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and question marks mimic the rising inflection of a question [3]. Masters of Ambiguity: How Punctuation Saves the Day
One of the most critical functions of punctuation is to eliminate ambiguity. A misplaced comma, for instance, can completely alter the meaning of a sentence. Consider the classic example: «Let's eat, Grandma» versus «Let's eat Grandma» In the first instance, the comma indicates a suggestion for a meal; in the second, a horrifying culinary proposition. Punctuation also helps differentiate between phrases and independent clauses. The sentence «The experiment failed because the equipment malfunctioned» conveys a clear cause-and-effect relationship, thanks in part to the well-placed comma.
Punctuation in the Digital Age: Evolving or Disappearing?
The rise of informal communication channels like social media and texting has sparked debate surrounding the future of punctuation. Some argue that these platforms foster a more relaxed approach to punctuation, with users prioritizing speed and brevity over strict adherence to grammatical rules. However, others contend that effective communication, even in digital spaces, still relies on proper punctuation to avoid misunderstandings. Conclusion
Punctuation, though often taken for granted, is an essential building block of clear and effective communication in English. From its historical development to its multifaceted roles in structuring sentences, reflecting intonation, and resolving ambiguity, punctuation serves as the silent conductor of meaning. As the landscape of communication continues to evolve, the importance of understanding and using punctuation effectively remains paramount. References:
1. Coulmas, F. (1996). The Blackwell Encyclopedia of Writing Systems. Oxford: Blackwell.
2. Parkes, M. B. (1992). Pause and Effect: An Introduction to the History of Punctuation in the West. Aldershot: Scolar Press.
3. Halliday, M. A. K. (1985). Spoken and Written Language. Oxford University Press.
© Atamuradova J., Hudayberdiyeva E., Amanova J., 2024
УДК 37
Atayeva O.,
teacher. Yoldashov G.,
student.
International Academy of Horse Breeding named after Aba Annaev.
Ovezsahedova N.
teacher
Pedagogical School named after Aman Kekilov Ashgabat, Turkmenistan
MULTIPLE PERSPECTIVES OF STEM Annotation
In recent times, STEM has become a buzz word in the educational milieu. Standing for Science, Technology, Engineering and Mathematics, STEM has attracted attention from stakeholders in the educational ecosystem and even politicians. They recognize that with the rapid pace at which science and technology are
developing and impacting on society, there is a need for students, who constitute the future workforce, to be proficient in STEM. While science and mathematics have traditionally been part of the subject offerings in schools, technology and engineering are not yet mainstream subjects in most schools. The importance of STEM has spawned research efforts to better understand the situation through evidence-based research.
Key words:
stem, education, technology, science, research
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers. There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the science in STEM includes social sciences, such as psychology, sociology, economics, and political science. In the United States, these are typically included by organizations such as the National Science Foundation (NSF), the Department of Labor's O*Net online database for job seekers, and the Department of Homeland Security. In the United Kingdom, the social sciences are categorized separately and are instead grouped with humanities and arts to form another counterpart acronym HASS (humanities, arts, and social sciences), rebranded in 2020 as SHAPE (social sciences, humanities and the arts for people and the economy). Some sources also use HEAL (health, education, administration, and literacy) as the counterpart of STEM. Previously referred to as SMET by the NSF, in the early 1990s the acronym STEM was used by a variety of educators, including Charles E. Vela, the founder and director of the Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE). Moreover, the CAHSEE started a summer program for talented under-represented students in the Washington, D.C., area called the STEM Institute. Based on the program's recognized success and his expertise in STEM education, Charles Vela was asked to serve on numerous NSF and Congressional panels in science, mathematics, and engineering education; it is through this manner that NSF was first introduced to the acronym STEM. One of the first NSF projects to use the acronym was STEMTEC, the Science, Technology, Engineering, and Math Teacher Education Collaborative at the University of Massachusetts Amherst, which was founded in 1998.In 2001, at the urging of Dr. Peter Faletra, the Director of Workforce Development for Teachers and Scientists at the Office of Science, the acronym was adopted by Rita Colwell and other science administrators in the National Science Foundation (NSF). The Office of Science was also an early adopter of the STEM acronym.
Many organizations in the United States follow the guidelines of the National Science Foundation on what constitutes a STEM field. The NSF uses a broad definition of STEM subjects that includes subjects in the fields of chemistry, computer and information technology science, engineering, geoscience, life sciences, mathematical sciences, physics and astronomy, social sciences (anthropology, economics, psychology, and sociology), and STEM education and learning research. The NSF is the only American federal agency whose mission includes support for all fields of fundamental science and engineering, except for medical sciences. Its disciplinary program areas include scholarships, grants, and fellowships in fields such as biological sciences, computer and information science and engineering, education and human resources, engineering, environmental research and education, geoscience, international science and engineering, mathematical and physical sciences, social, behavioral and economic sciences, cyberinfrastructure, and polar programs. Although many organizations in the United States follow the guidelines of the National Science Foundation on what constitutes a STEM field, the United States Department of Homeland Security (DHS) has its own functional definition used for immigration policy.[66] In 2012, DHS or ICE announced an expanded list of STEM-designated degree programs that qualify eligible graduates on student visas for an optional practical training (OPT) extension. Under the OPT program, international students who graduate from colleges and universities in the United States can stay in the country
and receive up to twelve months of training through work experience. Students who graduate from a designated STEM degree program can stay for an additional seventeen months on an OPT STEM extension. By cultivating an interest in the natural and social sciences in preschool or immediately following school entry, the chances of STEM success in high school can be greatly improved. List of used literature:
1. "Research, Development, Design, and Practitioners STEM Occupations". Onetonline.org.
2. British Academy (2020). "SHAPE". 25 January 2021.
3. Black, Julia. "SHAPE - A Focus on the Human World". Social Science Space.
4. "What is STEAM Education? - Arts Integration". artsintegration.com.
© Atayeva O., Yoldashov G., Ovezsahedova N., 2024
УДК 37
Babayev A.
teacher
International Academy of Horse Breeding named after Aba Annaev.
Chakanova B. specialist.
International Academy of Horse Breeding named after Aba Annaev.
Arkadag, Turkmenistan
USING TECHNOLOGY AND INNOVATION IN EDUCATION Annotation
EdTech, the use of hardware, software, digital content, data, and information systems in education, by itself is not a panacea. Most investments in educational technologies to datein middle and low income countries have been related to improving access - to devices, tothe Internet, and much less focus and attention has been directed to how exactly the use ofthese devices, and the approaches that they enable, are meant to impact teaching and learningprocesses in positive, meaningful ways. The impact of EdTech on student performance hastherefore been mixed at best.
Key words:
EdTech, education, access, technology, teachers.
EdTech supports pursuing education with regard to access, skills, teachers, assessment, content, data and community engagement:
Access: A major barrier to the effective use of EdTech is rampant inequality in access to technology infrastructure, which includes both devices (radios, TVs, computers, laptops, tablets, and phones) and connectivity to the Internet. This digital divide must be closed in order to realize the vision that learning should occur for all children, anywhere, anytime.
Skills: In addition to the digital divide in access to infrastructure, a second divide separates those with the skills to take advantage of EdTech, and those who can not. EdTech should be used not only to support basic literacy and numeracy, but also to help develop so-called '21st century skills', including socio-emotional as well
