Дистанционное/электронное обучение: минимизация сложностей

Having passed a long way of development, distance learning from the category of innovation is going to the one of common sight. The gap in space and (until modern phase) in time has been the intact sign of each stage of its development. Distance learning is also characterized by the presence of technology, dialogue between the learner and the trainer, a high proportion of self-study, formal organization. As it is demonstrated by our study, distance learning in higher education, has a number of problems. To solve them, we proposed the subject-centered approach, since there are always people behind all economic, political, legal, pedagogical, psychological problems of distance learning. After identifying the main difficulties, the ways to minimize them were proposed: permanent two-way communication between teachers and students, instructors and students, teachers and instructors; encouragement and support of communication between students, conducting face-to-face meetings between students and teachers; duplication of academic and organizational information; interaction of students with students-tutors.Пройдя долгий путь развития, дистанционное обучение из разряда инноваций становится обыденным и привычным. Неизменным признаком каждого из этапов его развития является разрыв в пространстве и (до современного этапа) во времени. Дистанционное обучение также характеризуется наличием технологий, диалогом между обучаемым и обучающим, высокой долей самообразования, официальной организованностью. Как показало наше исследование, дистанционное обучение в системе высшего образования имеет ряд проблем. Для их решения нами предложен субъект-центрированный подход, поскольку за всеми экономическими, политическими, правовыми, педагогическими, психологическими проблемами дистанционного обучения в итоге всегда стоят люди. После выявления основных проблем предложены способы их минимизации: постоянная двусторонняя связь между преподавателями и студентами, инструкторами и студентами, преподавателями и инструкторами; стимулирование и поддержка общения между студентами, проведение очных встреч студентов и преподавателей; дублирование учебной и организационной информации; активное взаимодействие обучающихся со студентами-тьюторами

Критическое мышление и его изучение как дисциплины в высших учебных заведениях

Introduction. Modern society is interested in quality education, which is traditionally determined on the basis of the interests of society (state) and the individual. One of the recognized ways to improve the quality of education, including higher education, is the formation of critical thinking. To date, three main approaches to solving the question of what is critical thinking have been formed: philosophical, psychological, pedagogical. Along with this, according to the results of the Delphi study, critical thinking should include such skills as interpreting, analyzing, evaluating, concluding, methodological reasoning, self-checking and self-correction. Purpose setting. The purpose of the article is to clarify the relationship between how critical thinking is understood and the ways in which it is fostered within higher education. Methodology and methods of the study. The methods and methodology include historical and philosophical reconstruction of views on upbringing and education from the position of interests of society and personality, comparative analysis of courses on critical thinking in universities in Russia and abroad in correlation with the main approaches. Results. Specialized courses on critical thinking, as well as courses in which it is formed along with other intellectual skills, are oriented partly on philosophical and psychological approaches to understanding the essence of critical thinking. Conclusion. However, the results obtained in the framework of the realization of the Delphi study act as the basic for teaching.Введение. Современное общество заинтересовано в качественном образовании, которое традиционно определяется на основе интересов общества (государства) и личности. Одним из признанных способов повышения качества образования, в том числе высшего, является формирование критического мышления. К настоящему времени сформировалось три основных подхода к решению вопроса о том, что такое критическое мышление: философский, психологический, педагогический. Наряду с этим по результатам дельфийского исследования критическое мышление должно включать такие навыки, как интерпретация, анализирование, оценивание, заключение, методологическое обоснование, самопроверка и самокоррекция. Постановка задачи. Цель статьи – в прояснении взаимосвязи между тем, как понимается критическое мышление, и способами, которыми оно формируется в рамках высшей школы. Методика и методология исследования включают историко-философскую реконструкцию взглядов на воспитание и образование с позиции интересов общества и личности, сравнительный анализ курсов по критическому мышлению в университетах России и за рубежом в соотнесении с основными подходами. Результаты. Специализированные курсы по критическому мышлению, а также курсы, в которых оно формируется наряду с другими интеллектуальными навыками, ориентированы частично на философский и психологический подходы к пониманию сущности критического мышления. Выводы. Однако основным для обучения выступают результаты, полученные в рамках реализации дельфийского исследования

LARGE AREA HODOSCOPES FOR MUON DIAGNOSTICS OF HELIOSPHERE AND EARTH'S MAGNETOSPHERE

Muon diagnostics is a technique for remote monitoring of active processes in the heliosphere and the magnetosphere of the Earth based on the analysis of angular variations of muon flux simultaneously detected from all directions of the upper hemisphere. To carry out muon diagnostics, special detectors – muon hodoscopes – which can detect muons from any direction with good angular resolution in real-time mode are required. We discuss approaches to data analysis and the results of studies of various extra-terrestrial processes detected by means of the wide aperture URAGAN muon hodoscope

Local anisotropy of muon flux during Forbush decreases from URAGAN data

The approach to the analysis of spatial-angular characteristics of the muon flux variations at different phases of Forbush decrease development according to the muon snapshots (muongraphies) obtained using muon hodoscope URAGAN, as well as the analysis results are presented

Temperature effect corrections for URAGAN based on CAO, GDAS, NOAA data

For the analysis of muon flux variations caused by extra-atmospheric processes it is necessary to introduce corrections for meteorological effects. For temperature effect (TE) correction it is necessary to know the temperature profile of the atmosphere. As a rule, this profile is measured by meteorological balloons two or four times a day. Alternative sources are satellite observations and data obtained from models of atmosphere used for weather forecasting. Vertical temperature profiles obtained from NOAA satellites, GDAS (Global Data Assimilation System) and CAO data (Central Aerological Observatory, Russia) for standard isobaric levels were compared. Mean value of temperature difference for most levels does not exceed 1 K. Comparison of URAGAN data corrected for TE with CAO information, satellites and GDAS shows a good agreement. Counting rate and anisotropy of the muon flux corrected for meteorological effects for 2007-2014 are presented

Local anisotropy of muon flux during Forbush decreases from URAGAN data

The approach to the analysis of spatial-angular characteristics of the muon flux variations at different phases of Forbush decrease development according to the muon snapshots (muongraphies) obtained using muon hodoscope URAGAN, as well as the analysis results are presented

EAS array of the NEVOD Experimental Complex

A new setup for registration of the electromagnetic component of the EAS at the “knee” region of the energy spectrum of primary cosmic rays (PCR) is now under construction on the basis of the experimental complex NEVOD-DECOR (Moscow, Russia). The EAS array detecting system has a cluster organization. Clusters are located in the MEPhI campus. The specific features of the array registering system that provides particle detection, data acquisition, cluster synchronization and events selection are discussed. The results of counter characteristics study are also presented

Estimating genomic instability mediated by Alu retroelements in breast cancer

Alu-PCR is a relatively simple technique that can be used to investigate genomic instability in cancer. This technique allows identification of the loss, gain or amplification of gene sequences based on the analysis of segments between two Alu elements coupled with quantitative and qualitative analyses of the profiles obtained from tumor samples, surgical margins and blood. In this work, we used Alu-PCR to identify gene alterations in ten patients with invasive ductal breast cancer. Several deletions and insertions were identified, indicating genomic instability in the tumor and adjacent normal tissue. Although not associated with specific genes, the alterations, which involved chromosomal bands 1p36.23, 1q41, 11q14.3, 13q14.2, occurred in areas of well-known genomic instability in breast and other types of cancer. These results indicate the potential usefulness of Alu-PCR in identifying altered gene sequences in breast cancer. However, caution is required in its application since the Alu primer can produce non-specific amplification