bluuebunny/crossref_metadata_2025_split huggingface dataset:
Some problems finding the volume of polyhedrons
Authors: Gotleras M. 
Published: January 2019

Some problems finding the volume of polyhedrons are rather simple in their formulation and are usually solved by applying formulae of spherical trigonometry and, therefore, are not used in school practice. For example, such is a problem requiring finding the volume of a parallelepiped according to the length of its three edges coming from one top, and the size of flat angles at this top.
The article draws out dependence between a diagonal of the inscribed rectangle (“diagonals of the inscribed rectangle are proportionate to sines of the rectangle angles opposite them”) and shows the application of this dependence in finding the volumes of polyhedrons.
Development of activeness and independence in students of senior grades by imparting new knowledge of humanities subjects
Authors: Rajackas V. 
Published: January 2019

Bringing up a tomorrow’s communist person, a major part is played by humanities subjects. Therefore, along with restructuring the work of the whole school, it is essential to improve teaching of these subjects assuring that they will facilitate preparation for life, work and active participation in building of communism.
This article dedicated to the analysis of imparting new knowledge in history and literature lessons in senior grades pays major attention to the development of students’ independence, activeness, deeper assimilation of knowledge and the methods up till now not enough applied in school practice, i.e. individual work of students with course books and other printed sources, application of various methods during the lesson to convey new material; the attention in the article is also drawn to the significance of students’ papers and vocal communication, organization of independent work of students by using other methods.
By referring to experimental material, it is shown that students achieve creditable results by individual work with course book and other printed sources. The article analyses several methods of work with a course book. Concrete examples are analyzed to demonstrate how the previously studied material is revised and consolidated by conveying new one, how it is linked with the newly covered. This helps students to learn the lesson and avoid individual examination and assessment of knowledge at the end of the lesson. In such way, the template four-element structure of a lesson is altered and the best ideas and best practice of Lipeck district and other best schools are implemented.
Through creative conveyance of new material in History and Literature lessons, all students can be active. For this purpose it is necessary to apply all methods known to school practice and the pedagogy science in such way as to ensure active and attentive work of all students and, in proper conditions, ensure their individual attempts to gain new information. When students are engaged in active work, their involvement in a subject increases, interests develop, they assimilate and consolidate the material during the lesson and all this cultivates their positive attitude towards individual subjects and learning in general.
On teaching verb constructions with prepositions k and y at Lithuanian schools
Authors: Daunienė Z. 
Published: January 2019

The article analyses Russian verb constructions with prepositions к and у and their equivalents in the Lithuanian language. Such verb constructions often constitute difficulties to Lithuanians learning the Russian language.
Not knowing the exact meaning and usage of Russian prepositions, Lithuanian users often tend to replace Russian verb constructions with preposition к and by relevant constructions in their mother tongue, thus making rather many syntactic mistakes.
The article analyzes the Russian verb constructions with prepositions к and у, expressing a variety of semantic relations and their parallel equivalents in Lithuanian are provided. Lithuanian constructions of such type can have either prepositional or non-prepositional form; on the other hand, the Russian preposition к has even several equivalents in the Lithuanian language (prie, pas, į), and the preposition y is also translated to Lithuanian in several ways (prie, pas, iš, etc.).
The article simultaneously reviews two parallels of these constructions in the Lithuanian and Russian languages, namely: Russian verb constructions with prepositions к and у and Lithuanian constructions with prepositions prie and pas, expressing spatial and object-spatial relations.
At the end, the article presents various exercises concerning verb agreement in the Russian and Lithuanian languages so that the learners can practice the correct usage of the mentioned verb constructions in Russian.
Some features of vocational school and ways to improve learning there
Authors: Jakavičius V. 
Published: January 2019

This article examines some of the peculiarities of students' focus on a wide range of educational materials and also the impact of didactic measures on the level of knowledge absorption.
Our studies have shown that teaching emphasis is different at vocational youth schools and some teachers need measures to get and maintain students' attention. The examination revealed that specific teaching materials were relatively easy for students to pay attention to, while abstract material did not grab their attention. The didactic means by which attempts were made to induce and maintain students' attention had a relatively large impact on younger students (up to 17), mastering abstract educational material. The older students (18-25 and older) saw somewhat improved results in learning factual material.
Thus getting the students' attention and maintaining in within the confines of a vocational school, as shown by research, has great psychological and pedagogical implications and is one of the conditions for preparing students for educational attainment. However, in order to prepare students to actively absorb knowledge it is not enough to get their attention. In addition to this, studies have shown that vocational school specifics require the following:
a) Ascertain students' existing knowledge
b) When possible eliminate gaps in knowledge (this is especially important if past and current topics overlap)
c) Raise students' interest in the educational material
d) Promote self-confidence of students who for various reasons are lagging behind in science
Getting the students' attention and preparing them to absorb knowledge is not a separate and independent link in the educational process. This takes place throughout the whole training process and possibly beyond. The didactic tools vary. Their selection at the vocational school primarily determines the specific composition of the students, i.e. age characteristics, life and production experience, learning motives, etc.
Linguistics and foreign language teaching methodology
Authors: Piesarskas B. 
Published: January 2019

There are two parts to this article.
The first part provides a brief critical overview of Soviet linguists and methodologists opinions on the subject.
The second part addresses the most important linguist statements relevant in terms of foreign language teaching methodology theory. These are they:
1) Language is the main means of communication between people
2) Language and speech are closely interrelated
3) Thinking and language are united
The significance of home reading developing spoken language skills in the third year
Authors: Čepaitė E. 
Published: January 2019

The article deals with some home reading moments using third-year students' spoken language skills.
Among other teaching objectives, home reading (ideological and aesthetic education, expansion of intellectual horizons, etc.) checks can and should be used to ensure the quality of home reading and spoken language skills.
The paper analyzes how this works and gives specific methodological guidance on how to develop learners' spoken language skills and check home reading assignments.
A comparison of sight and touch features of image formation
Authors: Lapė J. 
Published: January 2019

Experimentally obtained data confirms the idea that the visual and tactile analyzers have something in common. The data presented indicates that the analyzers reflex dynamics workflow changes causes changes in an emerging image. If visual and tactile analyzer reflex dynamics workflow changes are similar, then visual changes the resulting in both modes of perception are of a similar nature. That supports the argument that three-dimensional image formation takes place in a similar manner on the basis of visual and tactile analyzer activity.
Individual differences monitoring dosage reactions
Authors: Paužaitė S. 
Published: January 2019

One of the major problems of engineering psychology is dosage reactions. The purpose of the article is to find out what the individual differences in dosage reactions are. The influence of individuals' motion transmission increase and compliance or non-compliance of the structure of the governing body and the indicator scale were experimentally examined. Individual psychological differences become apparent at different latent periods, show different dosage response time, relationships between the latent period the length, reaction times, and rates of organ movement. Based on experimental data we can conclude that the duration of the action, it appears, is associated with nervous processes motility. For subjects with a short latency period dosage reactions are also significantly shorter. This demonstrates the great nervous process motility of the research subjects. The latent period duration also shows speed the emergence of neural processes, while organ speed and motion termination describes differential attenuation. The operators of individual psychological differences should be taken into account, not merely teaching and training them, but also selecting them.
About stages of distinguishing as a thought operation
Authors: Garbačiauskienė M. 
Published: January 2019

The article analyzes how thought activity is changing gradually while disclosing a greater difference between complex and similar objects. Major stages of distinguishing are determined based on the relations of thought operations with an inverse operation – assimilation. A more complex relation between these operations is a higher and distinguishing stage.
While comparing the material of various individual stating experiments, the attention was only on these stages which are common in the development of distinguishing, but have different content (grammatical and psychological) terms. It is (1) a line-up (when distinguishing is not based on similarities yet), (2) setting against, (3) comparison (when the difference is determined based on the initial object comparison and search of a common feature), and (4) determining the difference based on the essential similarity based. Clearly, the more complex is the difference relation between objects, the more complex and longer is distinguishing.
The dynamics of comparison operation in construction in mentally retarded children
Authors: Karvelis V. 
Published: January 2019

Many soviet psychologists studied comparison processes in mentally retarded children, but this field remains little explored in terms of the working constructional activity of mentally retarded children. The analysis of the handicraft lessons for mentally retarded children and our experimental constructional tasks showed that in practical activities while performing constructional tasks children encounter the necessity to compare work materials according to their features as well as compare own work with an example in order to evaluate the quality of own product.
We performed an experiment with the students of 1st-3rd assisted grade. The children needed to compare own product with an example while performing the task.
The first and the second activity series included the same task: to assemble an object from given parts according to given example. Other experimental activities were also performed during which the children were taught how to perform a comparison. The essence of the experiment was that the student did not receive an imposed solution to a mental task. If the student encountered difficulties in performing the task, it was explained and the student received an advised solution.
After the teaching experiment the children began to reproduce the examples better in their products. The similarity between example and product increased significantly and the students could qualitatively compare own products with an example. Teaching of comparison in the process of constructional activity creates the grounds for further skills development of assisted school students.
Methods of independent reading and their influence on student knowledge about human anatomy, physiology, and hygiene
Authors: Griniuvienė O. 
Published: January 2019

While science is developing rapidly, the programs and textbooks fall inevitably behind it. The school has a new challenge – not only to teach students, but to educate them to keep learning. Educating the students to read systemically the popular science literature is becoming more important.
The article describes the experiment which is aimed to determine the influence of various reading methods on the student knowledge, and to find the proper methods in organizing the extracurricular readings on the courses of human anatomy, physiology and hygiene. The data of experimental classes were compared to the data from four different schools where the extracurricular reading was not practiced.
Conclusions:
1) home tasks that require extracurricular reading can be an effective method in encouraging the students to read;
2) extracurricular reading deepens the knowledge and helps in memorizing it;
3) the vivid description from a teacher is only needed when the book is not available for the students, but it cannot replace the independent reading.
Learning the Russian reflexive nouns in Lithuanian schools
Authors: Mažulis F. 
Published: January 2019

The question how to learn the Russian reflexive nouns in Lithuanian school has not been examined yet. The schools have not well-established teaching traditions; the themes and their scope are being changed often. The reflexive nouns have been taught the same as in Russian schools over the period of time not paying attention to the distinction of Lithuanian schools. The students make many mistakes in using reflexive nouns.
After examining the writings of 2144 students, 567 mistakes in using the reflexive nouns were observed. In spoken language the students also are making pronunciation mistakes.
The reflexive nouns are being used incorrectly because of the influence of mother tongue: they are not using the Russian reflexive nouns when the corresponding Lithuanian noun is not reflexive and on the contrary. Furthermore, the students make mistakes in using the nouns which are not reflexive in Russian language and which can be both reflexive and not reflexive (accusative) in Lithuanian language, also when the reflexive nouns match only partially, only by one meaning.
On the approach to one weight concept in mechanics
Authors: Kulviecas L. 
Published: January 2019

The article analyses one of the definitions of weight concept which is based on the earth gravity force F decomposition into two components – centrifugal force and weight force. Though this method of definition in scientific-theoretical literature is very rare, it is entrenching in the elementary mechanics, and is included into secondary school textbooks.
The article shows that this kind of decomposition of force F to two vectors is not always possible in the inertial reference system which is studied in high school physics course.
In order to supply with the correct weight definition, it is important to introduce the reference system that is related to rotating earth.
Disagreements in the beginning of 20th century Lithuanian idealistic psychology on the question of consciousness
Authors: Gučas A. 
Published: January 2019

The first statements on the conditionality of personal consciousness appear in the beginning of 20th century in the history of psychology in Lithuania written in Lithuanian (translations of Marxism classics).
The attempts of the representatives of idealistic approach (Vydunas, R. Bytautas) to oppose the materialistic understanding of consciousness reveal great disagreements in idealistic psychology itself and strengthen the materialistic approach to human mind.
System of teenager summer work and rest organization
Authors: Kašys J. 
Published: January 2019

Properly organized from pedagogical point of view summer work of teenagers in collective farms (Soviet collective farms), as well as their recreation engrains in teenagers love to agriculture works, fosters their collective, humanist and other feelings. Summer work for children of eight-year rural district schools is an effective means of moral education in such cases when intellectual needs and interests of students are satisfied. Independence, desire to resemble adults, manifestation of feelings of personal worthiness are features characteristic of teenagers. The system of teenager summer work and rest organization for senior students of rural eight-year schools in Soviet collective farms meets such needs of teenagers and boosts their active social inclusion. It also cultivates other competences in teenagers, such as knowledge, material interest, etc.
The system of teenager summer activities, consolidating production activities and cultured rest, embraces not only the educational forms of pedagogical management and development of independence in teenagers, but also active participation of the farm communities, especially the management (agriculture specialists, taskmasters, farm managers, etc.) in moral education of children during summer holidays.
On the response of a person to a verbal call for action
Authors: Elijošiūtė S. 
Published: January 2019

During an incentive conversation, the promoter seeks to achieve a certain response during verbal communication. The promoter uses a certain entirety of socially accepted linguistic means (lexical, grammatical, syntactical, intonation) as a means, i.e. uses one of the incentives in a relevant language (order, command, request, suggestion, etc.).
Application of one or other incentive is determined by a number of communication conditions. One of such conditions is the anticipated response of the addressed person to a certain linguistic effect. The response of the addressed person depends on a number of factors, some of them are briefly reviewed: l) motivation, involving action to be performed by the addressed person, into activity characterized by a certain motive; 2) contradiction (or its absence) between what is necessary for the performance of a certain action and what can be possibly done by the motivated person (assessment from the point of view of the addressed person); 3) congruity of the produced incentive with the anticipated response from the point of view of notional, linguistic, physical expression, and perception qualities.
Denominations of possible responses of the stimulated person to a linguistic impact can be found in linguistic (particularly, in lexical) material, because language reflects all social-historical experience of a certain linguistic community. The entirety of possible denominations of responses produced by the addressed person can be hypothetically classified according to the degree of resistance by the addressed person, into four groups (expressions of disobedience, abstinence, submission and initiative). Degree of change in the response of the motivated person, influencing the action of the promoter, shall be established by means of experiment.
Some ability training and children's mental development training process issues
Authors: Steponaitienė L. 
Published: January 2019

The issue of ability development in the educational process is very relevant, though not sufficiently developed in literature. Knowledge accumulation and application in learning was considered for one subject, or even in the context of a single topic. Our research included 4th-9th grades and the entire roster of subjects (biology, physics, and chemistry).
This article summarizes the experimental investigation on ability development and details of its relationship with the student's mental development. On the basis of data obtained it can be said that abilities are closely linked with knowledge, they have a positive effect on the strength of knowledge, destroy formality, and expanding them. Along with the development of the abilities, the student's abilities in using analysis, synthesis, and clarifying understanding are increasing. Practical abilities become intellectual. If abilities are trained during interdisciplinary lessons, students will be able to look at things from different angles and have a broader perspective.
Research showed that abilities have a positive impact teaching students to use their minds well. The article explains this phenomenon.
Secret schools in Lithuania in the second half of the 20th century
Authors: Vėbra R. 
Published: January 2019

The fight for national schools together with the struggle for the Lithuanian press and the national church constitutes one of the most prominent Lithuanian national movements in history.
So far, no work has analyzed in more detail the Czarist government's position with respect to private education in Lithuania or the impetus of the secret schools.
This article is written based on new archival data found in the USSR in the Central State Historical Archive in Leningrad.
Even in the first half of the nineteenth century Lithuania's private education system was well developed.
During the first half of the sixties, with the intensification of the reaction, the tsarist government administration conducted a rigorous centralization of the education system. Laws were adopted prohibiting private training establishments, and Russian language teaching was introduced in the remaining schools.
The Czarist regime termed private teaching of group "secret schools" and fought with them until the abolition of martial law in 1872.
With the withdrawal of martial law the military administration officials maintained only the right to bring actions before the judicial authorities for court proceedings.
The courts did not consider these cases political proceeding and in many cases a fine of from only 0.25 to 2 rubles was handed down, or they were even found not guilty.
This article contains a table showing how the czarist administration officials found secret schools in 1872-1882 in the rural districts of Kaunas Governorate and Vilnius Governorate. Of the 126 schools in Kaunas Governorate only 25 were fined; for Vilnius it was 63 out of 225. Every year the number of secret schools grew.
Czarist officials were not pleased. Active correspondence took place regarding this question starting in 1887 between the northwest administration of the Russian Empire and the central institutions.
The result of the northwest administration's demands was that a decision was made on April 2, 1892, to establish Provisional Regulations forbidding private teaching and establishing penalties.
Suwalki Governorate was in a better position compared with Kaunas and Vilnius, because here the Provisional Regulations of April 2, 1892, only entered into force on 26 May 1900.
This article spends time explaining private group teaching and showing that secret schools were opened for a variety of reasons.
Secret schools were not only Lithuanian, but also Polish, Jewish, and even Russian.
Persecution of the secret schools was unsuccessful. Census data from 1897 shows that Lithuanians used to acquire basic literacy specifically in secret schools.