scholarly journals Organized Crime as a Form of Self-Determination of Crime

2019 ◽  
pp. 156-162
Author(s):  
E. V. Bochkareva
Keyword(s):  
Organized Crime ◽  
Educational Process ◽  
Economic Crime ◽  
Self Determination ◽  
Educational Institutions ◽  
Russian Society ◽  
Russian Economy ◽  
Precise Study ◽  
Comprehensive Study

The paper discusses the influence of organized crime on the criminalization of modern Russian society — the so-called self-determination of crime. To effectively counteract the self-determination of crime, a comprehensive study of all its forms and mechanisms is necessary, special emphasis should be placed on organized crime due to its heightened social danger. The proposed approach allows a deeper and more precise study of self-determination of organized crime and related phenomena. Recently, there has been a transformation of domestic organized crime into economic crime, which explains the deep criminalization of the Russian economy. The paper also discusses another form of self-determination of crime that is closely related to organized crime — corruption. The Russian experience in combating organized crime highlights the need to develop an integrated strategy in this area. The results of the study can be applied in the educational process in the study of the Criminology Course in higher educational institutions.

scholarly journals Ways to Reduce Risks When Building the Digital Economy in Russia. Educational Aspect

2019 ◽  
Vol 28 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Andrey I. Rudskoy ◽  
Alexey I. Borovkov ◽  
Pavel I. Romanov ◽  
Olga V. Kolosova
Keyword(s):  
Digital Economy ◽  
Educational Process ◽  
Primary Sources ◽  
Educational Institutions ◽  
Engineering Technology ◽  
Peter The Great ◽  
The Russian Federation ◽  
Educational Modules ◽  
Educational Aspect ◽  
Comprehensive Study

А group of authors of Peter the Great St. Petersburg Polytechnic University, working within the framework of the activity of Coordination Council for the Federal Educational and Methodical Associations on education in the field of “Engineering, Technology and Technical Sciences” have undertaken a comprehensive study dedicated to the processes of the digital economy formation. More than two hundred primary sources of reference have been analyzed. Several main groups of risks associated with the transition to global digitalization have been defined and classified. Further research results described in this article allow to characterize the specific features of the occurrence of risks in the Russian Federation and to determine the ways of reducing these risks.In addition to the six groups of risks which are currently possible to arise and which are characteristic of the entire world space, the authors have revealed a number of several additional risks typical only of Russia. One of the key areas in Russia that poses a whole range of various risks is the education system. The authors have analyzed and classified the policies and moves suggested by the researchers and politicians to reduce the likelihood of these specific risks occurrence.The qualitative leap of the educational process in Russia is possible only by means of the formation of some new competence profiles of educational institutions graduates with reference to the digital economy development conditions. The authors have defined seven types of competencies that are relevant for the transition of Russia to the digital economy and developed twelve pilot educational modules necessary for their formation.

Russian Organized Crime: Its History, Structure and Function

1995 ◽  
Vol 11 (4) ◽  
pp. 213-243 ◽  
Author(s):  
Joseph L. Albini ◽  
R.E. Rogers ◽  
Victor Shabalin ◽  
Valery Kutushev ◽  
Vladimir Moiseev ◽  
...  
Keyword(s):  
Soviet Union ◽  
Organized Crime ◽  
Russian Society ◽  
Soviet History ◽  
Russian Economy ◽  
The Soviet Union ◽  
The People ◽  
The Social ◽  
Client Relationships ◽  
And Function

In analyzing Russian organized crime, the authors describe and classify the four major forms of organized crime: 1) political-social, 2) mercenary, 3) in-group, and 4) syndicated. Though the first three classifications of the aforementioned types of organized crime existed throughout Soviet history, it was the syndicated form that began to emerge in the late 1950's, expanding during the corrupt Breznev years (1964–82), exploding during perestroika, and reaching pandemic levels after the demise of the Soviet Union in 1991. The abrupt transformation of the Russian society from a centralized command economy to one driven by the forces of market capitalism created the socio-pathological conditions for the malignant spread of mercenary and especially syndicated organized crime. New criminals syndicates were created by an alliance of criminal gangs/groups and former members of the Soviet Union's communist nomenklatura (bureaucracy) and the consequence was the criminalization of much of the Russian economy. The social structure of these syndicates is based on a loose association of patron-client relationships rather than a centralized hierarchical system; their function is to provide illicit goods/services desired by the people. The authors conclude their study by emphasizing that what has taken place in Russia is not peculiar to the Russian people, but exemplifies what can happen to societies that experience rapid and intense social change.

Modeling of professional self-determination of future young scholars in the process of professional training in the universities of the science city

2021 ◽  
pp. 7-20
Author(s):  
Marina S. Chvanova ◽  
Irina A. Kiselyova
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Business Community ◽  
Self Determination ◽  
Science City ◽  
Digital Ecosystem ◽  
Professional Self ◽  
Methodological Approaches ◽  
Science Cities

The work deals with the problem of professional self-determination of students in the process of professional training in the universities of the science city. We consider the types of self-realization, present a model of professional self-determination of future young scholars, as well as methodological approaches to building a model and its components. The organizational and pedagogical conditions for the professional self-determination of students on the basis of the cluster approach are presented: the orientation of the educational process of universities in science cities to interact with enterprises, research institutes of the science city, the business community; active organizational and educational position of universities in science cities to promote employment and job placement of students at enterprises in science cities; a combination of various forms, methods of supporting the professional self-determination of students; accompaniment of the educational process with a digital ecosystem for practice-oriented interaction of students with employers and other interested social partners. The implementation of the model in practice will allow students to engage in professionally oriented interaction, including through project activities and interaction through Internet technologies with the world professionally oriented scientific community.

scholarly journals Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

2020 ◽  
Vol 22 (1) ◽  
pp. 84-112
Author(s):  
E. G. Belyakova ◽  
I. G. Zakharova
Keyword(s):  
Professional Identity ◽  
Teaching Profession ◽  
Educational Process ◽  
Self Determination ◽  
Practical Significance ◽  
Educational Trajectories ◽  
Research Procedure ◽  
Professional Self ◽  
Active Implementation

Introduction. In the context of increasing transfessionalism of labour market and growing socio-economic uncertainty, modern students, including future teachers, should not only master the chosen specialty, but also be ready for meaningful entry into the profession. This process, which does not work according to the traditional model, but implements the principles of individualisation of education, has not been studied yet in higher education. The lack of analytical information on professional self-determination implementation, what affects it and students’ perceptions of their own professionalism do not allow psychological and pedagogical preparation for the upcoming employment to be purposefully and effectively organised.Aim. The present research is aimed at identifying the general and specific characteristics of professional self-determination of students-teachers of primary courses of undergraduate studies, while their training is organised through individual educational trajectories.Methodology and research methods. The development of the research procedure was based on the provisions of the author’s concept of semantic mechanisms of professional self-determination, according to which the basic types of activity of the subject of the professional path are the design of the professional future, its active implementation and reflective understanding of experience. The diagnostic complex combined the assessment of students' professional self-determination through objective methods with the opinions of students themselves about the process of their professional development. Processing of the results included descriptive statistics procedures and data clustering using the K-means method.Results and scientific novelty. Typological groups of students are identified taking into account different indicators of professional self-determination and professional identity. It has been established that there are at least four different variants of professional self-determination in the junior years of Bachelor’s programmes in Pedagogy (“positive pedagogical identity”, “teachers making choice”, “undecided” and “non-educators”). Detailed differences between these groups are presented. The parameters of differences include the formation of a personal professional plan, an emotional attitude to the profession, degrees of conscious activity, self-esteem “I am a professional”, subjective satisfaction with professional deve lopment based on the following interconnected aspects: accepted values of teaching profession, self-efficacy in solving pedagogical problems, opportunities for self-realisation and for choosing a direction and development methods, experiencing identity, understanding of own vocation, motivation for pedagogical activity. It is noted that positive respondents’ self-identification in the teaching profession is combined with high activity in the development of pedagogical experience from various sources. It is concluded that there is the need for differentiated psychopedagogical support of students taking into account the characteristics of their professional self-determination.Practical significance. The model, previously designed by the authors to accompany professional self-determination of teachers-students, is clarified. In accordance with the results obtained, the authors make recommendations concerning the development of content and organisation of such support in the conditions of educational process individualisation.

scholarly journals The Effect of the Pushkin Speech in Russian Journalism

2021 ◽  
Vol 8 (2) ◽  
pp. 122-156
Author(s):  
Vladimir Viktorovich
Keyword(s):  
Self Determination ◽  
Russian Society ◽  
National Consciousness ◽  
Systematic Analysis ◽  
Economic Problems ◽  
Public Consciousness ◽  
History Of ◽  
Modern Information ◽  
History Of Journalism

The article presents a systematic analysis of the Russian press of 1880, which actively responded to Dostoevsky’s Pushkin Speech. The interpretive boom around his speech is of particular interest for the study of the formative processes of public and national consciousness in Russia. In the history of journalism, the debates that took place at that time can be equated with modern information wars. At the same time, this episode is one of the decisive ones for the ‘Dostoevsky problem’ in criticism and, more broadly, in the Russian public consciousness. The “Pushkin Speech” was obviously of a unifying nature, but it, and even more so the 1880 “A Writer’s Diary,” caused a severe split in journalism, which reflected the mindset of the Russian society. At first, there is a change of semantic accents in telegrams and correspondence, and then the key concept of "panhumanity" is presented exclusively as a “dream” in publications opposing Dostoevsky, one that is not only incompatible with reality, but also distracts from pressing socio-economic problems. There is also an expansion in meaning in the form of the notorious “messianism” of Dostoevsky. The most commonly used concept used by journalists that are hostile to the writer is mysticism as a euphemism for faith. In parallel, a different understanding of the Pushkin speech is being formed in some publications (Mysl’, Nedelya, Novoe Vremya, a little later — Rus’). It views it as a verbalization of the national idea in its focus on the panhuman as a feasible ideal. The dispute that ensued around Dostoevsky’s speech led to the self-determination of the leading trends of Russian thought.

PECULIARITIES OF THE MANAGEMENT OF THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN EDUCATIONAL INSTITUTIONS IN A PANDEMIC CONDITION

2017 ◽  
Author(s):  
Oleg Bilyk ◽  
◽  
Victor Ploskov ◽  
Keyword(s):  
Educational Inequality ◽  
Educational Process ◽  
Department Of Education ◽  
Educational Institutions ◽  
Asynchronous Mode ◽  
Synchronous Mode ◽  
Health Officer ◽  
The Social ◽  
At Will

Features are investigational by organization of educational process in establishments of education terms of pandemic. Forced stopping an eye employment in establishments of education stipulated continuation of studies after the controlled from distance form. Readiness of establishments of education to the total transition of studies in appeared the synchronous and asynchronous mode different. Next to that,question of complicated that availability to the network the internet appeared different, depending on locality (city you are a rural settlement). In addition, the controlled from distance form required from establishments educations, pedagogical workers, students, parents of tuning and adduction, in readiness to such form of lead through of employments. It is necessary it was in a rapid rate to conduct explanatory work, that students and parents were psychologically ready to the social isolation. Constantly different possibility of access needs question to the lessons, that in same queue deepens educational inequality between children. The leader of establishment of education, teachers, students, parents, is forcedly put were in terms, when it is necessary to execute Decision of the Main state health-officer of Ukraine in relation to creation and providing of terms prevention and distribution of koronovirus in establishments of education from one side. And from other, implementation of requirements of Department of education and science of Ukraine to organization of the controlled from distance form of studies. Acceptance of new Statute about the controlled from distance form of receipt of complete universal middle education allowed to embroider possibilities of the controlled from distance studies, accessible to education in accordance with their capabilities, interests, necessities, motivation, possibilities and experience, regardless of age, residence, state of health, disability, social and property state, other signs and circumstances, or stay, including those which objectively do impossible the visit of establishments of education. It is let teachers independently to determine office (synchronous or asynchronous) hours, but not less than 30 percent’s of educational time are in the synchronous mode (other educational time gets organized in the asynchronous mode). Determination of form of receipt of education is carried out exceptionally at will of students, their parents, and on the basis of decision of pedagogical advice, at presence of educational-methodical and system-technical providing.

Experience of using 1С cloud services and technologies to organize the learning process in the IT directions of training

2021 ◽  
pp. 62-68
Author(s):  
T. V. Omelchenko ◽  
P. N. Omelchenko
Keyword(s):  
Educational Process ◽  
Cloud Services ◽  
Educational Institutions ◽  
Full Time ◽  
State University ◽  
Russian Economy ◽  
Applied Informatics ◽  
Business Informatics ◽  
The Cost ◽  
Methodological Aspects

The article discusses the organizational and methodological aspects of the use of 1С cloud services and technologies in the educational process or students of IT directions of training. The use of 1C cloud services allows you to gain knowledge, skills and abilities associated with the use of typical configurations (1C:Accounting, 1C:Trade Management, 1С:Payroll & HR Management, etc.). At the same time, the use of 1C services provides many advantages related to the convenience of work, the availability of up-to-date versions of programs and teaching materials, as well as the wide capabilities of organizing the educational process.The use of cloud services and technologies in industrial, research, engineering, educational and other activities leads to an increase in the efficiency of using computing resources, reducing the cost of purchasing licensed software and maintaining virtual infrastructure. The article substantiates that the study of the capabilities of 1C cloud services and technologies is of particular importance for students, since in the context of the digitalization of the Russian economy, the labor market requires specialists who have the skills to work with the 1C:Enterprise system in user mode, as well as have knowledge of development of own applied solutions.The experience of organizing training for students of the Orenburg State University in the framework of the formation of professional competencies of students in the directions of training bachelors “Applied informatics” (profile “Applied informatics in economics”) and “Business informatics” (profile “Information systems in economics”) using the service 1C:Enterprise via the Internet for educational institutions is described in the article. The use of 1C cloud services allows to increase the cognitive interest in disciplines, improve the academic performance of students and ensure the convenience of working in both full-time and distance learning formats.

Model of Ethnic-Cultural Interaction of Youth in Education Spaces: Conceptual Basics and Empirical Reality

2020 ◽  
pp. 33-42
Author(s):  
Nadezhda Nikolaevna Kasenova ◽  
◽  
Arzhana Petrovna Chemchieva ◽  
Olga Vitalevna Musatova ◽  
Svetlana Vasilyevna Geybuka ◽  
...  
Keyword(s):  
Young People ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Russian Society ◽  
Cultural Interaction ◽  
Empirical Reality ◽  
Cultural Heterogeneity ◽  
Proposed Model ◽  
State Pedagogical

In the context of modern changes in Russian society associated with population migration and an increase in the cultural heterogeneity of society, it becomes necessary to create conditions for the interaction of young people of different ethnic groups and cultures. The article proposes a model of ethnocultural interaction of youth in the educational space, which is being tested on the basis of the Institute of Childhood of the Novosibirsk State Pedagogical University. The purpose of the article is to substantiate and describe a model of ethnocultural interaction of youth in the educational space, which will allow minimizing intolerant manifestations in the youth environment, as well as allowing students to effectively interact in a multicultural space. Methodology. The modeling method and design approach were used. They made it possible to correlate the actual processes of ethnocultural interaction of young people in the educational space and the increase in ethnic culture among young people. The methodological basis of the research includes: approaches to defining the essence of ethnocultural interaction Yu.V. Harutyunyan, L.M. Drobizheva, N.M. Lebedeva, G.U. Soldatova, T.G. Stefanenko, A.A. Susokolova, O. I. Shkaratan, etc. Results. The research has shown that at present there is an objective need to implement the tasks of forming a culture of interethnic communication in the student environment. The proposed model, from the point of view of the authors, allows solving these problems. Conclusion. The tasks set in the study were solved. The results obtained can be used in the educational process of higher educational institutions.

Dictionary on the Subject of Anti-Corruption

2016 ◽  
Author(s):  
Nikolay Vlasyenko ◽  
Artem Tsirin ◽  
YEkatyerina Spyektor ◽  
Natalya Povetkina ◽  
Zarina Bedoeva ◽  
...  
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
Educational Institutions ◽  
Government Agencies ◽  
Russian Society ◽  
Educational Support ◽  
Scientific Institutions ◽  
The Subject ◽  
The Russian Federation

Currently, the problem of combating corruption is in the center of attention of Russian society and the state. The legal and organizational framework for combating corruption has been formed. Anti-corruption legislation is constantly being improved, becoming more holistic and systematic, so further classification of its concepts is required. The Glossary contains more than 500 terms of Russian and foreign language origin, which are basic in the practice of combating corruption and are used in criminal, administrative and financial law of Russia; it guides the reader in a complex system of modern legal categories related to anti-corruption topics; uses the tools of international agreements ratified by the Russian Federation; it will help clarify the conceptual apparatus of normative legal acts and eliminate contradictions in existing documents. The publication is intended to be used in the educational process in the framework of scientific and educational support for combating corruption. For employees of scientific institutions and government agencies, teachers, students, postgraduates of higher educational institutions and practicing lawyers.

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