noted at the meeting of the Interdepartmental working group of Rosobrnadzo).
Article 15 of the Federal Law on Education in the Russian Federation, providing a network form of implementation of educational programs, in law enforcement practice causes a lot of questions and disputes due to the fact that the mechanisms to ensure budgetary funding for the implementation of network programs, the licensing procedure and the implementation of control in respect of educational activities using a network form of implementation of educational programs (the order of verification of the state and compliance with licensing requirements for educational programs) have not received legal regulation. buildings, structures, technical means, equipment, other material and technical objects, methodical and pedagogical resources used in the application of the network form of implementation of the educational program and at the disposal of the organization (not the licensee) involved by the licensee to implement the educational program in the network form).
The list of documents and information confirming the existence of conditions for the functioning of electronic information and free math games for 2nd grade educational environment, which includes electronic information resources, electronic educational resources, a set of information technologies, telecommunication technologies and corresponding technological means and providing students’ mastering regardless of their location of educational programs in full, is still not defined.
Removal of the given uncertainty is especially important, including, in connection with active transition of educational organizations to realization of the basic and additional programs of professional education exclusively in the form of electronic learning with application of remote technologies.
For high-grade functioning of systems of remote (electronic) learning the concretization of various forms and methods of remote (electronic) learning which first of all assumes presence of the accurate regulatory and legal base regulating all processes and stages of remote (electronic) learning – from creation of a training content and software development before their integration and realization directly in educational process is necessary.
At the same time, the absence of a state system of certification of electronic information and educational environments and resources, as well as the statutory obligation to pass such certification, in our opinion, already leads to a complete discredit of the large-scale use of these technologies, contributes to the prosperity of “virtual centers for the sale of documents of education.
The analysis of the regulatory and legal framework for the implementation of distance (e-) education shows the problem areas related not so much to the inconsistency of legal norms as to their insufficiency, that is to say, the weak development of the regulatory and legal framework for distance (e-) education (lack of regulation of requirements for special (electronic) educational and methodological materials, to the training of tutors and teachers-consultants, to electronic systems and the administration process of distance education, its information, and to the process of distance learning.
It is not a secret that in Cogat test prep our mercantile time science does not belong to the prestigious among young people, deciding: who to be? This is influenced by objective circumstances – inattention of the state to the “knowledge industry”, poor logistics, low wages.
Hence the low prestige of science in society. We can also talk about a subjective factor: many of the young people present research work as not very interesting occupation in the laboratory jungle. And some young people, who are not averse to testing themselves in the scientific field, have doubts about their abilities: whether they are talented enough to successfully “chew on the granite of knowledge”.
Motivation, desire, will Creative abilities in themselves are not “converted” into achievements. It takes motivation, desire and will. Motivation is divided into external, not related to the nature of the work, and internal – meaning, when the content of the activity is interesting and enjoyable.
The audience can be surprised, but it is possible if the listeners are familiar with the situation, in which new information brings crucial importance. For example, we will not be surprised by a new sports record if we don’t know the previous one. Another option is to surprise the audience with the solution of a riddle. The difference between scientific puzzles and detective work is that the author of the latter creates a mystery before solving it.
Researchers are considering another attractive aspect of the scientific work: you can promise someone who enters the temple of science that there he will find satisfaction with his desire for something eternal and immortal. At least, this often appears in the works of poets, philosophers different kinds of verbs and scientists.
Researchers note that to ensure the successful development of science, the state must ensure the creation of conditions in which the position of the worker of this sphere will not only be well provided financially – the scientist must occupy a high and prestigious place in society.
It is considered that the art in Italy of Renaissance epoch has reached unprecedented peaks (Rafael, Titian, Michelangelo, Leonardo da Vinci, Botticelli) because in this country in the epoch of its economic prosperity the society was formed which highly appreciated the fine arts, understood and supported the most talented its representatives. Also in Great Britain of the end of XIX – beginning of XX centuries a galaxy of outstanding physicists (Maxwell, Relay, Thomson, Rutherford) owes its appearance to the public which appreciated and supported the activity of scientists.
Among the motivations of a professional scientist are the publication of books and articles in prestigious publications, monetary rewards (often inferior to prestigious motivations), in particular, obtaining profitable contract works and orders, recognition by colleagues, assessment by his own bosses and leading authorities, belonging to the leading professional circles, position held, scientific degree, prestigious business trips.