ANALYSIS OF MODERN REQUIREMENTS FOR THE LEVEL OF FOREIGN LANGUAGE PROFICIENCY OF ENGINEERING SPECIALISTS

Introduction. At present, in Russian higher professional education we can observe a shift to the new educational paradigm based on Professional Standards (PS). According to the Federal Law of 02.05.2015 № 122 «About amendments to the Labour Code of Russian Federation and the articles 11 and 73 of «The Law on Education in Russian Federation» formation of the Federal State Educational Standards of Higher Education requirements for expected learning outcomes on universities’ main educational programs is implemented on the basis of relevant Professional Standards. This causes necessity of work on conjunction of Professional Standards, Federal State Educational Standards and universities’ main educational programs.The aim of this article is to demonstrate the influence of a new educational paradigm on the choice of contents, technologies and activities used in foreign language teaching at Russian technical universities. Methodology and research methods. The research methodology is based on the concept of diversification of engineers’ continuous professional foreign language training (T. Yu. Polyakova). In view of priority value of PS for developing universities’ main educational programs the updating of the above concept needs thorough analysis of both PS requirements for the level of foreign language proficiency of engineering specialists and study of scientific literature on the above problem. Results. This research results in interpretation and clarification of generalized PS requirements for the actual needs of industries and individuals in foreign language proficiency. The research also causes Language for Specific Purposes (LSP) program developers’ and LSP teachers’ pedagogical reflection about their readiness to form foreign language (FL) professional communicative competence of an engineer. It is concluded that a teacher needs to consider axiological aspects of engineering activity in order to understand the nature of the work performed by the engineer; to be able to select the corresponding content, educational technologies and types of educational activity integrating a foreign language and specialty. For this purpose the teacher needs fundamental preparation in the field of theoretical-methodological foundations of interdisciplinary approach in FL education, practice of the subject-integrated FL training, and also readiness for continuous professional development.Scientific novelty. The research helps to interpret requirements of recently developed and implemented engineering PS as applied to FL training at technical universities. It also contributes to the fundamental work on harmonization of Professional Standards, Federal State Educational Standards and university educational programs. Practical significance. The research assists new FL programs’ developers who face with difficulties in transfer of «labour functions», for which FL proficiency is necessary, to the competences being formed in the FL classes. It also helps to choose appropriate educational technologies for effective interdisciplinary FL teaching. Введение. В настоящее время в российском высшем профессиональном образовании наблюдается переход к парадигме, основанной на профессиональных стандартах (ПС). Согласно ФЗ от 02.05.2015 № 122 «О внесении изменений в Трудовой кодекс РФ и статьи 11 и 73 ФЗ «Об образовании в Российской Федерации», формирование требований ФГОС профессионального образования к результатам освоения основных образовательных программ (ООП) осуществляется на основе соответствующих профессиональных стандартов, что обусловливает необходимость работы по сопряжению ПС, ФГОС и ООП вузов. Цель данной статьи – показать влияние новой парадигмы образования на выбор содержания и форм обучения по программам дисциплины «Иностранный язык (для профессиональных целей)» в технических вузах. Методология исследования основана на концепции диверсификации непрерывной профессиональной иноязычной подготовки инженеров (Т. Ю. Полякова). Применение данной концепции в процессе анализа требований ПС к владению инженерами иностранным языком специальности и изучению научной литературы по рассматриваемой проблематике позволяет оценить потребности инженеров в языковой подготовке не только с позиции работодателей, но и с позиции выпускников технических вузов. Результаты. Дана авторская интерпретация и произведено уточнение обобщенных требований, разработанных работодателями ПС, к владению специалистами инженерных профилей иностранным языком. Подчеркивается необходимость педагогической рефлексии разработчиков программ дисциплины «Иностранный язык (для профессиональных целей)» и преподавателей технических вузов в отношении реальных и перспективных потребностей инженеров во владении иностранным языком. Сделан вывод о том, что, для понимания сущности формируемой иноязычной профессиональной коммуникативной компетенции инженера преподавателю необходимо понимать характер выполняемой инженером работы, учитывать аксиологические аспекты инженерной деятельности; уметь отбирать соответствующее содержание, образовательные технологии и виды учебной деятельности, интегрирующие иностранный язык и специальность. Для этого преподавателю требуется фундаментальная подготовка в области теоретико-методологических основ междисциплинарного подхода в иноязычном образовании и практики предметно-интегрированного иноязычного обучения, а также готовность к непрерывному профессиональному развитию. Научная новизна заключается в актуализации внедренных за последние два года ПС инженерно-технических специальностей применительно к программам иноязычной подготовки в техническом вузе, что вносит вклад в перспективную работу по гармонизации ПС и ООП технических вузов, а также по сопряжению ПС и ФГОС нового поколения. Практическая значимость исследования заключается в содействии разработчикам программ дисциплины «Иностранный язык», которые сталкиваются с трудностями «переноса» трудовых функций инженеров, требующих использования иностранного языка, в формируемые компетенции, а также с трудностями выбора соответствующих видов учебной деятельности в рамках междисциплинарной иноязычной подготовки в технических вузах.

Genetic bases of compact forms among cucurbit crops

The genetic base of compactness has been an area of active research in recent years, with several genes and mutations identified to be associated with the appearance of dwarf phenotypes. Understanding the functions of these genes and the underlying mechanisms of dwarfism in cucurbit crops is essential for developing new cultivars with improved yield and fruit quality. This study presents current data on genes and mutations associated with the evolvement of compact phenotypes in cucurbit crops. The review includes examples of mutant compact phenotypes and their associated genes in representatives of the Cucurbitaceae family, such as Cucurbita maxima Duch., Cucurbita pepo L., Cucurbita moschata Duch., Citrullus lanatus (Thunb.) Matsum. & Nakai, and Cucumis melo L. The review provides up-to-date information on the genetic and molecular bases of compact phenotype formation, as well as molecular markers for detecting known genes associated with reduced plant size

ANALYSIS OF MODERN REQUIREMENTS FOR THE LEVEL OF FOREIGN LANGUAGE PROFICIENCY OF ENGINEERING SPECIALISTS

Introduction. At present, in Russian higher professional education we can observe a shift to the new educational paradigm based on Professional Standards (PS). According to the Federal Law of 02.05.2015 № 122 «About amendments to the Labour Code of Russian Federation and the articles 11 and 73 of «The Law on Education in Russian Federation» formation of the Federal State Educational Standards of Higher Education requirements for expected learning outcomes on universities’ main educational programs is implemented on the basis of relevant Professional Standards. This causes necessity of work on conjunction of Professional Standards, Federal State Educational Standards and universities’ main educational programs.The aim of this article is to demonstrate the influence of a new educational paradigm on the choice of contents, technologies and activities used in foreign language teaching at Russian technical universities.Methodology and research methods. The research methodology is based on the concept of diversification of engineers’ continuous professional foreign language training (T. Yu. Polyakova). In view of priority value of PS for developing universities’ main educational programs the updating of the above concept needs thorough analysis of both PS requirements for the level of foreign language proficiency of engineering specialists and study of scientific literature on the above problem.Results. This research results in interpretation and clarification of generalized PS requirements for the actual needs of industries and individuals in foreign language proficiency. The research also causes Language for Specific Purposes (LSP) program developers’ and LSP teachers’ pedagogical reflection about their readiness to form foreign language (FL) professional communicative competence of an engineer. It is concluded that a teacher needs to consider axiological aspects of engineering activity in order to understand the nature of the work performed by the engineer; to be able to select the corresponding content, educational technologies and types of educational activity integrating a foreign language and specialty. For this purpose the teacher needs fundamental preparation in the field of theoretical-methodological foundations of interdisciplinary approach in FL education, practice of the subject-integrated FL training, and also readiness for continuous professional development.Scientific novelty. The research helps to interpret requirements of recently developed and implemented engineering PS as applied to FL training at technical universities. It also contributes to the fundamental work on harmonization of Professional Standards, Federal State Educational Standards and university educational programs.Practical significance. The research assists new FL programs’ developers who face with difficulties in transfer of «labour functions», for which FL proficiency is necessary, to the competences being formed in the FL classes. It also helps to choose appropriate educational technologies for effective interdisciplinary FL teaching

Professional Development Model for ESP Teachers Working at Engineering Universities

The article describes application of pedagogical modelling in designing professional development (PD) syllabus for Language for Specific Purposes (LSP) teachers working at Russian engineering universities. The authors consider meaningful factors defining professional requirements for LSP tertiary teachers and view the problems of LSP teachers’ professional development from engineering pedagogy perspective. They substantiate the necessity of developing the Profile of LSP tertiary teachers’ professional competencies as a standard description of qualification requirements for this specialty. The authors analyze the results of LSP teachers’ diagnostics that revealed methodo-logical deficit of the respondents in theory and practice of cross-disciplinary approach to teaching Language for Specific (Engineering) Purposes. The organizational and pedagogical model based on qualification requirements of the above Profile is proposed as the basis of professional development syllabus design, selection of teaching methods and assessment of learning outcomes. The addressees of the above model are tertiary LSP teachers willing to improve their professional competences and cross-disciplinary integrative skills in order to develop foreign language professional communicative competence of engineering students

Comprehensive assessment of efficacy, tolerability and safety of a third-generation combined hormonal contraceptive

Planning for pregnancy and delaying pregnancy without health consequences are especially challenging today. Combined hormonal contraceptives are among the most effective methods of preventing unwanted pregnancies, providing high contraceptive reliability, availability and ease of use, safety and reversibility, as well as therapeutic and preventive action in various states. However, according to the State Statistics Committee of Russia, hormonal contraception is used only by 13.4% of women (2009) in this country. This is caused by suspicions both of patients and physicians about side effects of hormonal contraceptives and feasibility of the method in general