scholarly journals Integrated Information Infrastructure of Georgian High Educational Institution

2020 ◽  
Vol 8 (5) ◽  
pp. 146-152
Author(s):  
David Gulua
Keyword(s):  
Educational Institution ◽  
Information Infrastructure ◽  
High Educational Institution ◽  
High Educational ◽  
Integrated Information

Academic Olympics on Descriptive Geometry As a Catalyst of Heuristic Thinking

2017 ◽  
Vol 5 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Сальков ◽  
Nikolay Sal'kov ◽  
Вышнепольский ◽  
Vladimir Vyshnyepolskiy ◽  
Аристов ◽  
...  
Keyword(s):  
Spatial Perception ◽  
Academic Discipline ◽  
Educational Institution ◽  
High Educational Institution ◽  
Descriptive Geometry ◽  
Geometric Problems ◽  
Problem Book ◽  
The Mind ◽  
Mental Resources ◽  
High Educational

Gaspard Monge wrote: "The charm that accompanies science can overcome man's natural aversion to the mind intenseness and make them find pleasure in their mind’s exercise that for most of people seems as tiresome and boring occupation". He had written it including descriptive geometry. To exercise one’s mind — what is this but the brain building, and science is accompanied just by heuristic thinking, so that brings new discoveries for an intellectual. The most difficult in descriptive geometry is the ability to represent a spatial geometric figure or such figures’ combination on two images. It is clear that the usual problems of a course are resolved within the academic discipline, and are typical ones, readily understandable for any student of a technical high educational institution, while the tasks at Academic Olympics, even if these tasks are destined for use inside a high educational institution, are more difficult. If for a solving of problems from an ordinary problem book on descriptive geometry’s course it is enough to know literally a few algorithms, for tasks of increased difficulty that is not enough. The Academic Olympics’ functions reveal such a feature of those on descriptive geometry as their inseparable property to be a catalyst for development of heuristic thinking. Here there is not only the disclosure of students’ abilities to solve ordinary geometric problems, but the ability to solve problems of heuristic direction in general. It is obvious that knowledge of typical problems on the course of descriptive geometry is absolutely insufficiently, as well as it is insufficiently to know school geometry, that currently almost is not teaching in schools — now it is necessary to have not only the spatial perception, but at least the beginnings of heuristic thinking. This, plus the mobilization of all mental resources, contributes both to the solution of given geometric problems, and further solving other problems in the related areas of science and technology.

scholarly journals Kharkov in the formation of N. V. Morozova-Vodyanitskaya as a botanist-algologist

2017 ◽  
Vol 2 (2) ◽  
pp. 86-98
Author(s):  
K. V. Rusanov
Keyword(s):  
Educational Institution ◽  
Scientific Work ◽  
High Educational Institution ◽  
Educational Institutions ◽  
Scientific School ◽  
The Rich ◽  
The City ◽  
Pedagogical Environment ◽  
Harsh Conditions ◽  
High Educational

In the work, a number of facts and dates of the Kharkov period of life (1893–1920) of the botanist-algologist Nina Vasilievna Morozova-Vodyanitskaya are given, who graduated from the Kharkov High Women’s Courses, taught at them (as well as in other educational institutions of the city) and studied algae under the guidance of V. M. Arnoldi, Professor of the Departments of Botany of Kharkov University and High Courses. The origin of the rich merchant family allowed N. V. Morozova get both secondary and high education. The Kharkov High Women’s Courses were a huge, rapidly developing non-state high educational institution, similar to the classical university in terms of teaching natural sciences, equipping departments and laboratories, and the number of students. The Department of Botany, where N. V. Morozova studied and worked as a laboratory assistant and then as an assistant, has provided to the students an extensive workshop, participation in excursions outside the city and in expeditions to the basims of Russia. Students of the courses had the opportunity to engage in scientific work in laboratories and at a biological station on the Seversky Donets River. Among the students and junior teachers (colleagues of N. V. Morozova-Vodyanitskaya, who has formed the scientific school of V. M. Arnoldi) there were many well-known botanists, algologists, hydrobiologists who became professors, correspondent members, and so on. It is concluded that the scientific and pedagogical environment surrounding of N. V. Morozov-Vodyanitskaya in Kharkov favored her becoming as a researcher. Only the harsh conditions of the Civil War and devastation delayed the publication of the results of the first work of a young algologist, started in 1913.

Formation of teachers’ professional competence in high educational institution

10.12737/294 ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 0-0
Author(s):  
Пряничникова
Keyword(s):  
Vocational Training ◽  
Professional Competence ◽  
Complete System ◽  
Educational Institution ◽  
High Educational Institution ◽  
High Educational

Article’s author considers the formal and informal continuous vocational training as a complete system of teacher’s education.

On Some Problems of Graphics Training at Technical High Educational Institutions (view from St. Petersburg)

10.12737/3848 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 46-52 ◽  
Author(s):  
Тихонов-Бугров ◽  
Dmitriy Tikhonov-Bugrov
Keyword(s):  
Educational Institution ◽  
High Educational Institution ◽  
Descriptive Geometry ◽  
Educational Institutions ◽  
First Year ◽  
School Program ◽  
Saint Petersburg ◽  
Competence Level ◽  
High Educational

A review of problems related to geometry and graphics training at school and high educational institution has been presented within the meaning of discussions on meeting of «Descriptive Geometry, Graphics, CADD» section of Saint Petersburg House of Scientists. It has been shown that in connection with minimization in the school program of graphics and due to focused training on geometry, the competence level of freshmen does not meet high educational institutions’ requirements. It is firmly established that descriptive geometry is the only subject to facilitate these gaps liquidation during the first year of educating. Different variants of educating programs are considered and analyzed.

“Applied Geometry” Discipline Adaptation to Undergraduate for Exploitative Specialities of an Aviation High Educational Institution

2020 ◽  
Vol 8 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Olga Nazarova
Keyword(s):  
Geometric Modeling ◽  
Educational Institution ◽  
High Educational Institution ◽  
Bachelor's Degree ◽  
Descriptive Geometry ◽  
Professional Activities ◽  
Geometric Problems ◽  
Competency Based ◽  
Undergraduate Programs ◽  
High Educational

The problem of teaching and formulating the tasks for the “Applied Geometry” discipline is considered in this paper. Currently, in aviation high educational institutions there is a tendency to reduce the number of hours allocated to graphic disciplines; in addition, “Descriptive Geometry” – the habitual name of the discipline – has been replaced by name “Applied Geometry”. This is certainly connected with the transition to learning on undergraduate programs, that implies a competency-based approach, i.e., training in accordance with the necessary knowledge and methods of activity in a particular area [4; 9; 23; 29; 30; 34]. The planned results of learning in “Applied Geometry” include knowledge of methods for solving applied engineering-geometric problems, as well as the ability to use the basic elements of applied geometry and engineering graphics in professional activities, and to solve specific applied problems of geometric modeling [4; 14; 20; 22; 32]. For these reasons arises the question of the need to adapt “Descriptive Geometry” to the requirements and programs for the training of bachelors, bringing it to conformity with the name “Applied Geometry” of the discipline. According to the results of “Applied Geometry” studying, students ought to gain experience and have the ability to independently solve cognitive, organizational and other problems related to their future professional activities [28–30]. In this paper is proposed a general approach to the formulation of “Applied Geometry” problems for cadets pursuing a bachelor's degree in “Air Navigation” (25.03.03) and “Operation of Airports and Flight Support of Aircraft” (25.03.04). Using rather simple examples, has been considered the possibility to formulate the problem in such a way that instead of the traditional formulation it could be applied for a specific bachelor's degree. As well has been considered a complex applied problem, which is suitable as a task for performing a computational and graphic work, since it integrates several topics of the discipline.

Innovative Approach to Management Education’s Content and Structure Improving

Upravlenie ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 96-102
Author(s):  
Попович ◽  
Aleksey Popovich
Keyword(s):  
Strategic Alliances ◽  
Process Management ◽  
Educational Institution ◽  
Innovation Process ◽  
Organizational Structures ◽  
Practical Experience ◽  
Industrial Clusters ◽  
High Educational Institution ◽  
Virtual Structures ◽  
High Educational

For the formation and development of tomorrow’s highly effective Manager model it is not already enough of competences from the area of only classic management and/or classic emotional and even business leadership. The optimum combination of universal values and strategic anticipation, social leadership, universal and special management technologies is necessary. Aspects of innovation process management on organization’s holistic development have been considered, main groups of higher school’s development strategies have been marked, and two types of innovative processes in the education system have been characterized in this paper. The author emphasizes that the traditional association of efforts in the training of specialists through a formal merger of several structures is ultimately ineffective. More productive will be the consolidation of efforts (in parallel with formal associations) through contractual relationships, creation of basic chairs at enterprises, strategic alliances, consortia, network organizations, educational and industrial groups, technology parks, business parks, innovative educational and industrial clusters, in other words, through creation of formal virtual structures. These chairs should become such points for growth of future organizational structures for graduates’ training, in other words, they should become mini-academies, which will provide the high level training, and development of science. The paper talks about creation of new forms and organization experiences for training of managerial human resources of new generation through formal virtual structures creation with authorities, high educational institutions, business representatives, secondary school institutions, preschool facilities. This project implementation requires the allocation of several stages. The first one is creation of Institute of management (as faculty) as the core organizational structure in the form of high educational institution unit. A sample structure of such Institute has been proposed, the practical experience of such structures formation has been placed in the clearest light. In the process of their development the Institutions can be transformed into more complex structures (e.g., academies, management universities), combining the traditional organizational structures with creation of strategic formally virtual associations with various educational and industrial structures at the municipal, regional, Federal, and international levels

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