Academic Communicationin Russian and German Scientific Societies:Formats, Norms, and Limits

2021 ◽  
pp. 44-48
Author(s):  
Igor M. Chubarov ◽  
Keyword(s):  
Political Institutions ◽  
Industrial Revolution ◽  
Mother Tongue ◽  
Evaluation Criteria ◽  
Professional Community ◽  
Qualitative Assessment ◽  
Global Knowledge ◽  
Russian Higher Education ◽  
International Knowledge ◽  
Knowledge Market

The article considers representative viewpoints and arguments of German uni­versities’ faculty and management regarding some problems the present-day German Academia have been facing. The author compares these problems with challenges of the Russian higher education in the context of scientific communi­cation. The major difference between German humanities professors and their Russian counterparts is a lack of systematic communication mechanisms even within the professional community, insufficient interdisciplinary connections and a weak public role of the intellectuals. It is for this reason that Russian scholars find it difficult to get incorporated into the international knowledge market, and to insist on their field’s specific character – namely, qualitative assessment, publications in their mother tongue and publishing traditional monographies. The author outlines structural elements of successful scientific communication and regards its problems in Russia and Germany in the context of the global knowledge market, global competition and a new industrial revolution caused by the total digitalization and automatization. The article also focuses on the third mission of universities which refers to their faculty’s public activity, accessibility of their research results in the mass media, the scope of their public discussion and tangible impact on social and political institutions, industry and business. The author pays special attention to the evaluation criteria in philosophical, so­ciological and humanitarian disciplines, and to their specific nature compared to other research and education fields (i.e. IT).

African Development Expectations and Challenges at the G20 Summit in Argentina in 2018

2019 ◽  
Vol 35 ◽  
Author(s):  
Ashraf Patel
Keyword(s):  
Global Economy ◽  
Industrial Development ◽  
Industrial Revolution ◽  
Buenos Aires ◽  
Skills Development ◽  
Global Knowledge ◽  
The Core ◽  
Fourth Industrial Revolution ◽  
Challenges And Opportunities ◽  
Key Policy

The article unpacks key policy and development issues and priorities with regards to Africa’s development at the G20 Summit held in Buenos Aires, Argentina in November 2018. The core themes are industrial development challenges and opportunities for African economies as they integrate in the global economy, tracing structural issues such as commodity cycles, infrastructure and policy requirements for sustainable economic development in the fourth industrial revolution era. It unpacks the education and skills development requirements for Africa to effectively—and equitably—participate in the global knowledge economy. The study then details African industrialisation pathways and options from various academic perspectives in an increasingly competitive world

Graham Wallas and Liberal Democracy

1979 ◽  
Vol 41 (4) ◽  
pp. 536-560
Author(s):  
Sugwon Kang
Keyword(s):  
Political Institutions ◽  
Industrial Revolution ◽  
The United States ◽  
Industrial Society ◽  
Great Society ◽  
Herbert Spencer ◽  
Political Philosopher ◽  
A Chain ◽  
American Political Science ◽  
The New Deal

During his lifetime (1858–1932) Graham Wallas's pioneering contributions to the study of politics were widely acknowledged. Thus, his Human Nature in Politics (1908) was rightly acclaimed as a turning point in British and American political science, away from the study of political institutions and toward the study of political behavior. With his later works, notably The Great Society (1914), Our Social Heritage (1921) and The Art of Thought (1926), Wallas's influence spilled over into other fields of social inquiry provoking a chain of serious debates among the pundits of various disciplines. And the term “Great Society,” by which Wallas meant a complex, mechanized industrial society, the monster-child of the Industrial Revolution, became a household phrase in the 1930's among the New Deal liberals in the United States, where, according to historian Samuel Eliot Morison, he had been the most influential English political philosopher since Herbert Spencer.

scholarly journals HISTORICAL ANALYSIS OF THE DEVELOPMENT OF ENERGY EFFICIENT ECOLOGICAL SETTLEMENTS, CLASSIFICATION AND WORLD EXAMPLES

2021 ◽  
Vol 3 (163) ◽  
pp. 22-29
Author(s):  
Y. Selikhova
Keyword(s):  
Urban Planning ◽  
Political Institutions ◽  
Energy Efficient ◽  
Alternative Energy ◽  
Industrial Revolution ◽  
Climatic Factors ◽  
Historical Analysis ◽  
Living Conditions ◽  
Environmental Situation ◽  
Use Of Resources

The article considers the movement of ecological settlements since the end of the 18th century, namely from the stage of industrial and scientific-technological revolution - industrial revolution, which provoked the eviction of people from rural areas, thus causing intensive development and rapid urban growth in many countries. Poor living conditions and the acute environmental situation have given impetus to scientists in various fields of science, prompted to find ways to overcome this situation. The relevance of the article is due to the need for historical analysis, the invention of the brightest foreign examples of urban formations, namely energy-efficient ecological settlements, which will improve the environmental situation resulting from the industrial revolution, thereby causing severe damage and affecting the living conditions of our society. Recently, scientific interest in energy-efficient ecological settlements, both from a theoretical and empirical point of view, has greatly increased, so first of all, the article cited several terms that clearly describe what is meant by energy-efficient ecological settlements. based on the use of alternative energy sources, trying to change and oppose the main environmental, social, economic and political institutions. Historical data show that each urban planning entity has its own chronology and preconditions for organization. The article analyzes the main stages of the formation of the first settlements, which later evolved into energy efficient and completely independent of external resources of the settlement. The first settlements arose in the illegally occupied territories. Since seas and rivers were an extremely important geopolitical factor for ancient world civilizations and countries, they determined both the directions of migration and settlement, as well as conquests and colonization. The main prerequisites for the organization of settlements were geographical and climatic factors. The settlement required areas with fresh water, recreational areas, fertile land and a warm mild climate. It was found that ecological settlements are classified by type, structure, region and location. Here are some examples of energy-efficient ecological settlements that have been operating successfully since the early 1990s to the present day. The article contains general plans of these settlements, and briefly describes each example. In conclusion, the role of energy-efficient ecological settlements is very large, they regulate many environmental and economic aspects through passive construction, rational use of resources, waste management and application of urban planning principles and design standards.

scholarly journals MAIN TRENDS IN MODERN RUSSIAN HIGHER EDUCATION (BASED ON THE MATERIALS OF THE WINTER SCHOOL OF TEACHERS – 2020)

2020 ◽  
pp. 101-109
Author(s):  
Фаина Леонидовна Косицкая
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Publishing House ◽  
Video Gaming ◽  
Digital Information ◽  
Russian Higher Education ◽  
Winter School ◽  
Pedagogical Research

В рамках очередной Зимней школы преподавателей, организованной издательством «Юрайт» в конце января 2020 г. и проходившей в режиме вебинаров, были обсуждены основные тренды высшего образования. Вниманию участников было представлено более тридцати докладов по самым актуальным темам: непрерывность обучения, Soft skills, творческое мышление в решении задач (тренд – универсальные навыки и компетенции в четвертой индустриальной революции); ликвидация цифрового неравенства, тотальная цифровая грамотность, цифровая трансформация сознания педагогов-преподавателей (тренд – цифровая образовательная среда); новые педагогические роли (тьюторство, педагогический дизайн и др.), переход на проектное обучение с фокусом на междисциплинарность, трансформация учебного пространства, изменение роли библиотек (тренд – массовое персонализированное обучение (студентоцентрированность)); качественно новые цифровые учебно-методические комплексы, источники контента: открытые ресурсы, электронные библиотечные системы, массовые образовательные онлай-нкурсы, образовательные платформы, цифровизация образовательного наследия (тренд – цифровые учебно-методические комплексы); адаптивное обучение и оценивание, портфолио достижений, трансформация целей и методов тестирования (тренд – оценивание образовательных достижений); голосовые помощники и чат-боты, адаптивный подбор учебных материалов, AR, MR, VR и панорамное видео, игровые компьютерные практики (тренд – искусственный интеллект и VR-технологии в образовании); прокторинг, защита данных (тренд – информационная безопасность); педагогические исследования с использованием Big Date, психометрика и цифровые следы, рейтинги цифровой информации как новая реальность (тренд – исследования и аналитика данных). В рамках данного обзора остановимся на отдельных трендах, темах и докладах. Within the framework of the regular “Winter School of Teachers”, organized by Yurait Publishing House in late January 2020 and held in the webinar mode, the main trends in higher education were discussed, more than thirty reports were presented on the most relevant topics: continuous learning, SoftSkills, creative thinking in solving tasks (trend – universal skills and competences in the fourth industrial revolution); elimination of digital inequality, total digital literacy, digital transformation of the consciousness of educators (the trend is the digital educational environment); new pedagogical roles (tutoring, pedagogical design, etc.), the transition to project-based education with a focus on interdisciplinarity, the transformation of the academic space, the changing role of libraries (the trend is mass personalized learning (student-centered); qualitatively new digital educational and methodological complexes, content sources: open resources, EBS, MOOC, educational platforms, digitalization of educational heritage (the trend is digital educational and methodological complexes); adaptive training and assessment, portfolio of achievements, transformation of goals and testing methods (trend – evaluation of educational achievements); voice assistants and chat bots, adaptive selection of training materials, AR, MR, VR and panoramic video, gaming computer practices (trend – artificial intelligence and VR technologies in education); projecting, data protection (trend – information security); pedagogical research using Big Date, psychometrics and digital footprints, ratings of digital information as a new reality (trend – research and data analytics). As part of this review, we dwell on individual trends, topics and reports

«Case analysis» Method as Applied to Higher School ESOL Teaching

10.12737/2670 ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 37-41
Author(s):  
Ирина Андреева ◽  
Irina Andreeva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Evaluation Criteria ◽  
Case Analysis ◽  
Problem Analysis ◽  
Analysis Method ◽  
Execution Plan ◽  
Education Environment ◽  
Russian Higher Education ◽  
Modular Training

The article discusses the use of the «Case analysis» method in teaching students a foreign language at higher school. Acquainting the reader with the history and development of this method, the paper provides a detailed comparative analysis of the «Case analysis» and the method of problem analysis taking into consideration the experience of using it in the Russian higher education environment. The article presents the advantages and disadvantages of both methods when teaching a foreign language and provides an execution plan for working with foreign-language material in the context of modular training and the above-mentioned techniques usage — the stages of implementation, a plan diagram, evaluation criteria. The author also emphasizes the necessity of additional training for teachers.

Digitalization in Modern University: Realities and Development Prospects

2019 ◽  
Vol 8 (4) ◽  
pp. 9-14
Author(s):  
Л. Семенова ◽  
L. Semenova
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Professional Community ◽  
Main Trend ◽  
Digital Education ◽  
Knowledge Quality ◽  
Russian Higher Education ◽  
Initial Stage ◽  
Management Approaches ◽  
Resource Support

Digitalization is an actual issue and the main trend of Russian higher education and a widely discussed topic in the professional community. A number of government decrees and programs set a goal for universities — highquality and affordable online education using digital technologies. The article presents the study’s results of digitalization of education in Russia and abroad, indicating the initial stage of digitalization of higher education in Russia and the creation of a digital educational environment. Researches confirm the high need for digital education on the part of students and teachers, therefore, de facto, a lot of universities use digital technology in practice. However, de jure digitalization in higher education is not supported by conceptual provisions, uniform standards and management approaches. Exploring the opinions of target audiences confirms that a blended learning is the best option in the current situation. The advantages, disadvantages and conditions of digitalization in modern higher education are discussed in this article. The problems and main trends in the development of digital education in universities are pointed out too. Possibilities of micro and macro learning, popular online platforms are determined. The author concludes that the transformation of higher education in the context of digitalization is inevitable, fundamental changes are assumed in the content of education, teaching methods, technological approaches, resource support, in the system of knowledge quality control.

scholarly journals The United States As A Developing Nation: Revisiting The Peculiarities Of American History*

2019 ◽  
Vol 246 (1) ◽  
pp. 269-306 ◽  
Author(s):  
Stefan Link ◽  
Noam Maggor
Keyword(s):  
United States ◽  
Political Institutions ◽  
Economic History ◽  
Industrial Revolution ◽  
Max Weber ◽  
Developmental State ◽  
The United States ◽  
Factor Endowments ◽  
Great Divergence ◽  
Promising Avenue

Abstract It has recently been suggested that the economic departure of the United States after the Civil War marked a ‘Second Great Divergence’. Compared to the ‘First’, the rise of Britain during the Industrial Revolution, this Second Great Divergence is curiously little understood: because the United States remains the template for modernization narratives, its trajectory is more easily accepted as preordained than interrogated as an unlikely historical outcome. But why should development have been problematic everywhere but the United States? This Viewpoint argues that a robust explanation for the United States's rise is lacking: it can neither be found in an economic history literature focused on factor endowments nor in internalist Americanist historiography, which often reproduces overdetermined accounts of modernization inspired by Max Weber. The most promising avenue of inquiry, we argue, lies in asking how American political institutions configured what should properly be called an American developmental state. Such a perspective opens up a broad comparative research agenda that provincializes the United States from the perspective of development experiences elsewhere.

scholarly journals Development of Augmented Reality Based Crawl Swimming Learning Module For Students of The UNU Blitar Sport Education Study Program

2020 ◽  
Vol 4 (2) ◽  
pp. 144-150
Author(s):  
Peni Nohantiya ◽  
Fatra Nonggala Putra
Keyword(s):  
Augmented Reality ◽  
Product Development ◽  
Industrial Revolution ◽  
Evaluation Criteria ◽  
Sport Education ◽  
Study Program ◽  
Learning Module ◽  
Education Study ◽  
Compulsory Subject ◽  
Group Trial

Swimming is a compulsory subject in the UNU Blitar Sports Education Study Program curriculum. Has a fairly high Semester Credit Unit (SKS) weight of 4 credits. The crawl style swimming is the basis of all styles so that it needs to be studied more deeply according to the era of the industrial revolution 4.0, namely with a touch of Augmented Reality (AR) technology. This study aims to develop a learning module for swimming crawl style which is integrated with Augmented Reality (AR). The method used by researchers is the Research and Development developed by Dick and Carey which consists of 10 steps. However, due to existing limitations, the researcher only carried out 9 steps. The module was validated by 3 experts, namely: media expert, learning expert, and swimming expert. The input from experts is used to complement the product. Subsequently carried out small group trials totaling 6 students while 30 students as large group trial subjects. The results obtained are: the criteria for product clarity obtained by a percentage of 91.17647% are very valid, the strategic criteria obtained by a percentage of 83.33% are quite valid, the evaluation criteria obtained by a presentation of 75% are quite valid. All criteria have met product eligibility. Product development of the module is declared valid enough and fit for use as a medium to maximize the learning process.

scholarly journals Adaptation Potential of Teachers of the Third Age in the Conditions of Higher Education Transformation

2020 ◽  
Vol 22 (1) ◽  
pp. 146-169 ◽  
Author(s):  
E. A. Shuklina ◽  
M. V. Pevnaya ◽  
E. A. Shirokova
Keyword(s):  
Higher Education ◽  
Professional Community ◽  
Practical Significance ◽  
Comparative Approach ◽  
Retirement Age ◽  
Third Age ◽  
Social Community ◽  
The Third ◽  
Russian Higher Education ◽  
High Level

Introduction. In many countries around the world, the increase in life expectancy leads to significant social transformations. Institutional structures, social protection policies and legislation on the life and employment of older citizens are being changed today. In Russian higher education, more than a third of professional community belongs to the group of teachers of the third (pre-retirement and retirement) age. The modernisation of this area and the raising of the retirement age will make it possible to study the peculiarities of this group of faculty members as a reserve of the vocational training system.The aim of the present article is to characterise the adaptive potential of social community of teachers of the third age in the context of the transformation of higher education.Methodology and research methods. The methodological framework of the article is based on the set of general scientific approaches: communal, comparative, institutional, resource. The first method provides an opportunity to consider teachers of the third age as a social community with their own specific features. The comparative approach is used to see specific features in dynamics (on the materials of official statistics) and to compare them with similar characteristics of teachers of other age groups. The institutional and resource approaches are aimed at identifying adaptive abilities of teachers of the third age against the background of current restructuring processes in higher education. The article is based on the materials of research projects conducted in 2017–2019 and on a mass survey of teachers. The general population consisted of 51 universities of the Ural Federal District. The volume of the sample of teachers is 810 people.Results and scientific novelty. The study showed that teachers of the third age are characterised by a high level of adaptation to changes in higher education. They successfully fulfill themselves in scientific and pedagogical activities. They are characterised by relatively high publication and grant activities, realisation of new educational forms and high motivation and readiness to improve their com petencies and qualifications. At the same time, teachers of the third age estimate their social security in the professional sphere as extremely low. This community is characterised by a high level of criticality in relation to the implemented institutional changes in the field of higher education, which is based on a socially mature responsibility formed within their professional activities for the consequences of decisions taken.Practical significance. The research undertaken demonstrates the stereotype inadequacy concerning non-adaptability of third-age university teachers to technological, content and organisational innovations. Moreover, teachers of the third age are a significant factor in the sustainable development of universities. Therefore, it is necessary to develop management models and create institutional conditions for maximum use of human capital of third-age teachers, whose peculiarities, needs and opportunities in the system of Russian higher education are inadequately taken into account today.

scholarly journals Kirjoittamisen diskurssit lukion äidinkielen ja kirjallisuuden opetussuunnitelman perusteissa ja äidinkielen ylioppilaskokeen määräyksissä

Virittäjä ◽  
2017 ◽  
Vol 121 (3) ◽  
Author(s):  
Satu Erra ◽  
Kimmo Svinhufvud
Keyword(s):  
Social Practice ◽  
Core Curriculum ◽  
Mother Tongue ◽  
Evaluation Criteria ◽  
Document Analysis ◽  
Upper Secondary ◽  
Political Approach ◽  
Matriculation Examination ◽  
Teaching Of Writing ◽  
The Relationship

Artikkelissa tarkastellaan lukion opetussuunnitelman perusteissa 2003 sekä syksyllä 2012 annetuissa ylioppilaskokeen äidinkielen määräyksissä esiintyviä kirjoittamisen diskursseja. Opetusta ohjaavien dokumenttien analyysivälineenä on Ivaničin (2004) malli kirjoittamisen diskursseista: kirjoittamisessa voi olla kyse taidosta, luovuudesta tai prosessista, se voi olla tekstilajien tuottamista (genrediskurssi), sosiaalisten käytänteiden noudattamista tai sosiopoliittista toimintaa. Artikkelissa selvitetään, miten eri diskurssit näkyvät dokumenteissa, ovatko dokumenttien kirjoittamiskäsitykset keskenään samanlaisia sekä miten käytetty malli soveltuu äidinkielen opetusta ohjaavien dokumenttien analyysiin. Analyysi osoittaa, että opetusta ohjaavat dokumentit eivät perustu mihinkään yksittäiseen kirjoittamisdiskurssiin. Sekä opetussuunnitelmissa että ylioppilaskokeen määräyksissä on useita diskursseja, jotka toisinaan kimputtuvat hybrideiksi: etenkin taitodiskurssi ja genrediskurssi liittyvät muihin näkemyksiin. Molemmissa dokumenteissa kirjoittaminen näyttäytyy taitona ja tekstilajin tuottamisena, toisinaan myös luovuutena. Sosiopoliittiseen diskurssiin on dokumenteissa joitakin yksittäisiä viittauksia. Kirjoittaminen prosessina tai sosiaalisena käytänteenä sen sijaan näkyy opetussuunnitelmissa mutta ei ylioppilaskokeen arviointia ohjaavissa määräyksissä. Ivaničin malli perustuu kronologiaan, mutta dokumenttien analyysi paljastaa, että ylioppilaskokeen arviointiperusteissa kirjoittamisen diskurssit muodostavat myös eräänlaisen hierarkian: Kirjoittamisessa on kyse taidosta, mutta vaatimustason kasvaessa edellytetään myös tekstilajien hallintaa ja sosiokriittisyyttä. Hierarkian huipulla on luovuus. Opetussuunnitelmissa ei ilmene vastaavanlaista hierarkiaa. Artikkeli tuo esiin, että opetussuunnitelmat tarjoavat mahdollisuuden melko monipuoliseen kirjoittamisen opetukseen, mutta ylioppilaskokeen kirjoittamiskäsitys on hieman opetussuunnitelmia kapeampi. Kirjoittamisen opetuksen kehittämisen kannalta onkin jatkossa pohdittava opetuksen ja arvioinnin suhdetta sekä kiinnitettävä huomiota kirjoittamiskäsitysten monipuolisuuteen. Analyysin perusteella Ivaničin malli soveltuu, tietyin varauksin, opetusta ohjaavien dokumenttien analyysiin.   Writing discourses in Finnish mother-tongue and literature curriculum and in evaluation criteria for the mother-tongue component of the Finnish matriculation examination The article discusses the discourses of writing present in the National Core Curriculum for Upper Secondary School 2003 and the Regulations of the Finnish Matriculation Examination of the Mother Tongue. The document analysis is based on Ivanič’s (2004) framework, which can be used for identifying six discourses of writing: skills discourse, creativity discourse, process discourse, genre discourse, social practices discourse, and socio-political discourse. This article examines how the different discourses are instantiated in the documents, whether the documents are discursively similar, and whether this framework is suitable for analysis of the documents governing the teaching of the mother tongue. The analysis shows that these documents are not based on just one writing discourse. There are in fact several discourses in both the curriculum and the regulations of the matriculation examination. In both documents, writing is considered a skill and production of genre, at times even creativity. There are also some indications of the socio-political approach in both. However, only the curriculum sees writing as a process and as a social practice. In this sense, the matriculation examination is more limited in its view on writing. At times, the discourses create hybrids – notably the skills discourse and the genre discourse interlock with other views. Ivanič’s framework is based on chronology. However, the available evidence suggests that, in the evaluation criteria of the matriculation examination, the discourses of writing also adhere to a certain hierarchy. At the basic level, writing is evaluated merely as a skill. After that, it is seen as a production of genre. The next step in the hierarchy is the socio-politics of writing, and at the top of the hierarchy is creativity. However, the curriculum does not disclose a similar hierarchy. The article argues that the analysed curriculum provides an opportunity to employ relatively diverse forms of teaching of writing, but the matriculation examination sees writing from a narrower perspective. On these grounds, it can be argued that in the future development of writing pedagogics it is important to consider the relationship between the teaching and assessment of writing, and to pay attention to the diversity of writing discourses. The article further claims that the framework employed is, with certain reservations, suitable for document analysis.

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