Home – Home – Jornals – Advanced Search

Magnetotelluric (MT) responses are commonly interpreted assuming vertical plane-wave excitation. However, the primary electromagnetic (EM) field can be laterally inhomogeneous along the surface near auroral zones and its sources. It is suggested to use synchronous records of MT responses to an inhomogeneous source field with a dominant spatial harmonic. The applicability of this approach is checked using spatial filtering of synchronous wave data and a calculated directional pattern, which has its maximum along the wave vector of the dominant harmonic. The parameters of this harmonics are further estimated by optimization, with the EM field being presented as a sum of transverse electric (TE) and transverse magnetic (TM) modes. The TM mode, which forms in the presence of surface structures, is responsible for galvanic distortions. Inversion of the EM field components recorded synchronously at three or more sites gives the amplitudes of the two field modes and period-dependent apparent resistivities, while the static shift in the data becomes removed. The algorithm has been successfully tested on data from the BEAR project in the Fennoscandian Shield.

The article explores the relevant aspects of cultural policy in education. The author puts forward the idea about organization of educational process in the context of active integration of various sciences and personnel training in global studies considered as a new area of interdisciplinary knowledge. The paper shows fundamental difference between global studies and private sciences and raises a question of creation modern universities that can serve as an alternative to the faculties of intertet. The article makes grounds that these are intertets that can arrange education on the basis of interdisciplinary approach and international relations as this is the urgent task in the current globalization.

The article is devoted to such pedagogical problem as the organization of professional education of disabled children and children with disabilities. Pedagogical process is represented as a set of interrelated pedagogical situations at different levels on “qualitative” and “quantitative” scales. Pedagogical situations assume input, destination, and intermediate; they are formed on the basis of expert knowledge in each profession students are trained on. Application of the “quantitative” scales allows to optimize the learning process for a specific student by time and other parameters affecting the secured achievement of pedagogical goals. The results are compared with the results obtained in the classical system of education. The author finds out that students trained on the profession “Carpenter” reach pedagogical goals on building stable professional competencies.

The article explores the integration between competency-based and activity approaches. The competency-based approach focuses not on the amount of information students learned, but the ability of graduates to adapt and be able to work independently in different (life, problem, professional, etc.) situations and solve problems on the basis of knowledge received. Thus, competency-based approach enhances the practical learning component that contributes to lifelong learning and self-education. This means that competency-based approach is not only contrary to the activity one, but they are combined together. The article discusses theoretical issues of the main aspects of the concept of P. Ia. Galperin and I. A. Zimniaia. The paper describes the experience of building a subject on the basis of the theory of stage formation of mental actions with regard to the competences suggested by I. A. Zimniaia. The developed course “Psychology” contributes to mastering the skills of constructive communication in professional activities, skills of personal and professional self-development and self-fulfillment in the society, that is when students make their own scheme of solving the questions of their own psychological welfare. The article reveals the author's point of view in regards of building informational, communicative and personal competences of learning from the point of view of integration between activity and competency-based approaches. These competencies are considered as guidelines for students and help them to be involved in academic and research activity. Learning becomes effective because a student shows own attitude to study, deliberately demonstrating the limits of his or her competence; he sets goals and constantly sees the results of his work.

The article reveals the problem of further training that relate to the necessity to introduce further training system into the educational process. The author outlines the importance of legislation and regulations in concern of educational programmes that contribute to the students’ personal potential and its role in progress and success of professional activity. The problem of personal potential deals with new requirements to the personality, personal inner reserves when implementing personnel policies in frames of contemporary development model of career making space. The article analyzes research, publications and articles in the field of lifelong learning and highlights the main objectives of further training system: permanent formation, stimulation and relevance of professional skills and retraining of personnel; market saturation with professionals of a high cultural level and expertise; conformation of the staff to the world level; development of professional education of smart and intellectual potential of society and development of personal creativity. The article outlines the significance of issues of further training related to the development of specific regulations in the area of further training; further training institutions and institutions of professional education that correspond to specific educational level; development of effective mechanisms for accreditation of further training institutions that implement programmes of professional retraining; the right of people for lifelong learning; creation of efficient state support aimed at staff training and retraining at the national and regional levels; arrangement of institutions’ activity in accordance with labour market requirements and industrial development; application of state educational standards in the system of further training. This topic is relevant and interesting for investigation. Personal potential causes improvement of further training system as it is one of the most important conditions of its development.

The article is devoted to the development of further training programs on the basis of professional standards. The author represents the general characteristic of a professional standard and highlights its application. The paper explores development of further training programs on the basis of acts and regulations, and specifies regulations and acts that control application of the standards in specific cases (including education). The author investigates the processes of interaction among educational institutions, employers and the professional community. The paper describes the main problems of application of professional standards in the development of educational programs. The author highlights such difficulties as lack of general conceptual apparatus, formation of highly specialized programs for core activities and qualification level of employees. Another important problem is a lot of the formation of specific knowledge and skills corresponding to the requirements of professional standards, taking into account individual training specialist. The paper puts forward a question of the level of qualification of teachers at the relevant professional standards in the sphere of further training. In conclusion, the author notes that the process of development of educational programs exists; it is regulated, but under the new conditions must be adapted to the requirements for standards. The author makes a case that it should be a close interaction between educational institutions and enterprises in terms of development of the content of training programs and acquiring knowledge, skills and abilities.

The article outlines that creative process can be consistent, simultaneous, parallel or indirect. This process requires two conditions: personal demand for creativity and implementation where axiomatic component assumes needs and possibilities for creativity. Axiomatic method proves that effect produced by fulfilment of creative potential can contribute to implementation of personal potential in case of creative attitude to further training. The article reveals the sources and reasons of appearance of creative abilities through further training. The article specifies the order of reviews for creative implementation of abilities where creative process is the core. Creative process assumes the demand of a person for being involved in creative activity, as many technical, material, social and other opportunities are available. The author explores the nature of educational culture of further training in creativity by means of interaction with Vista culture as it reveals the development and changes in further training socialization in Vista retrospective. The article shows that relations that make changes in a person are regarded as recognition and change of possibilities for personal self-fulfillment in creativity in all spheres of life, i.e. social, conceptual, spiritual and material. It is efficient to apply all the possibilities for fulfillment of creative personal abilities by means of creative attitude to further training.

Nowadays, theoretical and applied research is devoted to various problems education. The issues of challenging education are highlighted at regional and national levels. The Government of Russian Federation focuses on raising the general quality of training. Design-education is a new pedagogical area that attracts attention by means of national promotion in direction of system modernization of socio-cultural and economic areas. Theoretical and methodological basis of research combines proceedings of national researchers that cover professional activity of designers and reveal the specific features of design-education. The author refers to the modern research and legal acts that regulate professional activity of designers. The article focuses on such methods of scientific knowledge as analysis, generalization, comparative analysis and forecasting. The research is aimed at investigation of possibilities to raise the level of expertise and responsibility of designer by means of specific legal knowledge. In order to achieve this goal, the author has analyzed the main problems of design-training and revealed the outlooks of educational process and conditions that contribute to students’ achievement of high professional level. The paper outlines the necessity to develop legal culture by means of introducing special curriculum and development of specialized textbook. These measures conform to the modern requirements; they are directed to training of highly-qualified designers who obtain sufficient legal knowledge and able to compete in professional environment to modern requirements and aims to prepare highly specialist designers with a sufficient level of legal knowledge, the ability to successfully exist in a professional environment.

The article is devoted to the questions of building motivation and its role in the process of foreign language teaching as a central problem of teaching methods. The motivation is the means causing purposeful activity, interest of the student in knowledge acquisition. The motivation is a system of the inducing impulses directing educational activity in case of positive installation of the teacher, on deeper learning of foreign language, its improvement and aspiration to develop requirements of knowledge of foreign-language speech activity. The motivational aspect has crucial importance as well for activization of all psychological processes - thinking, perception, understanding and digestion of foreign-language material. The article describes the main types of motivation and teaching methods, causing its increase. It is possible to distinguish from objectively existing types of motivation internal and external. The external motives caused by circumstances can strengthen internal motivation, but they haven't a direct bearing on the contents and process of training. According to psychological researches of motivation and interest when training a foreign language of effort of the teacher have to be aimed at the development of internal motivation of students which proceeds from the activity and possesses the greatest incentive force. The article also shows the role of the teacher in the educational process in terms of philosophy, as an element of semantic triangle G. Frege in pedagogical interpretation of the “teacher-student-lesson”. In this context, the task of the teacher is to create conditions, which are responsible for maintaining interest in the subject. The teacher acts not as the simple observer as how the motivational sphere of students develops, he stimulates its development by system of psychologically thought over receptions.