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The microscopic behavior of nanofluids in the Poiseuille flow in a nanochannel is examined by means of molecular dynamics simulation through visual observations and statistic analysis. For nanofluid flows inside the nanochannel, a clustering effect is observed during the time evolution of the system. The cluster moves along the centerline of the nanochannel due to the maximum velocity in the middle part of the Poiseuille flow. The attractive force is believed to be the primary culprit behind the agglomeration of nanoparticles.

The dependence of a scalar measure of the structural changes occurring in a material under plastic deformation on a plastic strain measure and the dependence of a free energy measure on a structural change measure are constructed using experimental data that allow the expended plastic work to be divided into a latent part and a thermal part. The obtained dependences, kinematic relations, a constitutive equation, and a heat-conduction equation that satisfy the principles of thermodynamics and objectivity are used to construct a model of thermo-elastic--inelastic processes in the presence of finite deformations and structural changes in the material. The model is tested on the problem of temperature changes in the process of adiabatic elastic--plastic compression, which has experimental support.

A program of experiments to identify the type of elastic anisotropy of material is proposed. The position of the principal axes of material anisotropy is determined by measuring the strains resulting from compression of a cubic sample along three of its faces. For the subsequent identification of the type of anisotropy, samples oriented along definite principal axes are used.

We consider the linear unsteady motion of an IL-76TD aircraft on ice. Water is treated as an ideal incompressible liquid, and the liquid motion is considered potential. Ice cover is modeled by an initially unstressed uniform isotropic elastic plate, and the load exerted by the aircraft on the ice cover with consideration of the wing lift is modeled by regions of distributed pressure of variable intensity, arranged under the aircraft landing gear. The effect of the thickness and elastic modulus of the ice plate, takeoff and landing regimes on stress-strain state of the ice cover used as a runway.

The article is exploratory in nature. The aim of the research is to reveal the essential reasons for the low competitiveness of Russian universities in the global market of education and science. We used dialectical and analytical methods of the reality cognition to reveal the contradictions between the essence of University and its manifestation in the institutions of higher education of the XXI century. We studied the understanding of classical and contemporary authors about the essence of University education and its historical changes since the appearance of the first universities to the present time. We studied the mission statement of the Russian and foreign universities, the leaders in the educational market. The transformation is described of the essence of University in the process of historical development and its current manifestations that define the position of universities in the world ranking. We developed a formulation of the essence of modern University and demonstrated its threefold structure. We selected the levels of manifestation of the essence of University: existing, similar, distant and visible. The developed formulations of the essence of the system elements with respect to the hierarchy levels of University are given, reflecting a high degree of separation from them of the current manifestations of these elements in the Russian education in the beginning of XXI century, which determines the low competitiveness of Russian universities in the global market. Further research should be directed at the development of systemic upgrade of the structural constituent entities of the University, as having the greatest impact on the pace and results of the competitiveness of Russian universities. The obtained results allow adjusting and deepening the strategies of competitiveness improvement used by the management of Russian universities. Among the valuable results of the paper are the revealed essence of modern University and the representation of its structure as a unity of spirit, intellect and energy of the staff, which allowed developing a new definition of the «University» concept. The distinguishing of the levels of manifestation of essence allows us to estimate the degree of disengagement from it of the current Russian universities, to understand the root causes of intrinsic inconsistency of the system elements of a concrete University and come closer to their meaningful improvement for effective improvement of its competitiveness.

The article is devoted to identification of the development tendencies of higher education in Russia, in particular, the implementation of innovative projects in the regions of Siberia and the Far East connected with introducing of the models of research and Federal universities. The analysis of the first results on the introduction of new types of universities has showed that the main focus in the implementation of the models of Federal and research universities is on the integration of education and science. The universities, which had as a prerequisite a long history of cooperation with organizations of the Russian Academy of Sciences, on the early stages received a carte blanche, but in the conditions of absence of a strong reform of this structure and the creation of FANO, the integration process has started to develop more painfully in connection with the attempts of simultaneously solving the issues of University development and transformation of scientific institutions. A historiographical analysis of the example of the formation of a joint scientific center of the Russian Academy of Sciences and University development in Yakutia showed that the interaction of these organizations in the twentieth century has allowed solving not only the problem of training qualified personnel for all sectors of the economy, development of natural resources of the Russian Far East, but also laying the foundation for the implementation of the model of the Federal University in modern conditions.

The paper is devoted to the discourse of university in the works of Karl Jaspers and its transformation in the 1920-1960’s. The author investigates Jaspers’ interpretation of university in the prewar and postwar periods. The analysis is based on the historical-biographical approach: it actualizes the facts of Jaspers’ life that influenced his turning to the problems of university education and the contemporary historical context that has determined the research perspective. The discourse of university is considered in light of the events with significant for Jaspers: the work at Heidelberg University, the prohibition to teach and publish in the Nazi period, Second World War and the post-war reconstruction of the university system. The basis of the paper is the analysis of Jaspers’ work «The idea of the university» in its three editions (1923, 1946, 1961), as well as papers and reports. It is noted that by his writings Jaspers enters into the discussions on the fate and objectives of higher education, which had been taking place in Germany for more than a decade. According to Jaspers, university realizes three goals: vocational education, research and upbringing of the person. It does not just give knowledge or makes the student ae specialist in some field, but forms the worldview of the person. In the unity of the three goals, university always realizes its idea. The idea of university is the foundation of Jaspers’ educational discourse. The idea of university is the idea of spiritual unity of professors and students, unity of the community kept and developed the truth through the centuries. University exists for the truth and as an institution is just a place for realization of the idea of university. As Jaspers emphasized, university is the core of culture and society. One of the most important problems for Jaspers is the problem of determining the status of philosophy in university education. He believes that, to restore a central status in the system of university disciplines, philosophy should not be guided by natural sciences. It should not be taught as knowledge, but as experience. Moreover, the most important section is the history of philosophy. Reading the texts of the great philosophers, students begin to think and cognize themselves. The dialogue with the great thinkers starts spiritual movement and personal development. To awaken the work of the soul is the main goal of the university. The problems analyzed in the paper are important for the development of modern discussions on possible strategies for education, on the status of philosophy in the system of university disciplines. By turning to the philosophical heritage it can contribute to decision-making in modern Russian realities.

In the article the existence of educational system as a special kind of dialogue is considered, its main participants are defined, the ways and consequences of their interaction are considered. The main streams of cognition of universe are identified, while defining the role of scientific, logic-based, value-related knowledge as an educational basis. The article contains an analysis of specifics of the conditions of realization of communicative competences of scientists and teachers. For example, a scientist constantly finds himself not only on intersection of several communication channels (with the object of research, scientific team, predecessors and contemporaries - the carriers of knowledge in his/her fields) but also on the intersection of two words: of scientists and non-scientists. The modern educational system is defined as an open, self-organizing, nonlinear developing system, which elementary structural units (as a result of using the structural analysis method) are as follows: «scientist - teacher» and «teacher - specialist». Then, in terms of A. Moll’s theory of communication there are revealed the problems of understanding between those units and possibility of their further mutual influence. So, the correlation between the set of ideas of a sender and the set of ideas of a recipient can be presented differently: (1) partial coincidence; 2) coincidence in the major part; 3) absence of intersections; 4) the recipient’s set is completely included into the sender’s set. We pose a question about the conditions of realization of «co-existence» of scientist and teacher, answering to which becomes impossible without taking into account the role of a third participant of the dialogue, the business community. In the light of those tendencies like the transition to the post-industrial society and the knowledge economy, strengthening of market orientation in the educational and scientific systems, increasing of the scales of cultural interaction, actualization of civil education etc., there are determined the areas of common interest of education, science and business. Using the method of comparative analysis, there are distinguished parallel tendencies and common fields of their interaction: rapid redistribution of resources in the production sphere, training of comprehensively educated high qualified specialists; attention to active, non-rich consumers, widening of scholarship and grant programs; necessity of cooperation on different levels, creation of interdisciplinary, interuniversity teams, international project and research teams and etc. In conclusion of the article, we present reasoning about the necessity of certain specialization of knowledge, while simultaneously increasing of the need in mastering the universum as a whole, in building of a holistic world picture.

In today's world, information and knowledge are the main transformative force, and the information technologies are strategic resources of the society development. More and more popular there becomes special training of the person to the life in the information society, because the career of the future expert, to a great extent, depends on the ability to find and make productive use of new information. Information society in which information serves as a basic social value implies a radical change in all social institutions and especially in education. One of the leading trends in the transformation of modern education is Smart-technologies. The model of education, based on Smart-technologies, involves creating an environment that guarantees the highest level of formation of the competitive professional. However, implementation of Smart-education entails a number of problems and is very expensive for all subjects of educational cooperation, which in turn provokes unfolding of digital divide between the subjects of educational space.

The article deals with methodological issues of studying the processes of formation and development of the system of higher vocational education in social work. Social education in the modern world is a priority in the development of educational systems both globally and in terms of national models of training for the social sphere. Formation of the system of professional education in social work in Russia meets these trends. The accumulated experience of the research requires scientific understanding, possibly in the presence of new methodological approaches, the development of which is an important scientific task. The purpose of the study is to present the main provisions of paradigmatic analysis in a systematic approach as an independent research methodological tool that provides a multidimensional study of the processes of formation and development of professional education in social work in Russia at the present stage. In this regard, there is revealed the content of the system approach in addressing the issues of vocational education in the modern world. There are analyzed the foreign trends, which determine the nature of paradigmatic change in the development of social work in general, and staff training system for this sector. Building on the work of the researcher B. Shteotzel (Germany), the article examines the processes associated with the transition of Europe to a new type of social work in the 1990 - early 2000. These changes were of paradigmatic character, defining the change of content and the fundamental principles of the functioning of social work at the level of theory and practice. Extrapolating the trends in the world to the situation with the development of social work and training system for social services in Russia, the author compares the technocratic (traditional) and humanistic (new) paradigm of social work and vocational training for this sector. A particular attention is paid to the role of pedagogical universities in the implementation of programs of social education.