scholarly journals Third Summer School of the Laboratory for Studies in Economic Sociology at the National Research University «Higher School of Economics» (HSE) «Russian Economic Sociology: Problems and Strategies of Internationalization», July 6–11, 2011, Zvenigorod, Moscow region, Russia

2011 ◽  
Vol 12 (4) ◽  
pp. 139-142
Author(s):  
Maksim Markin
Vestnik MEI ◽  
2020 ◽  
Vol 6 (6) ◽  
pp. 39-45
Author(s):  
Ruslan K. Borisov ◽  
◽  
Sergey S. Zhulikov ◽  
Sergey I. Khrenov ◽  
Yuliya S. Turchaninova ◽  
...  

An objective to develop a labor protection engineering stand was set forth as part of the research and development work "Carrying out theoretical and experimental investigations and development of stands for demonstrating the danger of electric shock at a training ground" for visually demonstrating the danger of injuring a person by touch and step voltages in 3…35 kV medium voltage electric networks. The technical solutions for practically implementing the stand were adopted based on an analysis of regulatory documents, conditions under which dangerous touch and step voltages occur, the most typical human injury cases, and calculation results. Specialists of the National Research University Moscow Power Engineering Institute Department of High Voltage Engineering and Electrophysics, working jointly with specialists of PJSC Rosseti Moscow Region have developed, manufactured, tested, and put into operation a stand for demonstrating human injury by the touch and step voltages when a 10 kV wire falls on the ground, on a car, and when a fault of a live wire on the overhead line support occurs. With the stand having been put in use at the PJSC Rosseti Moscow Region Training Center Ground, this will allow the staff to form a clear understanding of the electric shock danger, to focus on the effects caused by voltage and current, and thereby significantly reduce electrical injuries.


2018 ◽  
Vol 27 (1) ◽  
pp. 65-89 ◽  
Author(s):  
Alexander Sobolev ◽  
Alexander Kurakin ◽  
Vladimir Pakhomov ◽  
Irina Trotsuk

Alexander Sobolev – Doctor of Science in Economics, Professor, Russian University of Cooperation. Address: 12/30, V.Voloshina St., Mytishchi, Moscow Region, 141014, Russian Federation. E-mail: [email protected] Alexander Kurakin – Senior Researcher, Laboratory for Studies in Economic Sociology, National Research University Higher School of Economics; Senior Researcher, Center for Agrarian Studies, Russian Presidential Academy of National Economy and Public Administration (RANEPA). Address: 11, Myasnitskaya St., Moscow, 101000, Russian Federation. E-mail: [email protected] Vladimir Pakhomov – Doctor of Science in Economics, Professor, Russian University of Cooperation. Address: 12/30, V.Voloshina St., Mytishchi, Moscow Region, 141014, Russian Federation. E-mail: [email protected] Irina Trotsuk – Doctor of Science in Sociology, Senior Researcher, Center for Agrarian Studies, Russian Presidential Academy of National Economy and Public Administration; Associate Professor, RUDN University. Address: 82, Vernadskogo Av., Moscow, 119571, Russian Federation. E-mail: [email protected] Citation: Sobolev A., Kurakin A., Pakhomov V., Trotsuk I. (2018) Cooperation in Rural Russia: Past, Present and Future. Mir Rossii, vol. 27, no 1, pp. 65–89. DOI: 10.17323/1811-038X-2018-27-1-65-89   The authors consider cooperation as a specific, alternative form of economic organization to the standard business firm within a market economy, and focus on agricultural cooperation in Russia. First, the article engages with the key milestones of the history of cooperation in Russia: (1) the first attempts to establish cooperative organizations before the Russian Revolution (agricultural societies, agricultural partnerships and credit cooperatives) which gave the poor rural population a chance to improve living standards and ensured promising prospects for the long-term development of cooperation in all forms; (2) the dependent forms of consumer and production cooperation under the Soviet regime that deprived all collective forms of their true cooperative nature. In the second part of the article, the authors describe the current state of the cooperative movement in the Russian countryside and identify its basic features, such as opposition to family farming and the state capitalist tendencies of the concentration and vertical integration in the form of agroholdings; state rural cooperation policies which aim to promote and financially support small farming including the development of rural cooperatives; the number and types of cooperatives in the countryside; the reasons for debates on cooperation legislation; the viability of the main types of agricultural cooperatives (production, consumer, credit cooperation). Finally, the authors emphasize that cooperation in contemporary Russia does not fit the classic Western scheme of cooperative development and still has to overcome a number of substantial challenges (the soviet legacy, lack of bottom-up initiatives, the ideological and economic dominance of large-scale farming, poor academic expertise in the field of cooperation studies).


2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.


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