Практические и Теоретические Обоснования Автономизации Учебной Деятельности Студентов в Профессиональном Образовании

Human capital is becoming a major factor in the development of economy and society. The focus of modern education is the individual’s ability to on-going professional education and self-realization. Labor market requires from an employee not only formed competences, but also soft skills. According to the authors, a student’s autonomous learning activities allow them to form independence and self-management of learning activities, which allows for further professional and personal self-realization. Therefore, the authors have conducted an empirical and theoretical study to prove their hypothesis. The obtained results give grounds for a student’s autonomous learning activities.El capital humano se está convirtiendo en un factor importante en el desarrollo de la economía y la sociedad. El enfoque de la educación moderna es la capacidad del individuo para la educación profesional continua y la autorrealización. El mercado laboral requiere de un empleado no solo competencias formadas, sino también habilidades sociales. Según los autores, las actividades de aprendizaje autónomas de un estudiante les permiten establecer la independencia y la autogestión de las actividades de aprendizaje, lo que permite una mayor realización personal y profesional. Por lo tanto, los autores han realizado un estudio empírico y teórico para probar su hipótesis. Los resultados obtenidos dan lugar a las actividades de aprendizaje autónomas de un estudiante.Человеческий капитал становится основным фактором развития экономики и общества. Задачей современного образования является формирование способности личности к непрерывному профессиональному образованию и самореализации. Рынок труда требует от работника не только сформированные компетенции, но и владение мягкими навыками «soft skills». По мнению авторов, автономизация учебной деятельности студентов дает возможность формирования способности студента к самостоятельности и самоуправлению своей учебной деятельностью с целью дальнейшей профессиональной и личностной самореализации. С целью обоснования гипотезы, авторы провели эмпирическое и теоретическое исследование. Полученные результаты дают основания для автономизации учебной деятельности студентов

Estimation of CO2 injection well requirements into saline aquifers for pre-feasibility CCS economics

Sub-surface saline aquifers are candidates as CO2 injection sites because they could have significant storage potential. One of the long-standing issues in assessing such storage sites is estimating their injectivity and particularly the number of injection wells required.The literature review shows that there are significant knowledge gaps in understanding injection well requirements. This reflects not only the uncertainties in reservoir properties, but also scientists' insufficient knowledge of designing CO2 injection and the behaviour of CO2 in the reservoir.The aim of the thesis is to assist the design of CO2 injection projects based on geo-engineering and economics. The results of reservoir simulation sensitivity analyses are used to construct empirical injectivity equations that make estimating injectivity easier on a first-pass basis for single-well and multi-well models. The equations provide a rule-of-thumb guide for making preliminary estimates of injection well requirements. As a means of calibration to reflect real-life situations, the equation also takes into account an analysis of CO2 injection in current CCS projects worldwide. The thesis shows the injection well requirements predicted by the equations for actual basins in Australia. It concludes that injection well requirements and storage costs are highly variable, being dependent on the rate of CO2 injection as well as the characteristics and location of the storage reservoir. The thesis also includes engineering and economic analyses of potential CO2 storage for injection sites in Queensland. Optimising the design of the CCS can give significant cost savings