Stand Biomass Dynamics of Pine Plantations and Natural Forests on Dry Steppe in Kazakhstan

Biomass dynamics were studied in isolated relict stands of scots pine (Pinus sylvestris) on the dry steppe of Kazakhstan (53-54N) where potential evaporation is 500-600 mm yr-1 and the rainfall is 250-260 mm yr-1. Samples were taken from 7 plots in natural stands on sandy forest soils (age 13-110 years) and 10 plots in plantations on dark-chestnut-coloured soils (age 5-50 years). Nine or 10 sample trees were taken from each plot, giving a total of 68 and 96 sample trees in natural and plantation stands respectively. Root systems were excavated and fractionated in 11 plots. Analyses indicated that the stability of these stands becomes critical at 10-20 years when foliage biomass reaches its maximum (7-13 t ha-1 dry weight), both in plantations and natural stands. Self-regulating mechanisms in natural stands provide stability that may not develop not observed in some plantations. Natural stands may show an abrupt decrease in foliage biomass at the time of canopy closure, but it increases again by age 40-50 years. In plantations this critical period may cause dieback and may trigger stand collapse before maturity. Stem and root biomass increases monotonically and does not depend upon stand origin. The total biomass production is influenced by ground water level and the presence of and depth to the clay layer underlying the sandy sediments

INFLATION OF THE COMPETENCE-BASED APPROACH IN THE RUSSIAN PEDAGOGICAL SCIENCE AND PRACTICAL TEACHING

Introduction. In the last one and a half decades in Russian education competence-based approach has widely extended. Competence-based approach arose in the 1970 s in the USA and gained development for the solution of problems of professional education. During mass realization of this approach in the system of the Russian education its idea began to be emasculated and turned into own contrast gradually. As a result, the advantages of the competence-based concept were leveled down, and it lost its practical importance. The aim of the present publication is to prepare the empirical bases of competence- based approach, to open an essence of its theoretical kernel – the term "competence", to define limits of its applicability and expediency of use. Methods. Competence-based approach is considered by the author according to the general methodological structure of the scientific theory. The analysis and synthesis of theses of normative documents (Federal State Educational Standards), contents of the scientific and methodical works and scientific publications devoted to the practical application of competence-based approach are performed. Results and scientific novelty. From critical positions various definitions of competence as a key concept of competence-based approach are analysed. The general scheme of formation of competence is presented. The need of accurate localization of its content which provides speed of achievement of the required results and a possibility of their diagnostics is emphasized. The framework of application of competence-based approach is designated: it is effective if trainees are trained for performance of unambiguously described, algorithmic professional functions; it is of little use for training of specialists whose future professional activity means a big share of a productive, creative component; it is irrational in school education which is aimed at the general development, but not at early narrow specialization which does not allow to be created to a complete picture of the world and leads to loss of fundamental nature of the general education. It is shown on concrete examples how the concept of competence of the Russian pedagogical science and practice «is degraded»: various common cultural, key, transparent and other competences become synonyms of the concepts "culture", «thinking», and «education». It is emphasized that the competence, which went beyond its subject domain and borders of educational process, loses the practical sense. The conclusion is drawn on inflation and insolvency of competence-based approach in modern education. Practical significance. It is offered to limit the use of category of competences only to those professional spheres which are connected with the performance of accurately algorithm-based actions that lead to receiving a concrete measurable product; or as an alternative to consider resulting educational effect as a product of independent activity of a student. Otherwise, further profanation of competence-based approach will be aggravated, and the quality of training of graduates of educational institutions of various levels will decrease.Введение. В последние полтора десятилетия в российском образовании широко распространился компетентностный подход, который зародился в 1970-е гг. в США и получил развитие в целях решения проблем профессионального образования. В ходе массовой реализации этого подхода в системе отечественного образования его идея стала постепенно выхолащиваться и превращаться в собственную противоположность. В результате достоинства компетентностной концепции нивелируются, и она утрачивает свою практическую значимость. Цели статьи – выделить эмпирические основания компетентностного подхода, раскрыть суть его теоретического ядра – термина «компетенция», определить границы его применимости и целесообразности использования. Методология и методики исследования. Компетентностный подход рассмотрен автором в соответствии с общей методологической структурой научной теории. Произведены анализ и синтез положений нормативных документов (федеральных государственных образовательных стандартов), содержания научно-методических работ и научных публикаций, посвященных практическому приложению компетентностного подхода. Результаты и научная новизна. С критических позиций проанализированы различные дефиниции компетенции как ключевого понятия компетентностного подхода. Представлена общая схема формирования компетенции. Акцентирована необходимость четкой локализации ее содержания, которая обеспечивает быстроту достижения требуемых результатов и возможность их диагностики. Обозначены рамки применения компетентностного подхода: он эффективен, если обучаемых готовят к выполнению однозначно описанных, алгоритмических профессиональных функций; малопригоден для подготовки специалистов, чья будущая профессиональная деятельность подразумевает большую долю продуктивного, творческого компонента; нерационален в школьном образовании, которое нацелено на общее развитие, а не на раннюю узкую специализацию, не позволяющую сформироваться целостной картине мира и ведущую к утрате фундаментальности общего образования. На конкретных примерах продемонстрировано, как «размывается» понятие компетенции в отечественной педагогической науке и практике: различные общекультурные, ключевые, сквозные и пр. компетенции становятся синонимами понятий «культура», «мышление», «образованность». Подчеркивается, что компетенция, вышедшая за пределы своей предметной области, тем более за границы образовательного процесса, утрачивает практический смысл. Сделан вывод об инфляции и низкой эффективности компетентностного подхода в гуманитарном образовании. Практическая значимость. Предлагается ограничить применение категории компетенций только теми профессиональными сферами, которые связаны с выполнением четко алгоритмизированных действий, приводящих к получению конкретного измеримого продукта; либо в качестве альтернативы рассматривать конечный образовательный результат как продукт самостоятельной деятельности обучающегося. В противном случае дальнейшая профанация компетентностного подхода будет усугубляться, что приведет к снижению качества подготовки выпускников образовательных учреждений различного уровня

BUREAUCRATISM AS AN INDICATOR OF SYSTEMIC CONTRADICTIONS IN THE EDUCATION SYSTEM

Introduction. The problem of a sharp increase in paperwork done by experts of an education system, educators and teachers has been repeatedly brought up by the pedagogical community. The teachers have to draw up endless reports, plans, schedules, references; as a consequence, teachers have less time and energy to perform direct professional duties – training and education of younger generation. Nevertheless, continuous appeals of “masses” and recurrent promises of “heads” to reduce the unreasonable bureaucratic reporting have not led even to the minimum positive changes. The aim of the publication is the identification and discussion of the causes of bureaucratism in education; comparison of the tendencies of development of the world pedagogical system with the processes of development of the Russian system of education. Methodology and methods of research. The methodological framework is based on the holistic approach, the complex systems theory, and the synergetics foundations. The study is made up of the comparative, structural and functional analysis of educational systems with the methods of modeling and forecasting application.Results and scientific novelty. It is proved that bureaucratism has objective nature; it is an indicator of a crisis situation, which in turn, is a consequence of systemic contradictions not only within the framework of the existing education system but also in the whole pedagogical system as an ideal foundation of the education institutions functioning. Having reflected own practice and analysed pedagogical publications, the author has systematized the crises of education according to the singled out levels of the contradictions which differ with degree of “globality”. The groups of contradictions of each of the levels that determine the depth of the crisis are formulated and described: contradictions between the existing global pedagogical system and the social, technical, natural world surrounding it; internal disagreement of elements of the system; particular and local discrepancies which are most often pointed out as the crisis reasons, but actually they are not. The latter involve insufficient financing, lack of teaching hours, low motivation of graduates of pedagogical universities for work within the specialty, etc. The mechanisms, dialectic character of the highlighted contradictions, and reaction of the governing structures to each of them are shown. The advantages and disadvantages of the “liberal” and “statist” approaches to the solution of problems of education are considered. The conclusion is drawn that global social, economic, technological changes and outlined trends in labour market reflect the demand for reorganization of the educational sphere which has less need of an integrated control center.Practical significance. Identification of the facts of the crisis aggravation and accompanying growth of bureaucratism enables to distinguish the strategic discrepancy between the managerial decisions and the existing trends in the educational system and the society as a whole. It is stated that the only proper strategy is the freedom of education, creation of a favourable environment for it instead of imposing of one’s authoritative and grounded decisions.Введение. Проблема резкого увеличения объема «бумажной» работы у специалистов системы образования, преподавателей и учителей неоднократно поднималась педагогической общественностью, что неудивительно: из-за вынужденного составления бесконечных отчетов, планов, графиков, справок у педагогов остается все меньше времени и сил для выполнения своих непосредственных профессиональных обязанностей – обучения и воспитания подрастающего поколения. Тем не менее, непрерывные призывы «низов» и периодические обещания «верхов» сократить непомерную бюрократическую отчетность не приводят даже к минимальным положительным переменам. Цели публикации – выявление и обсуждение причин распространения бюрократизма в сфере образования; сопоставление тенденций развития мировой педагогической системы с процессами, наблюдающимися в отечественном образовании. Методология и методики. Методологической основой исследования, изложенного в статье, послужили холистический подход, теория сложных систем и положения синергетики. Работа построена на сравнительном, структурном и функциональном анализе образовательных систем с применением методов моделирования и прогнозирования. Результаты и научная новизна. Доказывается объективная природа бюрократизма как индикатора кризисной ситуации, которая, в свою очередь, является следствием системных противоречий, свойственных не только сложившейся системе образования, но и всей педагогической системе – идеальной основе функционирования образовательных институтов. С опорой на анализ собственной практики и содержание научно-педагогических публикаций автор систематизирует кризисы сферы образования в соответствии с выделенными уровнями вызывающих их противоречий, которые различаются степенью «глобальности». Сформулированы и описаны группы противоречий каждого из уровней, определяющих глубину кризиса: противоречия между целостной мировой педагогической системой и окружающим ее социальным, техническим, природным миром; внутренняя рассогласованность элементов системы; частные и локальные несоответствия, которые чаще всего указываются в качестве причин кризиса, но на самом деле таковыми не являются. К последним относятся, например, недостаточное финансирование, нехватка часов на изучение какой-либо дисциплины, низкая мотивация выпускников педвузов для работы по специальности и др. Показаны механизмы возникновения, диалектический характер выделенных противоречий и реакции управляющих структур на каждое из них. Рассмотрены преимущества и недостатки «либерального» и «государственнического» подходов к решению проблем образования. Сделан вывод о том, что глобальные социальные, экономические, технологические изменения и наметившиеся тренды на рынке труда отражают потребность в реорганизации образовательной сферы, которая все меньше нуждается в едином центре управления.Практическая значимость. Вскрытие факторов кризисных обострений и сопутствующего им роста бюрократизма позволяет установить стратегическое несоответствие принимаемых сегодня управленческих решений прогрессивным направлениям развития системы образования и общества в целом. Утверждается, что единственно правильной стратегией будет предоставление свободы образованию, создание для него самых благоприятных условий, а не навязывание чьих-то, пусть весьма авторитетных и внешне обоснованных решений.

Study of the Two-Gap Superconductivity in GdO(F)FeAs by ScS-Andreev Spectroscopy

Current-voltage characteristics and dynamic conductance of the superconductor - constriction - superconductor junctions in GdO(F)FeAs polycrystalline samples with critical temperatures Tc^local = 46 - 53 K were investigated. Two superconducting gaps, the large Delta_L = 10.5 +- 2 meV, and the small one Delta_S = 2.3 +- 0.4 meV were clearly observed at T = 4.2 K. The 2Delta_L/kTc^local = 5.5 +- 1 ratio gives support to the strong coupling mechanism which is responsible for the high Tc value. Temperature dependence of the large gap Delta_L(T) indicates the presence of intrinsic proximity effect (in k-space) between two superconducting condensates.Comment: 7 pages, 6 figures. Submitted to Journal of Physics: Conference Serie

Novel magnetic stoichiometric superconductor compound EuRbFe4As4

Confrences and Symposia.In the new stoichiometric high-temperature ironbased superconductor RbEuFe4As4, superconductivity coexists with a peculiar long-range magnetic order of the Eu 4f states; their coexistence is an enigma and a challenge for both experiment and theory. Using angle-resolved photoemission spectroscopy (ARPES), resonant photoemission spectroscopy (ResPES), Andreev reflection spectroscopy, scanning tunneling spectroscopy, and DFT band structure calculations, we have made significant progress in solving this puzzle. Our results unambiguously indicate a separation between the electronic states of Fe (superconductivity) and Eu (magnetism) and demonstrate the existence of superconducting and long-range magnetic orders almost independently of each other.K S P and V M P are grateful for the support of the Russian Science Foundation (project no. 21-12-00394). S V E is grateful for financial support within the framework of the State Assignment of the Institute of Strength Physics and Materials Science of the Siberian Branch of the RAS (project FWRW-2022-0001). V S S and I A G are grateful for support in their STS research from the Russian Science Foundation (project no. 18-72-10118).Peer reviewe

INFLATION OF THE COMPETENCE-BASED APPROACH IN THE RUSSIAN PEDAGOGICAL SCIENCE AND PRACTICAL TEACHING

Introduction. In the last one and a half decades in Russian education competence-based approach has widely extended. Competence-based approach arose in the 1970s in the USA and gained development for the solution of problems of professional education. During mass realization of this approach in the system of the Russian education its idea began to be emasculated and turned into own contrast gradually. As a result, the advantages of the competence-based concept were leveled down, and it lost its practical importance.The aim of the present publication is to prepare the empirical bases of competence- based approach, to open an essence of its theoretical kernel – the term "competence", to define limits of its applicability and expediency of use.Methods. Competence-based approach is considered by the author according to the general methodological structure of the scientific theory. The analysis and synthesis of theses of normative documents (Federal State Educational Standards), contents of the scientific and methodical works and scientific publications devoted to the practical application of competence-based approach are performed.Results and scientific novelty. From critical positions various definitions of competence as a key concept of competence-based approach are analysed. The general scheme of formation of competence is presented. The need of accurate localization of its content which provides speed of achievement of the required results and a possibility of their diagnostics is emphasized. The framework of application of competence-based approach is designated: it is effective if trainees are trained for performance of unambiguously described, algorithmic professional functions; it is of little use for training of specialists whose future professional activity means a big share of a productive, creative component; it is irrational in school education which is aimed at the general development, but not at early narrow specialization which does not allow to be created to a complete picture of the world and leads to loss of fundamental nature of the general education. It is shown on concrete examples how the concept of competence of the Russian pedagogical science and practice «is degraded»: various common cultural, key, transparent and other competences become synonyms of the concepts "culture", «thinking», and «education». It is emphasized that the competence, which went beyond its subject domain and borders of educational process, loses the practical sense. The conclusion is drawn on inflation and insolvency of competence-based approach in modern education.Practical significance. It is offered to limit the use of category of competences only to those professional spheres which are connected with the performance of accurately algorithm-based actions that lead to receiving a concrete measurable product; or as an alternative to consider resulting educational effect as a product of independent activity of a student. Otherwise, further profanation of competence-based approach will be aggravated, and the quality of training of graduates of educational institutions of various levels will decrease

BUREAUCRATISM AS AN INDICATOR OF SYSTEMIC CONTRADICTIONS IN THE EDUCATION SYSTEM

Introduction. The problem of a sharp increase in paperwork done by experts of an education system, educators and teachers has been repeatedly brought up by the pedagogical community. The teachers have to draw up endless reports, plans, schedules, references; as a consequence, teachers have less time and energy to perform direct professional duties – training and education of younger generation. Nevertheless, continuous appeals of “masses” and recurrent promises of “heads” to reduce the unreasonable bureaucratic reporting have not led even to the minimum positive changes. The aim of the publication is the identification and discussion of the causes of bureaucratism in education; comparison of the tendencies of development of the world pedagogical system with the processes of development of the Russian system of education.Methodology and methods of research. The methodological framework is based on the holistic approach, the complex systems theory, and the synergetics foundations. The study is made up of the comparative, structural and functional analysis of educational systems with the methods of modeling and forecasting application.Results and scientific novelty. It is proved that bureaucratism has objective nature; it is an indicator of a crisis situation, which in turn, is a consequence of systemic contradictions not only within the framework of the existing education system but also in the whole pedagogical system as an ideal foundation of the education institutions functioning. Having reflected own practice and analysed pedagogical publications, the author has systematized the crises of education according to the singled out levels of the contradictions which differ with degree of “globality”. The groups of contradictions of each of the levels that determine the depth of the crisis are formulated and described: contradictions between the existing global pedagogical system and the social, technical, natural world surrounding it; internal disagreement of elements of the system; particular and local discrepancies which are most often pointed out as the crisis reasons, but actually they are not. The latter involve insufficient financing, lack of teaching hours, low motivation of graduates of pedagogical universities for work within the specialty, etc. The mechanisms, dialectic character of the highlighted contradictions, and reaction of the governing structures to each of them are shown. The advantages and disadvantages of the “liberal” and “statist” approaches to the solution of problems of education are considered. The conclusion is drawn that global social, economic, technological changes and outlined trends in labour market reflect the demand for reorganization of the educational sphere which has less need of an integrated control center.Practical significance. Identification of the facts of the crisis aggravation and accompanying growth of bureaucratism enables to distinguish the strategic discrepancy between the managerial decisions and the existing trends in the educational system and the society as a whole. It is stated that the only proper strategy is the freedom of education, creation of a favourable environment for it instead of imposing of one’s authoritative and grounded decisions