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STUDY OF TUBERCULOSIS TRANSMISSION DYNAMICS USING SIR EPIDEMIC MODEL WITH THREE TYPES OF POPULATION RECRUITMENT RATE
No full textThis study considers the basic SIR model with three distinct population growth rates to model the tuberculosis transmission dynamics in Kazakhstan. The local stability of disease-free, endemic and extinction equilibrium points of the the models was examined, and the transcritical bifurcation scenario was observed. The effect of growth type on the epidemiological situation in the country was observed through the dynamical analysis and numerical simulations using the data retrieved from the Unified National Electronic Health System (UNEHS). Numerical results reported the basic reproduction number of each of the models to be R0 < 1. Numerical findings support theoretical results. It was revealed that tuberculosis dynamics is approaching its disease-free equilibrium state with R0 < 1, as it was verified by the stability analysis of all three models. SIR model with logistic recruitment rate was proven to give the most favorable results for the epidemic situation in the country
PRIMARY SCHOOL TEACHERS’ EXPERIENCE OF TEACHING STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER IN THE SUBURBAN AREA OF AKTOBE
No full textInclusive education, a global movement advocating for the right to education for all children
regardless of background, is important for social integration and empowerment of students to thrive
in any education system. Aligning with the principles of the Sustainable Development Goals (SDGs)
and the Convention on the Rights of Persons with Disabilities (CRPD), it fosters equal participation
in society. As Kazakhstan transits from its Soviet-era educational system, teachers, crucial
stakeholders in implementing inclusive practices and addressing diverse student needs, become
central to this effort. Understanding their experiences, particularly with students with disabilities
like Attention Deficit Hyperactivity Disorder (ADHD), is vital to inform policy and practice during
this transformative period. Failing to acknowledge teachers' experiences jeopardizes Kazakhstan's
progress towards SDGs 4 and 10, and breaches the CRPD's ‘leave no one behind’ principle.
Kazakhstan’s philosopher - Abai Kunanbayev's educational philosophy, advocating for the holistic
development of all students, further strengthens the need for inclusive approaches, including for
students with ADHD. This study explores the experiences of primary school teachers in Aktobe's
suburbs regarding students with ADHD. Employing a qualitative research design informed by
Bronfenbrenner's ecological systems theory, the study involved in-depth, semi-structured interviews
with ten teachers from three mainstream schools in December 2023. Data analysis employed manual
coding to identify key themes. The findings revealed three crucial points. First, most participants
displayed limited knowledge about ADHD, with some having no prior exposure to the disorder.
Second, the majority lacked formal training in teaching students with ADHD, and those with some
training expressed dissatisfaction with the content. Third, despite these limitations, some teachers
demonstrated agency by developing their own strategies to support students exhibiting behavioral
concerns or suspected ADHD. Understanding teachers' experiences holds significant value for
policy, research, and practice. This study can inform the development of contextually appropriate
interventions and training programs in inclusive education, leading to improved educational policies
in Kazakhstan. The study identified a critical need for professional development and inclusive
education training to equip teachers for effectively teaching diverse learners, including those with
ADHD. The findings have the potential to influence existing laws, regulations, and resource
allocation across all educational levels. By enhancing teachers' understanding through inclusive
education training, this research paves the way for improved teaching practices, ultimately creating
a more supportive learning environment for students with ADHD in Kazakhstan. Additionally, the
study raises new research questions that warrant further investigation. This research holds
significant value for the advancement of inclusive education in Kazakhstan and geographically
isolated regions with similar contexts worldwide
TEACHERS' EXPERIENCES AND PERCEPTIONS OF INCLUSION OF STUDENTS WITH INVISIBLE DISABILITIES IN SCHOOLS IN KAZAKHSTAN
No full textABSTRACT
Teachers' Experiences and Perceptions of Inclusion of Students with Invisible Disabilities in Schools in Kazakhstan
Inclusive education is a fundamental principle of the Convention on the Rights of Persons with Disabilities (CRPD), emphasizing the right of all students to equitable quality education. Yet, the successful inclusion of students with invisible disabilities remains a complex issue within Kazakhstan schools. Therefore, this study investigates teachers' experiences and perceptions regarding the inclusion of students with invisible disabilities, exploring their conceptualizations of invisible disabilities, experiences in addressing students' needs, and the enablers and challenges they encounter. Employing a qualitative research design informed by Vygotsky theory utilized semi-structured interviews with teachers from a mainstream school in Astana, Kazakhstan. Data was analysed thematically. Key findings indicate that even experienced teachers may lack understandings of invisible disabilities. Teacher attitudes toward inclusion varied, with some demonstrating positivity, others negativity, and a portion remaining neutral. Challenges stem from limited formal documentation of disabilities and parental reluctance to disclose them. Teachers expressed a strong desire for practical training and courses focusing on teaching students with invisible disabilities. Additionally, they emphasized the critical need for support from school leadership. This study's insights have implications for policy, practice, and research. Findings underscore the need for targeted training, professional development, and robust teacher support systems. In practice, greater awareness of invisible disabilities among teachers is essential for improving inclusive educational quality and student outcomes. Further research should explore perspectives in rural areas, as this study focused on an urban setting. By strategically addressing these challenges, policymakers, educators, and communities can work together to advance inclusive education practices in Kazakhstan and beyond, ensuring that every student, regardless of background, has the equal opportunity and support to thrive in education.
Keywords: inclusive education, invisible disabilities, Kazakhstan, perceptions and experience of teachers, qualitative research, teachers, Vygotsky theory
EXPLORING THE INTRINSIC AND EXTRINSIC FACTORS THAT INFLUENCE TEACHER MOTIVATION IN THE TEACHER APPRAISAL PROCESS: A CASE STUDY IN ONE NIS SCHOOL IN KAZAKHSTAN
No full textWorldwide, the performance and efficacy of educational institutions are strongly
impacted by teacher motivation. By implementing several reforms, such as the
establishment of systems for evaluating the work of teachers, the Kazakh government has
committed to raising the standard of education. In order to guarantee teacher effectiveness
and professional development, the teacher appraisal process is essential. The purpose of the
appraisal process is to improve the quality of instruction by giving teachers insightful
feedback, pointing out their areas of strength, and emphasizing areas for improvement.
Additionally, it acts as a mechanism for increased teacher motivation, which enhances
methods of instruction and improves student learning results. This study explores the
internal and external factors that affect teacher motivation at a Kazakhstani Nazarbayev
Intellectual School (NIS) in the context of the teacher appraisal process. Even though
teacher motivation is crucial in learning environments, little is known about its particular
dynamics in the context of NIS. This study combines quantitative and qualitative methods
for data collecting and analysis in order to examine teacher evaluation procedures at NIS.
It provides light on the extrinsic and intrinsic aspects that influence teacher motivation
during the appraisal process through a comprehensive investigation. This study is
important because it can provide information to school administrators and educational
policy makers on what influences teacher motivation, especially in the special setting of
Kazakhstani NIS schools. Stakeholders may improve teaching techniques, improve the
work environment, and subsequently enhance educational outcomes by being aware of and
addressing these aspects. This study fills in a significant knowledge gap in Kazakhstani
teacher evaluation practices and provides insightful information that can be used to
enhance teacher motivation and evaluation procedures in educational institutions
EXAMINING THE IMPACT OF PRINCIPAL LEADERSHIP ON INCLUSIVE EDUCATION IMPLEMENTATION: A CASE STUDY OF ONE SOUTH KAZAKHSTANI INCLUSIVE SCHOOL
No full textThis qualitative case study investigates the principal leadership strategies employed to support school improvement during the execution of inclusive education in a South Kazakhstani inclusive school. The study explores the principal's specific actions, initiatives, and practices to foster a supportive and inclusive school culture, enhance teacher collaboration, and ensure implementing inclusive education practices successfully. Employing a qualitative case study approach, data were gathered through semi-structured interviews with the principal, teachers, defectologist, parents, and a psychologist, as well as observations conducted over a period of one and a half months and policy analysis. The findings of the study revealed that principal leadership plays a crucial role in fostering an inclusive school environment. If a principal exhibits transformational leadership qualities, such as visionary guidance, effective communication, collaboration, and support, it significantly influences the successful implementation of inclusive practices. Moreover, the study highlights the importance of principal-teacher collaboration, clear communication channels, and ongoing professional development opportunities for teachers to enhance their inclusive teaching strategies
RECOMBINANT INNOVATION IN THE TECHNOLOGICAL STARTUP ECOSYSTEM: A CASE STUDY ON HIGH TECH XXI
No full textIntroduction: The capstone project explores how startups in Kazakhstan approach innovations on the example of High Tech XXI.
Objectives: Analysis of High Tech XXI company ecosystem; Assessment of the сompany innovation system based on the maturity model; Development of a causal loop diagram (CLD) of the company’s innovation system; Evaluation of factors driving employee motivation; White paper: executive summary of findings, root cause analysis, recommendations. This final objective involves summarizing the research findings.
Methods: Arranged several in-depth interviews with field experts. Through workshops plotted a map that shows relationships between 36 different processes that affect innovations, whether in a positive or negative way. Collected survey responses from 2 executive directors, 4 senior engineers and 2 technical workers and created a motivational factor analysis. Finally, assessed the company’s maturity using interview and survey results conducted with executives.
Results: CLD confirms that talent development is a key driver of innovation strategy, while knowledge management plays a role of enabler. The results of surveys showed that executives are motivated primarily by career development, engineers and technicians value increased salaries, bonuses and incentives. Besides, as per maturity assessment results, the company excels in strategic alignment, formal processes, collaborative teams, training, and market research, while lagging in project performance evaluation.
Conclusion: High Tech XXI is able to foster innovation capabilities within a company through continuous talent development. The white paper and recommendations were proposed to help the company in this regard
ENVIRONMENTAL ASSESSMENT OF WATER TREATMENT SLUDGE DISPOSAL
No full textSludge disposal is often overlooked when performing a Life Cycle Assessment (LCA) of water treatment plants (WTP). This study considered two common WTP sludge disposal methods (dehydration-landfilling and direct discharge to the water bodies) to determine their contribution to the overall WTP impact. The WTP LCA model, including the sludge disposal, was built in SimaPro 9.4.0.1, and the environmental impact was calculated using the ReCiPe 2016 method. The results indicate that landfilling can contribute 9.29-86.8% and 39.31-52.66% of the impact in all midpoint and endpoint categories, respectively. On the contrary, the discharge system contributes only to 5 out of 18 considered midpoint categories. Still, it is responsible for at least 93.6% of the endpoint impact in damage to human health and ecosystems categories. The sensitivity analysis revealed that the share of WTP sludge disposal can fluctuate significantly for the landfill system but remains the same for discharge cases under varying input parameters. The main reason for such high impact scores for both cases can be the contaminants in sludge, namely Arsenic, Zinc, and Nickel. Generally, the findings of this study indicate that sludge treatment and disposal is the vital element of the WTP life cycle inventory
THE ANTECEDENTS OF OLYMPIAD SUCCESS FOR SCIENCE OLYMPIAD COMPETITORS: ANALYSIS OF HIGH SCHOOL STUDENTS IN KAZAKHSTAN
No full textThis thesis investigates the relationship between academic and demographic factors and the success of high school students in Science Olympiads in Kazakhstan. This study uses a quantitative secondary data analysis approach to analyze data from a specialized school in Astana to identify key predictors of Olympiad performance. The research is grounded in the hypothesis that specific, quantifiable factors such as GPA, standardized test scores, and the number of advanced courses taken are closely linked to students' success in these rigorous academic competitions. The methodology involves a thorough statistical examination of the data set, ensuring anonymity and ethical consideration throughout the process. Descriptive statistics provide a detailed account of the student's academic and demographic profiles, while an independent samples t-test was used to compare the difference between the two groups; inferential statistics reveal the strength and nature of the relationships between these profiles and Olympiad outcomes. The results indicate that some academic indicators are significant predictors of Olympiad success, with implications for educators, policymakers, and stakeholders in the realm of gifted education. The discussion contextualizes these findings within the broader educational landscape of Kazakhstan, considering the implications for enhancing academic support structures and policies to foster talent effectively. By delineating the academic and demographic characteristics that contribute to Olympiad success, this thesis contributes to a more nuanced understanding of educational excellence. It offers strategic insights for the development of future educational initiatives and programs in Kazakhstan
MULTIMODAL EMOTION RECOGNITION WITH DEEP LEARNING AND FUSION MECHANISM
No full textThe increasing interest in multimodal techniques for emotion recognition has led to the incorporation of both physiological and non-physiological data. This study aims to develop an advanced emotion recognition model that combines electroencephalography (EEG), video, and audio data using a hybrid fusion strategy to enhance system performance. We investigated various fusion methods, including diverse algorithmic strategies and intermediate attention, which significantly boosted emotion recognition accuracy. Our comprehensive audio-video-EEG model, equipped with intermediate attention and hybrid multimodal fusion techniques, was successfully tested on the RAVDESS dataset and further tailored to a new dataset at Nazarbayev University's Multimedia Lab, which includes video, audio speech, and EEG data. This thorough integration effectively tackled multimodal signal fusion challenges, improving both model sophistication and accuracy.
Experimental findings indicate that integrating physiological and non-physiological data substantially enhances the accuracy of emotion detection systems. With our tailored dataset, the top-performing model achieved an accuracy of 68\% for 21-second inputs and 57\% for 3.6-second inputs across five categories. Despite challenges such as variable temporal frames and data segmentation, the results highlight the potent effectiveness of multimodal fusion in advancing emotion recognition. This research not only paves the way for future advancements but also emphasizes the need for ongoing optimization and further exploration of signal integration techniques
LEXICAL ERRORS IN L2 RUSSIAN BY KAZAKH NATIVE SPEAKERS
No full textThis research investigates the occurrence of lexical errors in the written language of proficient Kazakh learners of Russian. Drawing upon the Russian Learner Corpus (RLC), the study aims to categorize and analyze word choice errors made by Kazakh learners while using Russian. Specifically, it focuses on four prominent lexical mistakes based on the researcher's experiences and observations.
The study emphasizes the intricate connection between Kazakh and Russian, two languages that, despite sharing some structural similarities, possess distinct vocabularies and language histories. Through an extensive analysis of a specialized corpus of Kazakh students' written texts, the research seeks to uncover patterns and factors contributing to lexical interference-based errors. Furthermore, it explores the implications of lexical errors for theories of second language acquisition and language pedagogy.
Employing a mixed-methods approach encompassing qualitative and quantitative analyses, the research examines error patterns, identifies specific Kazakh translations underlying lexical mistakes, and considers contextual factors such as subject matter and text genre.
The findings of this study will enhance our understanding of the development of Kazakh-Russian interlanguage and the cultural dynamics influencing it. Moreover, the research holds significance for language learners, educators, and scholars, offering valuable insights into addressing lexical errors and navigating cultural identities in multilingual contexts.
To summarize, this study presents fresh perspectives on lexical interference and its impact on the language production and comprehension of proficient Kazakh learners of Russian, thereby providing meaningful contributions to academic and practical domains