«Знаки страдания» в системе официальных наград XX-XXI веков

The question of the place of phaleronyms (medals, crosses, orders, etc.) awarded to a person for the suffering he has experienced is considered in the system of official awards of the 20th 21st centuries. For their designation, the author uses the term lapel pins for suffering. This group includes, first and foremost, wound lapel pins given during the period of hostilities (for military personnel and, what is much less common, civilians), as well as awards intended for former prisoners of war, prisoners of fascist camps and victims of terrorist acts. The relevance of the study is due to the establishment at the beginning of the)00 century of about 20 new "lapel pins for suffering" and the evolution of attitudes towards individual grief in society and the state, while emphasizing the possible connection of the second factor with the psychological heritage of the two world wars. The main source of research material is a historical review by M.V. Tsarenko. Turning to other sources is clarifying and complementary. The scientific novelty of the work lies in the classification of "lapel pins for suffering" and understanding of their special place in the award system. It is shown that the considered lapel pins are awarded to a person precisely for suffering, that is, they cannot be characterized as a specific form of reward for merit in the traditional sense.Рассматривается вопрос о месте фалеронимов (медалей, крестов, орденов и др.), вручаемых человеку за испытанное им страдание, в системе официальных наград XX-XXI веков. Для их обозначения используется авторский термин знаки страдания . К данной группе отнесены прежде всего знаки ранения, вручаемые в период боевых действий (для военнослужащих и, что случается гораздо реже, гражданского населения), а также награды, предназначенные для бывших военнопленных, узников фашистских лагерей и жертв террористических актов. Актуальность исследования обусловлена учреждением в начале XXI века около 20 новых «знаков страдания» и эволюцией отношения к индивидуальному горю в обществе и государстве, при этом подчёркивается возможная связь второго фактора с психологическим наследием двух мировых войн. Главным источником исследовательского материала выступает исторический обзор М. В. Царенко. Обращение к другим источникам носит уточняющий и дополняющий характер. Научная новизна работы заключается в классификации «знаков страдания» и осмыслении их особого места в наградной системе. Показано, что рассмотренные награды вручаются человеку именно за муки, то есть их нельзя характеризовать как специфическую форму поощрения за заслуги в традиционном понимании

«Educational company»: Peculiarities of the technology's implementation at different educational levels when forming the economic competencies of future specialists

Introduction. The relevance of the chosen topic is determined by the necessity to train specialists of a new type - constructive, initiative, responsible, full of team spirit, with flexible and economy-oriented mind, able to achieve high results in innovative and business activities and to make independent decisions when faced a choice. Such specialists are crucial for the country's future, its further prosperity. Research Methods. The technology of vocational training "Educational Company", developed by Marina Sergeyeva, was tested at each stage of vocational education. The assessment involved three levels: value-motivational, activitycognitive and reflexive-transformative. Research Results. To define the level of the graduates' economic competencies, three criteria were proposed: cognitive, personality-based and activity-creative. Three levels (low, average and high) were considered, with each of them being disclosed through a system of empirical indicators that reflect the degree of formation of a certain component. For each criterion, seven indicators were singled out, which helped to assess the conformity of graduates of vocational education institutions with economic imperatives. Discussion. The students' level of economic competencies was determined according to three criteria: cognitive, motivational-personal and activity-creative. Key, professional and additional economic competencies were also taken into account at different stages, which allowed us to carry out a comparative analysis of the students' economic competencies in experimental and control groups. The testing of the technology "Educational Company" at different educational levels involved 565 vocational students. The study proved the effectiveness of the developed level criteria (including low, average and high levels) and indicators of the students' economic competencies formation when assessing the graduates' conformity to economic imperatives. The materials given in the article can be useful for vocational teachers, parents and methodologists adapting the graduates to rapidly changing socio-economic reality. Conclusion. The revealed practical peculiarities of imitation training methods make it possible to use the components of a competitive specialist model in the educational process; to fulfill the teacher's potential in improving his/her pedagogical skills; to implement the system of imitation methods underlying the technology "Educational Company". © 2017

«Educational company»: Peculiarities of the technology's implementation at different educational levels when forming the economic competencies of future specialists

Introduction. The relevance of the chosen topic is determined by the necessity to train specialists of a new type - constructive, initiative, responsible, full of team spirit, with flexible and economy-oriented mind, able to achieve high results in innovative and business activities and to make independent decisions when faced a choice. Such specialists are crucial for the country's future, its further prosperity. Research Methods. The technology of vocational training "Educational Company", developed by Marina Sergeyeva, was tested at each stage of vocational education. The assessment involved three levels: value-motivational, activitycognitive and reflexive-transformative. Research Results. To define the level of the graduates' economic competencies, three criteria were proposed: cognitive, personality-based and activity-creative. Three levels (low, average and high) were considered, with each of them being disclosed through a system of empirical indicators that reflect the degree of formation of a certain component. For each criterion, seven indicators were singled out, which helped to assess the conformity of graduates of vocational education institutions with economic imperatives. Discussion. The students' level of economic competencies was determined according to three criteria: cognitive, motivational-personal and activity-creative. Key, professional and additional economic competencies were also taken into account at different stages, which allowed us to carry out a comparative analysis of the students' economic competencies in experimental and control groups. The testing of the technology "Educational Company" at different educational levels involved 565 vocational students. The study proved the effectiveness of the developed level criteria (including low, average and high levels) and indicators of the students' economic competencies formation when assessing the graduates' conformity to economic imperatives. The materials given in the article can be useful for vocational teachers, parents and methodologists adapting the graduates to rapidly changing socio-economic reality. Conclusion. The revealed practical peculiarities of imitation training methods make it possible to use the components of a competitive specialist model in the educational process; to fulfill the teacher's potential in improving his/her pedagogical skills; to implement the system of imitation methods underlying the technology "Educational Company". © 2017

"Educational company": Peculiarities of the technology's implementation at different educational levels when forming the economic competencies of future specialists

Introduction. The relevance of the chosen topic is determined by the necessity to train specialists of a new type - constructive, initiative, responsible, full of team spirit, with flexible and economy-oriented mind, able to achieve high results in innovative and business activities and to make independent decisions when faced a choice. Such specialists are crucial for the country's future, its further prosperity. Research Methods. The technology of vocational training "Educational Company", developed by Marina Sergeyeva, was tested at each stage of vocational education. The assessment involved three levels: value-motivational, activitycognitive and reflexive-transformative. Research Results. To define the level of the graduates' economic competencies, three criteria were proposed: cognitive, personality-based and activity-creative. Three levels (low, average and high) were considered, with each of them being disclosed through a system of empirical indicators that reflect the degree of formation of a certain component. For each criterion, seven indicators were singled out, which helped to assess the conformity of graduates of vocational education institutions with economic imperatives. Discussion. The students' level of economic competencies was determined according to three criteria: cognitive, motivational-personal and activity-creative. Key, professional and additional economic competencies were also taken into account at different stages, which allowed us to carry out a comparative analysis of the students' economic competencies in experimental and control groups. The testing of the technology "Educational Company" at different educational levels involved 565 vocational students. The study proved the effectiveness of the developed level criteria (including low, average and high levels) and indicators of the students' economic competencies formation when assessing the graduates' conformity to economic imperatives. The materials given in the article can be useful for vocational teachers, parents and methodologists adapting the graduates to rapidly changing socio-economic reality. Conclusion. The revealed practical peculiarities of imitation training methods make it possible to use the components of a competitive specialist model in the educational process; to fulfill the teacher's potential in improving his/her pedagogical skills; to implement the system of imitation methods underlying the technology "Educational Company"

"Educational company": Peculiarities of the technology's implementation at different educational levels when forming the economic competencies of future specialists

Introduction. The relevance of the chosen topic is determined by the necessity to train specialists of a new type - constructive, initiative, responsible, full of team spirit, with flexible and economy-oriented mind, able to achieve high results in innovative and business activities and to make independent decisions when faced a choice. Such specialists are crucial for the country's future, its further prosperity. Research Methods. The technology of vocational training "Educational Company", developed by Marina Sergeyeva, was tested at each stage of vocational education. The assessment involved three levels: value-motivational, activitycognitive and reflexive-transformative. Research Results. To define the level of the graduates' economic competencies, three criteria were proposed: cognitive, personality-based and activity-creative. Three levels (low, average and high) were considered, with each of them being disclosed through a system of empirical indicators that reflect the degree of formation of a certain component. For each criterion, seven indicators were singled out, which helped to assess the conformity of graduates of vocational education institutions with economic imperatives. Discussion. The students' level of economic competencies was determined according to three criteria: cognitive, motivational-personal and activity-creative. Key, professional and additional economic competencies were also taken into account at different stages, which allowed us to carry out a comparative analysis of the students' economic competencies in experimental and control groups. The testing of the technology "Educational Company" at different educational levels involved 565 vocational students. The study proved the effectiveness of the developed level criteria (including low, average and high levels) and indicators of the students' economic competencies formation when assessing the graduates' conformity to economic imperatives. The materials given in the article can be useful for vocational teachers, parents and methodologists adapting the graduates to rapidly changing socio-economic reality. Conclusion. The revealed practical peculiarities of imitation training methods make it possible to use the components of a competitive specialist model in the educational process; to fulfill the teacher's potential in improving his/her pedagogical skills; to implement the system of imitation methods underlying the technology "Educational Company"