The Technical University Teacher: What Do Students Value?

At present, according to Presidential Address to the Federal Assembly our country has set the task of reforming higher education based on the synthesis of the best practices of the Soviet educational system and the experience of recent decades. This increases the responsibility of technical university teachers, whose competencies have been determined in recent years on the basis of different scientific approaches. In this regard, the problem of identifying the teachers’ qualities that are significant for students is becoming especially relevant.In order to solve the problem, the research of students’ essays obtained as a result of the International Essay Contest in English “My University Engineering Teacher I will Never Forget” was undertaken. The contest was organized by Moscow Automobile and Road Construction State Technical University (MADI) in 2021-22. The hypothesis of the research suggested that the personality traits of the technical university teacher are valued by students not lower than their professional competencies.In order to achieve the goal and verify the hypothesis, four tasks were set and solved during the research: the students’ opinions on the role of the teacher were revealed; the professional competencies of the teacher that are significant for students were determined; the personality traits of the teacher that are significant for students were determined; the significance of the teacher’s professional competencies and personality traits for students was compared. The research methodology provided for qualitative and quantitative evaluation of the students’ essays including their content analysis.The paper describes the main results of the research, which confirmed the hypothesis, as well as their interpretation. The interpretation of the research results allowed us to draw general conclusions concerning reforming the modern system of engineering education. The main conclusion concerns the necessity of returning engineering education to the traditional for the Soviet higher school integration of education and upbringing and the significance of developing in the educational process not only the competencies relevant for employers, but also the personality of future specialists

Technical University Teacher Competences in Russia and Abroad

“Education 4.0” should be consistent with the Fourth Industrial Revolution. The reforms of engineering education as its component require new competences of technical university teachers who are responsible for these reforms and as a result, trigger the improvement of further teachers’ professional development programs to train them for that. Such a program is also one of the aims of the project “Effective training model of technical discipline lecturers for the purpose of obtaining “International Educator of Engineering University” certificate – “ING-PAED IGIP”. It is realized by Moscow Automobile and Road Construction State Technical University (MADI) that was recognized as a Federal Innovative Platform in 2020.The project is aimed at designing an additional program intended to develop technical university teachers’ competences that are, on the one hand, relevant to the needs of Russian higher school, and, on the other hand, correspond to the requirements for applying for the title «ING-PAED IGIP» of the International Society for Engineering Pedagogy (IGIP). In order to achieve that it is necessary to identify if technical university teachers’ competences that are relevant in Russia correspond the competences determined in IGIP.In order to solve this problem, the authors undertook comparative analysis of the competencies registered in two documents: RF Professional Standard “Pedagogue of professional teaching, professional education and additional professional education” and the Fourth IGIP Prototype Curriculum.The paper specifies the notion of technical university teacher competence for the research, validates the possibility of the two documents comparison, describes the procedure of comparative analysis on the basis of compiling summary tables.The paper also gives the main conclusions of the comparative analysis. It proves that RF Professional Standard covers all the competences required by Fourth IGIP Prototype Curriculum. RF Professional Standard registers teachers’ actions more distinctly, consistently, and with more details. The research revealed the competences relevant for Russian higher education, but not necessary for IGIP. The research also allowed to formulate preliminary recommendations for designing additional teachers’ professional development program in the MADI project

Agrogeosystems of Krasnoyarsk krai: natural resource potential, environmental stability, optimization of functioning

The article presents the estimation of natural resource potential (NRP) of agrogeosystems of taiga-forest and forest-steppe zones, environmental stability and anthropogenic transformation to further optimization of their functionin

Insilico test of functional role of rs8068318 polymorphism of arterial hypertension-associated TBX2 candidate gene

In the course of this study, the functional role of rs8068318 polymorphism of the TBX2 candidate gene associated with the development of arterial hypertension was studied. The selection of the polymorphic locus was based on the data of the catalog of genome-wide association study (GWAS) of the National Human Genome Research Institute. The functional role was evaluated using online software: HaploReg (v4.1), GTExportal, and PolyPhen-

RUSSIAN ENGINEERING TEACHERS AS AN IMPORTANT PART OF IGIP

The paper highlights the milestones of the history of the International Society for Engineering Pedagogy (IGIP) from 1972 until now. Professor A. Melezinek was a founder of the society; he developed its structure that survived to the present time. Now his pedagogical ideas are being developed and revised to reflect the changes in the goals and contents of engineering education, new methods, means of training and control, modern communication capabilities. Global challenges, problems of sustainable development and construction of the so-called “Resilient Society” were the main topics of the last Annual IGIP conferences. Globalization has led to the organization of the International Federation of Engineering Education Societies (IFEES). IGIP was one of its founders in 2006. We discuss different aspects of cooperation between Russian technical universities and IGIP, which began in 1995. Regional IGIP conferences and round tables are one of the aspects of such cooperation. The importance of this interaction for the Russian scientific school of engineering education is emphasized

Влияние медико-социальных факторов на отношение родителей к специфической профилактике инфекционных заболеваний у детей Саратовской области в период пандемии новой коронавирусной инфекции

Objective: to analyze the influence of medical and social factors on the attitude of parents to the specific prevention of infectious diseases in children during the pandemic of a new coronavirus infection. Material and methods. Anonymous questioning of parents on the attitude to vaccination was conducted. A specially designed questionnaire included questions about attitudes towards vaccines included in the National Immunization Schedule, as well as those not included in it, in particular, the desire of parents to vaccinate their children against COVID-19 was assessed. In total, 153 people aged 17 to 42 took part in the survey — parents of children aged 1 to 14 years. Results. All parents under 18 years of age support vaccination in accordance with the National Vaccination Calendar; 52.1% of parents aged 18—25 years (p < 0.001), 55.6% of parents aged 26—35 years (p < 0.001 compared to parents under 18 years old), and 66.7% of parents over 35 years old (p < 0.001 compared to parents under 18 years old and parents 18—35 years old). Conclusion. The main medical and social factors associated with the refusal to carry out preventive vaccinations for their children are: the age of parents under 35, incomplete higher education and trust in information received on the Internet. The results obtained indicate the need to determine the «risk group» among parents who express doubts about the need for vaccination. It is necessary to conduct educational programs for them in order to form a positive attitude towards the specific prevention of infectious diseases.Цель: анализ влияния медико-социальных факторов на отношение родителей к специфической профилактике инфекционных заболеваний у детей в период пандемии новой коронавирусной инфекции. Материалы и методы. Проводилось анонимное анкетирование родителей по вопросам отношения к вакцинопрофилактике. Специально разработанная анкета включала в себя вопросы: об отношении к вакцинам, входящим в Национальный календарь профилактических прививок, а также не входящим в него, в частности, оценивалось желание родителей вакцинировать своих детей против COVID-19. Всего в анкетировании приняли участие 153 человека в возрасте от 17 до 42 лет — родители детей в возрасте от 1 года до 14 лет. Результаты. Поддерживают вакцинацию в соответствии с Национальным календарём прививок все родители младше 18 лет; 52,1% родителей в возрасте 18—25 лет (р < 0,001 по сравнению с родителями младше 18 лет), 55,6% родителей в возрасте 26—35 лет (p < 0,001 по сравнению с родителями младше 18 лет), и 66,7% родителей старше 35 лет (p < 0,001 по сравнению с родителями младше 18 лет и родителями 18—35 лет). Заключение. Основными медико-социальными факторами, ассоциированными с отказом от проведения профилактических прививок своим детям являются: возраст родителей до 35 лет, неоконченное высшее образование и доверие к информации, полученной в сети Интернет. Полученные результаты свидетельствуют о необходимости определения «группы риска» среди родителей, высказывающих сомнения в пользе вакцинопрофилактики. Для этой группы родителей требуется проведение образовательных программ с целью формирования позитивного отношения к специфической профилактике инфекционных заболеваний

The Human Affectome

Over the last decades, the interdisciplinary field of the affective sciences has seen proliferation rather than integration of theoretical perspectives. This is due to differences in metaphysical and mechanistic assumptions about human affective phenomena (what they are and how they work) which, shaped by academic motivations and values, have determined the affective constructs and operationalizations. An assumption on the purpose of affective phenomena can be used as a teleological principle to guide the construction of a common set of metaphysical and mechanistic assumptions—a framework for human affective research. In this capstone paper for the special issue “Towards an Integrated Understanding of the Human Affectome”, we gather the tiered purpose of human affective phenomena to synthesize assumptions that account for human affective phenomena collectively. This teleologically-grounded framework offers a principled agenda and launchpad for both organizing existing perspectives and generating new ones. Ultimately, we hope Human Affectome brings us a step closer to not only an integrated understanding of human affective phenomena, but an integrated field for affective research