Technology Of Forming A Multicomponent Organizational Structure Of A Continuous Pedagogical Education System

Successful results of all types of professional activities largely depend on the quality of training. At present, however, the acquired knowledge does not guarantee a university graduate stability of success throughout his/her career. Thus, the concept of lifelong education was gradually formed. From the previously established stereotype “education for life”, society is moving to the “education throughout life”. The traditional division of a person’s active life into the period of professional activity and study is blurring. There is a need for a transition to continuing professional education throughout life. One of the most important tasks for the management is to ensure the continuous development and survival of the organizations. Such a task is also vital for the institutions of additional professional education. With the transition to the newly established market relations, in the Russian Federation, the conditions for the operation of the system of additional professional education have changed significantly. First of all, a market for services in the field of additional professional education has emerged, where a large number of organizations of various forms of ownership operate, creating strong competition. In these conditions, the maximum consideration of different factors influencing on the additional professional education institutions, as well as the choice of a management strategy, is an important condition for their successful development and competitiveness. The demand of society for an effective system of additional vocational education determines its place and role in the state policy in relation to the development of human resources. At the same time, it is necessary to take into account the challenges of the labor market, the increasing needs of production, the real sector of the economy, the non-production sphere in qualified workers, specialists, managers, as well as training and re-training of unemployed citizens

Technology Of Forming A Multicomponent Organizational Structure Of A Continuous Pedagogical Education System

Successful results of all types of professional activities largely depend on the quality of training. At present, however, the acquired knowledge does not guarantee a university graduate stability of success throughout his/her career. Thus, the concept of lifelong education was gradually formed. From the previously established stereotype “education for life”, society is moving to the “education throughout life”. The traditional division of a person’s active life into the period of professional activity and study is blurring. There is a need for a transition to continuing professional education throughout life. One of the most important tasks for the management is to ensure the continuous development and survival of the organizations. Such a task is also vital for the institutions of additional professional education. With the transition to the newly established market relations, in the Russian Federation, the conditions for the operation of the system of additional professional education have changed significantly. First of all, a market for services in the field of additional professional education has emerged, where a large number of organizations of various forms of ownership operate, creating strong competition. In these conditions, the maximum consideration of different factors influencing on the additional professional education institutions, as well as the choice of a management strategy, is an important condition for their successful development and competitiveness. The demand of society for an effective system of additional vocational education determines its place and role in the state policy in relation to the development of human resources. At the same time, it is necessary to take into account the challenges of the labor market, the increasing needs of production, the real sector of the economy, the non-production sphere in qualified workers, specialists, managers, as well as training and re-training of unemployed citizens

The Technology Of Forming A Future Specialist’s Basic Economic Culture

Despite a significant role of a society’s economic culture and a worker’s personality in the life of the society, an enterprise or another person, the problem of forming economic culture is underdeveloped in pedagogic and economic literature. It is still not clear how the processes of forming an individual’s basic economic culture and a specialist’s professional education in the conditions of continuous economic education are interconnected. Low effectiveness of a person who is not economically educated is underestimated. The process of a person’s economic culture growth causes significant problems as it appears to be a complex integrated phenomenon characterizing the manufacturing and entrepreneurial activities (the most important values accepted by the society members; dominating ethical standards of economic activity; the code of behavior; the system of formal and informal norms of economic activity; rituals, customs and traditions, individual and community interests; the level of the company consciousness and management, the manager’s organizing and administrative activity; availability and high quality of company’s basic and business documents; state-of-the-art office equipment, etc.). The economic component is a part of each block of requirements to the specialist and as a consequence is not an independent direction. However, its formation cannot be reached by a single learning discipline or a course of disciplines, but requires a system approach. The move to the market economy, the integration into the international educational space, the processes of democratization and humanization of the society life have required the Russian system of education to respond to a whole range of demands: to make the process of the specialist’s preparation for life and the specialist him/herself more flexible, able to respond to the changes in social processes; to adapt the graduates to the market relationships, which depend on the occupation level and the level of proposition in a work sphere; to ensure the flexibility of education which will facilitate a more comprehensive realization of a person’s creative potential

On Problem of Professional Training of Social Workers within the Framework of Higher Education

The issue of training of social workers in higher education is considered. The relevance of the research is caused by changes of socio-economic and technological nature, taking place in modern society, implying the training of specialists of higher level: “multi-functional,” meeting international standards of training professionals to implement certain urgent tasks. Professionalization refers to the process of improving a person’s knowledge, skills and abilities in the context of an activity that involves the presence of a certain subject represented in the culture of a given society, and ways of working with it. The authors rely on the indicators of the level of professional training offered by Yu. P. Povarenkov: professional effectiveness, professional identity and professional maturity. The novelty of the research lies in destinguishing three levels of “co-existence essence” of professional training of social professionals: adaptive-orientational, subject-effective and innovative-creative. The authors dwell on the position, according to which the student evolves as a subject of activity only in certain educational conditions: motivating environment of the educational institution as a factor contributing to the active development of new knowledge, skills and abilities; well-organized training and education aimed at increasing the effectiveness of students and teachers; tracking the dynamics of creative development of students, their improvement in personal and professional relationships

Significance of Soil Lightness Versus Physicochemical Soil Properties in Semiarid Areas

This is an author's accepted manuscript of an article published in " Arid Land Research and Management"; Volume 28, Issue 4, 2014; copyright Taylor & Francis; available online at: http://www.tandfonline.com/doi/abs/10.1080/15324982.2014.882871Modern agriculture aims to encompass all soil attributes to optimize soil use and minimize environmental impacts. One of those attributes is soil color, which allows determining important soil variables for crop management and soil conservation. In this study, the relationships between lightness and several pedologic, topographic, and soil management variables were determined. One hundred and ten topsoil points were sampled in an area where the Mediterranean climate is the only homogeneous soil forming factor. Soil samples were air dried, crushed, and sieved, and lightness measurements were made using a trichromatic colorimeter. The relationships between lightness and soil-related parameters were carried out by means of bivariate linear correlation, and Mann-Witney and Kruskal-Wallis tests. Soil textural fractions (sand and silt), electrical conductivity and carbonates were statistically significant (p<0.001) and exhibited moderate correlation coefficients (0.32 0.45). Topographic variables (slope and aspect), soil organic carbon, iron, nitrogen, pH, and parent material (marls) exhibited lower effect on lightness. The response of lightness to clay content was highly conditioned by iron content. Stoniness, phosphorous, elevation, and soil management variables (irrigation and land use) were not statistically significant. The results obtained with calcareous samples from semiarid areas showed that soil lightness behavior agree with findings in developed soils, despite of the large differences in soil composition and the heterogeneity of the study area.Moreno-Ramón, H.; Marqués-Mateu, Á.; Ibañez Asensio, S. (2014). Significance of Soil Lightness Versus Physicochemical Soil Properties in Semiarid Areas. Arid Land Research and Management. 28(4):371-382. doi:10.1080/15324982.2014.882871S371382284Al-Mahawili , S. M. H. , M. F. Baumgardner , R. A. Weismiller , and W. N. Melhorn . 1983 . Satellite image interpretation and laboratory spectral reflectance measurements of saline and gypsiferous soils of West Baghdad, Iraq.LARS Technical Reports. Paper 104.Barrett, L. R. (2002). Spectrophotometric color measurement in situ in well drained sandy soils. Geoderma, 108(1-2), 49-77. doi:10.1016/s0016-7061(02)00121-0Bogrekci, I., & Lee, W. S. (2005). Spectral Phosphorus Mapping using Diffuse Reflectance of Soils and Grass. Biosystems Engineering, 91(3), 305-312. doi:10.1016/j.biosystemseng.2005.04.015Buol, S. W., Southard, R. J., Graham, R. C., & McDaniel, P. A. (2011). Soil Genesis and Classification. doi:10.1002/9780470960622Christensen, L. K., Bennedsen, B. S., Jørgensen, R. N., & Nielsen, H. (2004). Modelling Nitrogen and Phosphorus Content at Early Growth Stages in Spring Barley using Hyperspectral Line Scanning. Biosystems Engineering, 88(1), 19-24. doi:10.1016/j.biosystemseng.2004.02.006Doi, R., Wachrinrat, C., Teejuntuk, S., Sakurai, K., & Sahunalu, P. (2009). Semiquantitative color profiling of soils over a land degradation gradient in Sakaerat, Thailand. Environmental Monitoring and Assessment, 170(1-4), 301-309. doi:10.1007/s10661-009-1233-xDuiker, S. W., Rhoton, F. E., Torrent, J., Smeck, N. E., & Lal, R. (2003). Iron (Hydr)Oxide Crystallinity Effects on Soil Aggregation. Soil Science Society of America Journal, 67(2), 606. doi:10.2136/sssaj2003.0606Ehsani, M. R., Upadhyaya, S. K., Slaughter, D., Shafii, S., & Pelletier, M. (1999). Precision Agriculture, 1(2), 219-236. doi:10.1023/a:1009916108990Gunal, H., Ersahin, S., Yetgin, B., & Kutlu, T. (2008). Use of Chromameter‐Measured Color Parameters in Estimating Color‐Related Soil Variables. Communications in Soil Science and Plant Analysis, 39(5-6), 726-740. doi:10.1080/00103620701879422Ibarra-F., F. A., Martin-R., M. H., Cox, J. R., Crowl, T. A., Post, D. F., Miller, R. W., & Rasmussen, G. A. (1995). Relationship between Buffelgrass Survival, Organic Carbon, and Soil Color in Mexico. Soil Science Society of America Journal, 59(4), 1120. doi:10.2136/sssaj1995.03615995005900040025xKonen, M. E., Burras, C. L., & Sandor, J. A. (2003). Organic Carbon, Texture, and Quantitative Color Measurement Relationships for Cultivated Soils in North Central Iowa. Soil Science Society of America Journal, 67(6), 1823. doi:10.2136/sssaj2003.1823Mouazen, A. M., Maleki, M. R., De Baerdemaeker, J., & Ramon, H. (2007). On-line measurement of some selected soil properties using a VIS–NIR sensor. Soil and Tillage Research, 93(1), 13-27. doi:10.1016/j.still.2006.03.009Pan, G., Xu, X., Smith, P., Pan, W., & Lal, R. (2010). An increase in topsoil SOC stock of China’s croplands between 1985 and 2006 revealed by soil monitoring. Agriculture, Ecosystems & Environment, 136(1-2), 133-138. doi:10.1016/j.agee.2009.12.011Sánchez-Marañón, M., Martín-García, J. M., & Delgado, R. (2011). Effects of the fabric on the relationship between aggregate stability and color in a Regosol–Umbrisol soilscape. Geoderma, 162(1-2), 86-95. doi:10.1016/j.geoderma.2011.01.008Sánchez-Marañón, M., Ortega, R., Miralles, I., & Soriano, M. (2007). Estimating the mass wetness of Spanish arid soils from lightness measurements. Geoderma, 141(3-4), 397-406. doi:10.1016/j.geoderma.2007.07.005Sánchez-Marañón, M., Delgado, G., Melgosa, M., Hita, E., & Delgado, R. (1997). CIELAB COLOR PARAMETERS AND THEIR RELATIONSHIP TO SOIL CHARACTERISTICS IN MEDITERRANEAN RED SOILS. Soil Science, 162(11), 833-842. doi:10.1097/00010694-199711000-00007Singleton, P. (1991). Water tables and soil colour as an indicator of saturation in some soils of the Waikato, New Zealand. Soil Research, 29(4), 467. doi:10.1071/sr9910467Spielvogel, S., Knicker, H., & Kögel-Knabner, I. (2004). Soil organic matter composition and soil lightness. Journal of Plant Nutrition and Soil Science, 167(5), 545-555. doi:10.1002/jpln.200421424Viscarra Rossel, R. A., Minasny, B., Roudier, P., & McBratney, A. B. (2006). Colour space models for soil science. Geoderma, 133(3-4), 320-337. doi:10.1016/j.geoderma.2005.07.017Webster, R., & Oliver, M. A. (2007). Geostatistics for Environmental Scientists. Statistics in Practice. doi:10.1002/978047051727

Neuregulin and dopamine modulation of hippocampal gamma oscillations is dependent on dopamine D4 receptors

The neuregulin/ErbB signaling network is genetically associated with schizophrenia and modulates hippocampal γ oscillations—a type of neuronal network activity important for higher brain processes and altered in psychiatric disorders. Because neuregulin-1 (NRG-1) dramatically increases extracellular dopamine levels in the hippocampus, we investigated the relationship between NRG/ErbB and dopamine signaling in hippocampal γ oscillations. Using agonists for different D1- and D2-type dopamine receptors, we found that the D4 receptor (D4R) agonist PD168077, but not D1/D5 and D2/D3 agonists, increases γ oscillation power, and its effect is blocked by the highly specific D4R antagonist L-745,870. Using double in situ hybridization and immunofluorescence histochemistry, we show that hippocampal D4R mRNA and protein are more highly expressed in GAD67-positive GABAergic interneurons, many of which express the NRG-1 receptor ErbB4. Importantly, D4 and ErbB4 receptors are coexpressed in parvalbumin-positive basket cells that are critical for γ oscillations. Last, we report that D4R activation is essential for the effects of NRG-1 on network activity because L-745,870 and the atypical antipsychotic clozapine dramatically reduce the NRG-1–induced increase in γ oscillation power. This unique link between D4R and ErbB4 signaling on γ oscillation power, and their coexpression in parvalbumin-expressing interneurons, suggests a cellular mechanism that may be compromised in different psychiatric disorders affecting cognitive control. These findings are important given the association of a DRD4 polymorphism with alterations in attention, working memory, and γ oscillations, and suggest potential benefits of D4R modulators for targeting cognitive deficits

ПСИХОЛОГИЧЕСКАЯ КУЛЬТУРА БУДУЩЕГО ПЕДАГОГА КАК СПОСОБ ГАРМОНИЗАЦИИ ВНУТРЕННЕГО И ВНЕШНЕГО МИРА ЛИЧНОСТИ

The culture as the beginning uniting all and being a rebirth of the person is considered. The psychological culture promotes knowledge of the personality of laws of mental reflection of world around and ways of management of internal and external activity of the person. An important component in professional activity of the teacher is the understanding and respect of uniqueness, complexity and value of the person, his inner world. Development of psychological knowledge allows the personality to understand itself and to operate the behavior, to learn to interact with other people, to be able to resist to "vital blows".Рассматривается культура как начало, объединяющее всех и являющееся вторым рождением человека. Психологическая культура способствует информированности личности о законах психического отражения окружающего мира и способах управления внутренней и внешней активностью человека. Важной составляющей в профессиональной деятельности педагога является понимание и уважение уникальности, сложности и ценности человека, его внутреннего мира. Освоение психологических знаний позволяет личности понять себя и управлять своим поведением, научиться взаимодействовать с другими людьми, уметь противостоять «жизненным ударам»