Search results for: Moldir Yerbulekova

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Yerbulekova</title> <meta name="description" content="Search results for: Moldir Yerbulekova"> <meta name="keywords" content="Moldir Yerbulekova"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Moldir Yerbulekova"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Moldir Yerbulekova</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Assessment of the Quality of a Mixture of Vegetable Oils from Kazakhstan Origin</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Almas%20Mukhametov">Almas Mukhametov</a>, <a href="https://publications.waset.org/abstracts/search?q=Dina%20Dautkanova"> Dina Dautkanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Moldir%20Yerbulekova"> Moldir Yerbulekova</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulim%20Tuyakova"> Gulim Tuyakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Raziya%20Zhakudaeva"> Raziya Zhakudaeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Makpal%20Seisenaly"> Makpal Seisenaly</a>, <a href="https://publications.waset.org/abstracts/search?q=Asemay%20Kazhymurat"> Asemay Kazhymurat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The composition of samples of mixtures of vegetable oils of Kazakhstan origin, consisting of sunflower, safflower and linseed oils, has been experimentally substantiated. With an approximate optimal ratio of w-6:w-3 fatty acids in 80:15:05 triacylglycerols, providing its therapeutic and prophylactic properties. The resulting mixture can be used in the development of functional products. The result was also identified and evaluated by physical and chemical quality indicators, the content of vitamin E, and the concentration of ions of copper (Cu), iron (Fe), cadmium (Cd), lead (Pb), arsenic (As), nickel (Ni), as well as mercury (Hg). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vegetable%20oil" title="vegetable oil">vegetable oil</a>, <a href="https://publications.waset.org/abstracts/search?q=sunflower" title=" sunflower"> sunflower</a>, <a href="https://publications.waset.org/abstracts/search?q=safflower" title=" safflower"> safflower</a>, <a href="https://publications.waset.org/abstracts/search?q=linseed" title=" linseed"> linseed</a>, <a href="https://publications.waset.org/abstracts/search?q=mixture" title=" mixture"> mixture</a>, <a href="https://publications.waset.org/abstracts/search?q=fatty%20acid%20composition" title=" fatty acid composition"> fatty acid composition</a>, <a href="https://publications.waset.org/abstracts/search?q=heavy%20metals" title=" heavy metals"> heavy metals</a> </p> <a href="https://publications.waset.org/abstracts/141958/assessment-of-the-quality-of-a-mixture-of-vegetable-oils-from-kazakhstan-origin" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141958.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Heavy Metal Contents in Vegetable Oils of Kazakhstan Origin and Life Risk Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20E.%20Mukhametov">A. E. Mukhametov</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20T.%20Yerbulekova"> M. T. Yerbulekova</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20R.%20Dautkanova"> D. R. Dautkanova</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20A.%20Tuyakova"> G. A. Tuyakova</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Aitkhozhayeva"> G. Aitkhozhayeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The accumulation of heavy metals in food is a constant problem in many parts of the world. Vegetable oils are widely used, both for cooking and for processing in the food industry, meeting the main dietary requirements. One of the main chemical pollutants, heavy metals, is usually found in vegetable oils. These chemical pollutants are carcinogenic, teratogenic and immunotoxic, harmful to consumption and have a negative effect on human health even in trace amounts. Residues of these substances can easily accumulate in vegetable oil during cultivation, processing and storage. In this article, the content of the concentration of heavy metal ions in vegetable oils of Kazakhstan production is studied: sunflower, rapeseed, safflower and linseed oil. Heavy metals: arsenic, cadmium, lead and nickel, were determined in three repetitions by the method of flame atomic absorption. Analysis of vegetable oil samples revealed that the largest lead contamination (Pb) was determined to be 0.065 mg/kg in linseed oil. The content of cadmium (Cd) in the largest amount of 0.009 mg/kg was found in safflower oil. Arsenic (As) content was determined in rapeseed and safflower oils at 0.003 mg/kg, and arsenic (As) was not detected in linseed and sunflower oil. The nickel (Ni) content in the largest amount of 0.433 mg/kg was in linseed oil. The heavy metal contents in the test samples complied with the requirements of regulatory documents for vegetable oils. An assessment of the health risk of vegetable oils with a daily consumption of 36 g per day shows that all samples of vegetable oils produced in Kazakhstan are safe for consumption. But further monitoring is needed, since all these metals are toxic and their harmful effects become apparent only after several years of exposure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vegetable%20oil" title="vegetable oil">vegetable oil</a>, <a href="https://publications.waset.org/abstracts/search?q=sunflower%20oil" title=" sunflower oil"> sunflower oil</a>, <a href="https://publications.waset.org/abstracts/search?q=linseed%20oil" title=" linseed oil"> linseed oil</a>, <a href="https://publications.waset.org/abstracts/search?q=safflower%20oil" title=" safflower oil"> safflower oil</a>, <a href="https://publications.waset.org/abstracts/search?q=toxic%20metals" title=" toxic metals"> toxic metals</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20safety" title=" food safety"> food safety</a>, <a href="https://publications.waset.org/abstracts/search?q=rape%20oil" title=" rape oil"> rape oil</a> </p> <a href="https://publications.waset.org/abstracts/127951/heavy-metal-contents-in-vegetable-oils-of-kazakhstan-origin-and-life-risk-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127951.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Subject Teachers’ Perception of the Changing Role of Language in the Curriculum of Secondary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moldir%20Makenova">Moldir Makenova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Alongside the implementation of trilingual education in schools, the Ministry of Education and Science of the Republic of Kazakhstan innovated the school curriculum in 2013 to include a Content and Language Integrated Learning (CLIL) approach. In this regard, some transition issues have arisen, such as unprepared teachers, a need for more awareness of the CLIL approach, and teaching resources. Some teachers view it as a challenge due to its combination of both content and language. This often creates anxiety among teachers who are knowledgeable about their subject areas in Kazakh or Russian but are deficient in delivering the subject’s content in English. Thus, with this new teaching approach, teachers encounter to choose the role of language and answer how language works in the CLIL classroom. This study aimed to explore how teachers experience the changing role of language in the curriculum and to find out what challenges teachers face related to CLIL implementation and how their language proficiency influences their teaching practices. A qualitative comparative case study was conducted in an X Lyceum and a mainstream school piloting CLIL. Data collection procedures were conducted via semi-structured interviews, classroom observations, and document analysis. Eight content teachers were chosen from these two schools as the target group of this study. Subject teachers, rather than language teachers, were chosen as the target group to grasp how the language-related issues in the new curriculum are interpreted by educators who do not necessarily identify themselves as language experts at the outset. The findings showed that mainstream teachers prioritize content over language because, as content teachers, the knowledge of content is more essential for them rather than the language. In contrast, most X Lyceum teachers balance language and content and additionally showed their preferences to support the ‘English language only' policy among 10-11 graders. Moreover, due to the low-level English proficiency, mainstream teachers did highlight the necessity of CLIL training and further collaboration with language teachers. This study will be beneficial for teachers and policy-makers to enable them to solve the issues mentioned above related to the implementation of CLIL. Larger-scale research conducted in the future would further inform its successful deployment country-wide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=role%20of%20language" title="role of language">role of language</a>, <a href="https://publications.waset.org/abstracts/search?q=trilingual%20education" title=" trilingual education"> trilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=updated%20curriculum" title=" updated curriculum"> updated curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20practices" title=" teacher practices"> teacher practices</a> </p> <a href="https://publications.waset.org/abstracts/161757/subject-teachers-perception-of-the-changing-role-of-language-in-the-curriculum-of-secondary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Practice Based Approach to the Development of Family Medicine Residents’ Educational Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lazzat%20M.%20Zhamaliyeva">Lazzat M. Zhamaliyeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurgul%20A.%20Abenova"> Nurgul A. Abenova</a>, <a href="https://publications.waset.org/abstracts/search?q=Gauhar%20S.%20Dilmagambetova"> Gauhar S. Dilmagambetova</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziyash%20Zh.%20Tanbetova"> Ziyash Zh. Tanbetova</a>, <a href="https://publications.waset.org/abstracts/search?q=Moldir%20B.%20Ahmetzhanova"> Moldir B. Ahmetzhanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatyana%20P.%20Ostretcova"> Tatyana P. Ostretcova</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliya%20A.%20Yegemberdiyeva"> Aliya A. Yegemberdiyeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: There are many reasons for the weak training of family doctors in Kazakhstan: the unified national educational program is not focused on competencies, the role of a general practitioner (GP) is not clear, poor funding for the health care and education system, outdated teaching and assessment methods, inefficient management. We highlight two issues in particular. Firstly, academic teachers of family medicine (FM) in Kazakhstan do not practice as family doctors; most of them are narrow specialists (pediatricians, therapists, surgeons, etc.); they usually hold one-time consultations; clinical mentors from practical healthcare (non-academic teachers) do not have the teaching competences, and the vast majority of them are also narrow specialists. Secondly, clinical sites (polyclinics) are unprepared for general practice and do not follow the principles of family medicine; residents do not like to be in primary health care (PHC) settings due to the chaos that is happening there, as well as due to the lack of the necessary equipment for mastering and consolidating practical skills. Aim: We present the concept of the family physicians’ training office (FPTO), which is being created as a friendly learning environment for young general practitioners and for the involvement of academic teachers of family medicine in the practical work and innovative development of PHC. Methodology: In developing the conceptual framework and identifying practical activities, we drew on literature and expert input, and interviews. Results: The goal of the FPTO is to create a favorable educational and clinical environment for the development of the FM residents’ competencies, in which the residents with academic teachers and clinical mentors could understand and accept the principles of family medicine, improve clinical knowledge and skills, and gain experience in improving the quality of their practice in scientific basis. Three main areas of office activity are providing primary care to the patients, improving educational services for FM residents and other medical workers, and promoting research in PHC and innovations. The office arranges for residents to see outpatients at least 50% of the time, and teachers of FM departments at least 1/4 of their working time conduct general medical appointments next to residents. Taking into account the educational and scientific workload, the number of attached population for one GP does not exceed 500 persons. The equipment of the office allows FPTO workers to perform invasive and other manipulations without being sent to other clinics. In the office, training for residents is focused on their needs and aimed at achieving the required level of competence. International methodologies and assessment tools are adapted to local conditions and evaluated for their effectiveness and acceptability. Residents and their faculty actively conduct research in the field of family medicine. Conclusions: We propose to change the learning environment in order to create teams of like-minded people, to unite residents and teachers even more for the development of family medicine. The offices will also invest resources in developing and maintaining young doctors' interest in family medicine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20environment" title="educational environment">educational environment</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20medicine%20residents" title=" family medicine residents"> family medicine residents</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20physicians%E2%80%99%20training%20office" title=" family physicians’ training office"> family physicians’ training office</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20care%20research" title=" primary care research"> primary care research</a> </p> <a href="https://publications.waset.org/abstracts/146618/practice-based-approach-to-the-development-of-family-medicine-residents-educational-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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Search results for: Moldir Yerbulekova