The problem of middle income trap in the context of the Polish economy

Middle income trap is a phenomenon that occurs at the time of entry of the economy in the cycle of overheating, which in turn leads to economic stagnation or even recession in developing countries. This phenomenon is most common among the developing countries aspiring to catch up with developed countries in economic development. The purpose of this article is to analyze the degree of risk of the Polish economy of middle income trap. Furthermore, in the article it has been indicated action of the economic authorities in Poland, which are unavoidable in order not to fall into middle income trap. To achieve this objective the following research methods were used: a review of the scientific literature and methods of statistical presentation of economic phenomena. The paper identified a number of factors which pose a real threat of falling into the middle income trap in Poland. The originality of this study lies in noticing and highlighting the significance of the middle income trap problem for the Polish economy

Sustainable development of the northern regions: economic and ecological aspects

Provision of ecological conditions of population make a priority in development of high-tech, manufacturing and infrastructure industries in terms of sustainability and minimal impact of the environment. Reducing the specific weight of processing industries in the economy; a radical increase in the efficiency on economical use of natural resources lead to sharp decline in the consumption of natural resources and amounts of pollution per unit of end result; thus reducing an environmental pollution. But the potential of the Northern territories in terms of the rational use of natural resources, including renewable energy sources and employment of innovative environmental technologies has not been used to the full. Recently the focus in research of sustainable development has been made on the so called “green economy”. This model of economic development fully considers the value of natural capital and ecological services, involving ecological sustainability, social justice, the development of local industries. The article analyses opportunities and constrains of sustainable development of the Northern territories. Economic and environmental problems of sustainable development are identified; the principles ensuring the improvement of life quality in the Northern regions are formulated. The authors present a set of tasks to carry out sustainable development of the Northern regions, aimed at efficient use of resources, access to innovative path of development and growth of high technology sector of the economy. To conclude, the main problem in the green economy is imperfect markets enable to provide commercial incentives for “green” development. The solution is in active participation of the state and society in the transition to a “green” model and sustainable development

Automation of information base development for multilingual adaptive training technologies

The issue of effective and efficient foreign language teaching is relevant in today’s global world. More and more frequently specialized computer programs for foreign vocabulary training are used. They are not expensive and simple to create and use in comparison with published analogues and not less efficient. The paper considers systemic aspects of information base development for multilingual adaptive training technology, specifically the process of information collection of latent lexical relations and its employment in information terminological basis. The authors offer the system of primary text processing, its algorithms and structure of output data. Creations of computer system aimed at training foreign vocabulary is presented in the consequence of steps, based on the Markov processes theory. Employment of text processing subsystems, created by integration of subsystem of frequency dictionary generation and subsystem of latent vocabulary relations search is a successful solution in building of information technological basis. Using latent lexical relations increases the efficiency of training system of foreign vocabulary in general. The developed structure and algorithm are nor resource consuming, thus making them economical. The developed structure of output data for preliminary text processing subsystem provides information flexibility and integrity

Reflective Teaching in ESP

Рефлексивное обучение (РО) - это не новый метод, а скорее сплав всего лучшего, что имеется в дидактике и методике преподавания. РО позволяет создать образовательное пространство нового типа, где оба участника учебного процесса берут на себя равную ответственность за результаты обучения, где оба субъекта учебного процесса одинаково активны, но играют разные роли, при этом роли могут и должны меняться в зависимости от целей учения, применяемых техник. При рефлексивном подходе обучение АПЦ основано на интегрированной модели учебно- познавательной и рефлексивной деятельности как среды коммуникации, сотрудничества, саморазвития личности студентов и преподавателей. РО способствует повышению эффективности преподавания АПЦ, если рефлексивная компетенция формируется целенаправленно и взаимосвязанно в результате специально организованной деятельности. В этом случае рефлексия играет роль катализатора развития языковых и профессиональных компетенций студента, его критического мышления, повышения автономии и мотивации к учению.Reflective teaching is not a new method, but rather a composite of the best from didactics and methods of teaching. It makes possible to create educational environment of a new type, where both participants of the learning/teaching process are equally responsible for the results, where both agents of the educational process are equally active, but can play different roles, these roles may and should change depending on aims and used techniques. In ESP reflective teaching plays an integrative role in acquiring language knowledge and skills as well as professional skills of a future reflective professional. Reflection here can play three roles - of a means (reflective technologies), objective (formation and development of teachers and learners reflective competence) and base of teacher/ learner relations. The efficiency of teaching ESP can rise on condition of concurrent development of reflective abilities by teacher and learner and their participation in reflective practice. Reflection plays here a role of a catalyst in developing learners competencies, motivation to learning, autonomy and critical thinking

Reflective Teaching in ESP

Рефлексивное обучение (РО) - это не новый метод, а скорее сплав всего лучшего, что имеется в дидактике и методике преподавания. РО позволяет создать образовательное пространство нового типа, где оба участника учебного процесса берут на себя равную ответственность за результаты обучения, где оба субъекта учебного процесса одинаково активны, но играют разные роли, при этом роли могут и должны меняться в зависимости от целей учения, применяемых техник. При рефлексивном подходе обучение АПЦ основано на интегрированной модели учебно- познавательной и рефлексивной деятельности как среды коммуникации, сотрудничества, саморазвития личности студентов и преподавателей. РО способствует повышению эффективности преподавания АПЦ, если рефлексивная компетенция формируется целенаправленно и взаимосвязанно в результате специально организованной деятельности. В этом случае рефлексия играет роль катализатора развития языковых и профессиональных компетенций студента, его критического мышления, повышения автономии и мотивации к учению.Reflective teaching is not a new method, but rather a composite of the best from didactics and methods of teaching. It makes possible to create educational environment of a new type, where both participants of the learning/teaching process are equally responsible for the results, where both agents of the educational process are equally active, but can play different roles, these roles may and should change depending on aims and used techniques. In ESP reflective teaching plays an integrative role in acquiring language knowledge and skills as well as professional skills of a future reflective professional. Reflection here can play three roles - of a means (reflective technologies), objective (formation and development of teachers and learners reflective competence) and base of teacher/ learner relations. The efficiency of teaching ESP can rise on condition of concurrent development of reflective abilities by teacher and learner and their participation in reflective practice. Reflection plays here a role of a catalyst in developing learners competencies, motivation to learning, autonomy and critical thinking

Communication and reflection in training master students

The paper argues that communicative competence and reflective skills are necessary attributes of future managers and expected learning outcomes of university graduates with Master degrees. Though believed seemingly opposite, these core competences can complement each other being developed concurrently and ultimately benefit students professional competence. The methodology used as the base for elective course design is the theory of step-by-step development of mental actions, the Multiple Intеlligеnсе Thеory, lеarning-oriеntеd approach, cooperative learning. Communication is considered the bases for the relations of all participants in the educational process and a fundamental ability to take necessary knowledge and skills from all resources available. Reflection plays the role of means (reflective models, reflective techniques), aim of teaching and learning (developed reflective competence). The authors substantiate the need to arrange a psychologically favorable learning environment. The framework for concurrent development of reflective and communication skills of master students is presented. The research findings provide evidence for positive interdependence of communication and reflection level development. Moreover, delivering the course in the English language has increased its impact on Russian speaking Master students’ professional and cross-cultural knowledge, as students are exposed to examples from business practices in Russia and abroad thus providing the opportunities for comparison and evaluation

Silence in a university classroom: between reflection and communication

Prior to the reindeer state-farm foundation in the 1960s there was no scientific approach to the use of reindeer pasture not only in a mountain-taiga zone, but also all over Yakutia. The number of reindeers in the collective herd was small – only 300-500 animals. They all year migrated in traditional places of one kind or another. Thus nomads maintained the ecological balance in the first years of Soviet power until the foundation the large reindeer farms. In connection with the increase in the number of livestock herds of reindeer in Yakutia it was necessary to use reindeer pastures on a scientific basis. Since then, the scientists have begun to study deer grazing in mountain and taiga zone of Yakutia. Of course, reindeer grazing has a huge impact on the vegetation of pastures. The scale of the impact of deer grazing on vegetation depends on the daily and seasonal grazing areas per one deer. Therefore, the scale of the impact on the pastures are considered the best in the summer season, which clearly emerges every kilometer concrete used, and shows the load on pastures

Communication and reflection in training master students

The paper argues that communicative competence and reflective skills are necessary attributes of future managers and expected learning outcomes of university graduates with Master degrees. Though believed seemingly opposite, these core competences can complement each other being developed concurrently and ultimately benefit students professional competence. The methodology used as the base for elective course design is the theory of step-by-step development of mental actions, the Multiple Intеlligеnсе Thеory, lеarning-oriеntеd approach, cooperative learning. Communication is considered the bases for the relations of all participants in the educational process and a fundamental ability to take necessary knowledge and skills from all resources available. Reflection plays the role of means (reflective models, reflective techniques), aim of teaching and learning (developed reflective competence). The authors substantiate the need to arrange a psychologically favorable learning environment. The framework for concurrent development of reflective and communication skills of master students is presented. The research findings provide evidence for positive interdependence of communication and reflection level development. Moreover, delivering the course in the English language has increased its impact on Russian speaking Master students’ professional and cross-cultural knowledge, as students are exposed to examples from business practices in Russia and abroad thus providing the opportunities for comparison and evaluation

Silence in a university classroom: between reflection and communication

Prior to the reindeer state-farm foundation in the 1960s there was no scientific approach to the use of reindeer pasture not only in a mountain-taiga zone, but also all over Yakutia. The number of reindeers in the collective herd was small – only 300-500 animals. They all year migrated in traditional places of one kind or another. Thus nomads maintained the ecological balance in the first years of Soviet power until the foundation the large reindeer farms. In connection with the increase in the number of livestock herds of reindeer in Yakutia it was necessary to use reindeer pastures on a scientific basis. Since then, the scientists have begun to study deer grazing in mountain and taiga zone of Yakutia. Of course, reindeer grazing has a huge impact on the vegetation of pastures. The scale of the impact of deer grazing on vegetation depends on the daily and seasonal grazing areas per one deer. Therefore, the scale of the impact on the pastures are considered the best in the summer season, which clearly emerges every kilometer concrete used, and shows the load on pastures