Research on development of nanotechnology in the Republic of Kazakhstan

In the history of civilization, materials and technology that defined the face of the era have appeared more than once. It is enough to recall the “age” of bronze and iron, steam and electricity, the atomic “age” and the computer age. Nanomaterials (NM) are undoubtedly among such materials, and the 21st century opens the era of nanotechnology. Most experts in the field of science and technology policy, strategic planning and investment are confident that in the next decade nanorevolution is expected in all areas of science, production, defense, medicine, mode of life, recreation and entertainment. Its consequences will be more extensive than the consequences of the computer revolution in the last third of the 20th century, i.e., a large-scale and systematic invasion of nanostructured materials, products and methods of their production will literally come to all spheres of life. The paper analyzes the ways of nanotechnology development and the use of various nanomaterials and nanoproducts in various sectors of the world economy and environmental protection. Nanotechnology is a field of fundamental and applied science that provides theoretical justification for practical methods of research, production, and products application with an atomic structure by manipulating atoms and molecules. The aim of the work is to study the development of nanotechnology and its role in the modern economy. The article considers the ways of development of nanotechnology in Kazakhstan, as well as promising directions of their development and application in the field of mechanical engineering and industry in general.

The Role of Higher Education Policies in Science Production (Case Study; Graduate Degrees in University)

The present study aimed to investigate the role of higher education policies in science production in postgraduate education. This study was considered causal research in terms of the method used. In the present study, the statistical population of this study includes graduate students of Arak University. Morgan's Table was used for sampling, and the convenience sampling method (also known as availability sampling) was used. The sample size was 323 people. According to the results, higher education policies can positively and significantly affect science production through structuring higher education, subsidy allocation to graduate education, investment in higher education, building culture for higher education, the applicability of higher education, innovation support).

Science and Binational Cooperation: Bidirectionality in the Transboundary Aquifer Assessment Program in the Arizona-Sonora Border Region

Sharing scientific data and information is often cited within academic literature as an initial step of water cooperation, but the transfer of research findings into policy and practice is often slow and inconsistent. Certain attributes—including salience, credibility, and legitimacy of scientific information; iterative information production; and sociocultural factors—may influence how easily scientific information can be used in management and policymaking. However, transnationality usually complicates these sorts of interactions. Accordingly, we argue that the production of scientific information and transboundary water cooperation build upon each other bidirectionally, each informing and enhancing the other. We employ a case-study analysis of the Transboundary Aquifer Assessment Program (TAAP), a binational collaborative effort for scientific assessment of aquifers shared between Mexico and the United States. Here, information sharing was possible only by first completing a formal, jointly agreed-upon cooperative framework in 2009. This framework resulted in a collaborative science production process, suggesting that the relationship between sharing data and information and transboundary groundwater governance is iterative and self-reinforcing. In keeping with the publication of the TAAP’s first binational scientific report in 2016, we demonstrate the bidirectional relationship between science production and water governance in the TAAP and explore remaining challenges after scientific assessment.

Visual didactic regulators as instruments of learning activity: Development and applied aspects

Introduction. The competitive advantage in the field of critical knowledge and technology exacerbates the problem of the effectiveness of intellectual activity and the means of its support in science, production and education. Such visual aids, formed by conceptual and graphic elements, such as concept maps, frames, structural logic diagrams, etc., contribute to the theoretical analysis and generalisation of the formed images and representations of learners. According to the degree of the development of these visual aids, the emphasis shifts from the function of visibility to the function of the organisation of activities. The term “visibility” (associated with the initial images of perception and representation) is substituted by the term “regulator” (focused on the organisation of further activities of the student). The hypothesis assumes the expediency of the development of conceptual and graphic means of visualisation in the form of visual didactic regulations, which are the subject of research.The present research aims: to discuss the problem of the creation of didactic regulations for educational activities; to study the development of conceptual-graphic means of visibility and factors for improving their functionality; to forecast the development of this type of means based on the visualisation of the logical-semantic modelling of knowledge; to clarify terminology and applied aspects; and to conduct experimental approbation in the conditions of distance learning.Methodology and research methods. The research methodology is based on the fundamental didactic principle of visualisation, which is necessary for the transition in the process of cognition from sensory perception to abstract thinking and contributes to the combination of abstract thinking with visualisation in teaching. The research methodology is also based on the method of logical-semantic modelling of knowledge and the following criteria for the study of conceptual-graphic means of visualisation: the application of the cognitive principles of knowledge representation; the use of universal instructional analysis activities to transform knowledge; the applicability of graphical representation of content. The methodology for the formation of didactic regulations included a visual presentation of the results of logical-semantic modelling of knowledge using universal educational actions and coordinate-matrix graphics. The method of experimental approbation of regulations in distance learning involved: the participation of students of four specialities and university teachers; a questionnaire survey of students; mastering, designing and using didactic regulations on the topic of experimental studies.Results and scientific novelty. The search on the databases of scientific documents of the Russian Academy of Education, the Electronic Scientific Library, Scopus, WOS and the Internet revealed the apparent lack of research and development of didactic regulations of a conceptual-graphic type. It was established that the main reason for the development of conceptual and graphic means of visualisation is the complexity of the tasks to be solved in science, production and education. It is demonstrated that the improvement of the functionality of conceptual and graphical tools is explained by the application of the principles of cognitive visual representation of knowledge and the method of logical-semantic modelling. The basic structures of the regulations were predicted and formed; the terminology of the research approach was clarified; the application of the tools for educational and project-based activities, interfaces of computer training programs is considered.Practical significance. The functionality of visual didactic regulators expands the potential of visibility and complements the tools of the teacher and the student. Moreover, they can be used in teaching technologies, research activities and design, when creating computer training programs.

SCIENTIFIC –EDUCATIONAL CLUSTER - MECHANISM OF INNOVATIVE DEVELOPMENT OF THE COUNTRY

The role of the innovative community of education, science, production in growth and development is scientifically substantiated in the article. The regularity of the formation of innovation, innovation centers, innovation environment in the interrelation of the essence and content of the term cluster is highlighted. The main decision of the problems connected with increase of integration of educational efficiency and industrial sphere is possible under condition of formation educational-economical clusters, where core of this establishment are higher educational institutions, as universities create human potential of innovative development, and also involved in fundamental and applied research investigations.

ADAPTATION OF ENTERPRISES OF INNOVATIVE AEROSPACE TO CLUSTER IN INDUSTRIAL AND INTELLECTUAL ECONOMY

The article provides a systematic analysis of the economy as a type of economic activity and the basis for the development of partnership. New approaches to development management based on new economic thinking are outlined. First of all, this concerns the positioning of Ukraine in the global world as an agrarian, industrial or intellectual economy. It is proved that Ukraine is characterized by the integrated development of industry, science, production, agriculture and intellectual potential. From this it follows that a new system has been formed in the country and requires further development - the industrial-intellectual economy. The essence of this system of engineering and defense industry is noted. The organizational and economic mechanism of their adaptation to the conditions of the new system based on the processes of clustering and development of production relations is proposed.

Teachers and Students’ Perceptions of Science and Scientists: A Comparative Study

Teaching science is still relying mainly on frontal teaching and assessed by paper-and-pencil-tests. Also, students in developed countries view science production through doing experiments in a lab, that’s why these students hold a negative view about science and scientists and they do not like to choose their future careers in science. The purpose of this study is to explore Lebanese and Omani school science teachers’ and their students’ perceptions of science and scientists. Using the Draw-a-scientist-test (DAST), qualitative and quantitative data were collected from 26 Lebanese and Omani teachers and their students (N= 571) enrolled in Grades 4 till 9, in both countries, from the public sector. Results showed that the main sources of Lebanese and Omani students of their drawings are the television and the internet. In addition, these sources are significant with the increase in students’ levels. Also, Lebanese students have more stereotypical image of the scientist than Omani counterparts. Overall, Lebanese and Omani students have a positive attitude towards science and scientists, as their teachers, but they emphasized the social and the private life of the scientist. Overall, students choose to have a future career in science and technology; but Omani students choose to have a career in science and technology more than the Lebanese ones. In addition, female students showed a higher interest in doing science in the future more than technology. Finally, Lebanese students do not have common contemporary or past Arab scientists as their Omani peers, but only scientists from the western culture. Data revealed that Einstein was the most popular idol among the sample of the study.

Models of the parametric range of competitive products

In the article an economic and mathematical model is developed for creating a parametric range of competitive military products and dual-use products, since when determining its competitiveness, it is necessary to give it a quantitative assessment. It is proposed to classify new products into two groups, according to their purpose: the first group includes products designed to meet the new needs of society; the second group includes products intended to replace obsolete products. At the same time, the methodology for calculating the set of parameters (tactical and technical characteristics) of a new product is proposed for use in the context of applying the end-to-end planning principle in the "science - production" cycle. The process of updating the range of competitive products, mass-produced for five years, is visually (graphically) represented. In addition, mathematical dependencies have been developed to optimize the cost of an updated sample at the stage of its development, that is, when technical and design capabilities are evaluated for subsequent modernization.