Responsibility for the organization, distribution and use of substances and methods prohibited for use in sports

This article is devoted to modelling the criminal liability for the organization, distribution and use of substances and (or) methods prohibited in sports. The authors have chosen their own models of criminal responsibility, developed in the theory of criminal law in the sphere of the use of substances and methods prohibited in sports as the objects for the study. Authors substantiated and highlighted the expediency of establishing criminal liability for the use of substances and (or) methods, prohibited in sports for different types of subjects: for a professional athlete; for a non-professional athlete; for officials; for medical personnel organizing the use of substances and (or) methods prohibited in sports; for trainers and other individuals. The article also discusses the process of distribution of drugs banned in sports, in which other individuals related to professional sports might also be involved. As these individuals might also act as: former professional athletes who retained connections and contacts in the world of professional sports; directors and managers of sports teams; other individuals directly related to professional sports and contacts that allow the distribution of prohibited drugs and methods. As a result of the study, the authors proposed to supplement Chapter 22 of the Criminal Code with two new articles: Art. 184.1 of the Criminal Code of the Russian Federation "Organization of the use of substances and (or) methods prohibited in sports" and art. 184.2 of the Criminal Code of the Russian Federation "Distribution of substances banned in sports".peer-reviewe

Educational – Methodical projects for students’ intellectual competences formation: The imperative goal of the educational process of the university

© 2016 Kutuev et al.The research urgency is caused by the tendencies of the modern information society which produces and consumes intelligence, knowledge and competences as the main educational product of labor market. These trends fundamentally alter the methodological basis of the educational process of the University, subjecting it to imperative goals: the intellectual development of the individual of the student, independent acquisition of knowledge and competences, development of intellectual competences to work with information in any media. In this regard, the focus of this paper is allotted to theoretical and methodical substantiation of the structure and content of students’ intellectual competences as a pedagogical category of the imperative goals of the University educational process. A leading research method is a project method which is focused on students’ intellectual competences’ formation in the process of creative activity products creation in the educational process. The paper reveals the discourse of the concept "intellectual competences"; defines the essence, structure and content of the training-methodical projects for students’ intellectual competences’ formation; on the basis of the results of the study substantiates the pedagogical algorithm of training-methodical projects for students’ intellectual competences formation. Productivity of the algorithm’s implementation is proven using the criteria: formation of knowledge (the content of the study course and related areas); comprehension of knowledge (the ability to restructure information, giving some interpretation of the main idea); the analysis of knowledge (the ability to compare the basic ideas of information, formulate conclusions supporting the assumptions with evidence, the ability to ask questions); knowledge synthesis (the ability to synthesize, develop logic of common reasoning, based on analyzed facts to create a final conclusion); assessment of knowledge (the ability to determine the accuracy and reliability of facts, to evaluate findings and conclusions). The paper can be useful to teachers, methodologists, managers of the universities

Practical recommendations on students’ tolerant behavior formation in universities

© 2016 Kutuev et al.The relevance of the study is conditioned by the development of civil society and legal state, which are characterized by the observance of and respect for the rights and freedoms of man and citizen, a recognition of individual freedom and the values of each person. The purpose of this article is to develop practical recommendations on formation of students’ tolerant behavior in universities. The leading approach of the study is existential approach which allows to consider process of formation of tolerant behavior as personal development, who is conscious of the uniqueness of each person, understands the meaning of free choice and responsibility, recognizes the objectivity of the relationship with other people who searches for life values and understands the meaning of his or her own life. The study involved 400 teachers, 500 students, which revealed the criteria of tolerant behavior. Main results of the research consist in the characterization of tolerant behavior as a systemic integrity of qualities and abilities of the person providing the formation of orientation on the assimilation and implementation of social norm of mutual understanding and constructive cooperation with other people and formation of readiness to recognition, sustainability and conscious actions on the basis of consent and social partnership; identifying of situational-discrete and permanent-prolonged forms of education of students’ tolerant behavior, providing real assistance in specific problem situations and continuous support during the whole study at the University. The significance of the results obtained is that the compiled characteristics of tolerant behavior allows to allocate in its structure the subjectivity characterizing the person's ability to interact with others, constructive actions in the border situations and responsibility for their own choice; sociality, manifested in the models of social and steady behavior; being educated, which provides the process of purposeful influence on the person to form the active-effective state of acceptance of other people, and himself. The identified forms in upbringing of tolerant behavior contribute to the formation of focus on the model of tolerant behavior, determined by legal and social norms; effective social and professional interaction taking into account ethno-cultural and confessional differences

Didactic content of constructively-projective function of students learning: The extrapolation in information technology

© 2016 Kutuev et al.The relevance of the study is conditioned by a radical impact on the learning process of the university by information technology, which put start a new phase in its transformation. According to experts at the present time the main factor of efficiency of university’s activity becomes the expansion of students’ learning activities, realized on the basis of new technologies in educational environments which they create with the changed learning functions. In the prevailing socio-pedagogical conditions the earlier priority educational-cognitive function fades into the background, giving way to a constructively-projective one, performing the role of not only the means of instruction and formation of students’ creative work competences, but also of didactic conditions for extrapolation of changed functions of training in information technology. In this regard, the focus in this article is devoted to the establishment of the theoretical-methodical approach to projecting of the structure and content of constructivelyprojective function of students’ learning as a didactic direction of educational process’s transformations in university, extrapolated for the implementation of information technologies. The leading method of research is the pedagogical modeling, allowing justifying of theoretical and practical effectiveness of the structure and content of constructively-projective learning function of student, extrapolated in the implementation of information technology in the educational process. The article presents the discourse of the concept “constructive-projective function of students’ learning”; based on the results of the study the didactic structure and content of constructive-projective function of students’ learning is justified, which is extrapolated on the target, content, procedure and evaluation components of the modified functions of information technology; practice-oriented approaches of extrapolation of constructively-orienting function on the model of a specialist is established; the effectiveness of the identified structure and content of the functions using the quality criteria of information technologies is proved: conceptuality, integrity diagnostic ability, predictability, controllability, efficiency, reproducibility, creativity are proved. Presented in the paper results of the study can be useful for the practice of teachers, managers, trainers, facilitators of universities

Pion interferometry in Au+Au collisions at sNN\sqrt{\mathrm{s}_{_{\mathrm{NN}}}} = 200 GeV

We present a systematic analysis of two-pion interferometry in Au+Au collisions at $\sqrt{s_{NN}}$ = 200 GeV using the STAR detector at RHIC. We extract the HBT radii and study their multiplicity, transverse momentum, and azimuthal angle dependence. The Gaussianess of the correlation function is studied. Estimates of the geometrical and dynamical structure of the freeze-out source are extracted by fits with blast wave parameterizations. The expansion of the source and its relation with the initial energy density distribution is studied.Comment: 21 pages, 30 figures. As published in Physics Review

Correlations in STAR: interferometry and event structure

STAR observes a complex picture of RHIC collisions where correlation effects of different origins -- initial state geometry, semi-hard scattering, hadronization, as well as final state interactions such as quantum intensity interference -- coexist. Presenting the measurements of flow, mini-jet deformation, modified hadronization, and the Hanbury Brown and Twiss effect, we trace the history of the system from the initial to the final state. The resulting picture is discussed in the context of identifying the relevant degrees of freedom and the likely equilibration mechanism.Comment: 8 pages, 6 figures, plenary talk at the 5th International Conference on Physics and Astrophysics of Quark Gluon Plasma, to appear in Journal of Physics G (http://www.iop.org

Pion interferometry in Au+Au collisions at sqrt[sNN]=200GeV

We present a systematic analysis of two-pion interferometry in Au+Au collisions at sqrt[sNN]=200GeV using the STAR detector at Relativistic Heavy Ion Collider. We extract the Hanbury-Brown and Twiss radii and study their multiplicity, transverse momentum, and azimuthal angle dependence. The Gaussianness of the correlation function is studied. Estimates of the geometrical and dynamical structure of the freeze-out source are extracted by fits with blast-wave parametrizations. The expansion of the source and its relation with the initial energy density distribution is studied

Disappearance of back-to-back high pTp_T hadron correlations in central Au+Au collisions at sNN\sqrt{s_{NN}} = 200 GeV

Azimuthal correlations for large transverse momentum charged hadrons have been measured over a wide pseudo-rapidity range and full azimuth in Au+Au and p+p collisions at $\sqrt{s_{NN}}$ = 200 GeV. The small-angle correlations observed in p+p collisions and at all centralities of Au+Au collisions are characteristic of hard-scattering processes already observed in elementary collisions. A strong back-to-back correlation exists for p+p and peripheral Au + Au. In contrast, the back-to-back correlations are reduced considerably in the most central Au+Au collisions, indicating substantial interaction as the hard-scattered partons or their fragmentation products traverse the medium.Comment: submitted to Phys. Rev. Let

Transverse momentum and collision energy dependence of high pTp_{T} hadron suppression in Au+Au collisions at ultrarelativistic energies

We report high statistics measurements of inclusive charged hadron production in Au+Au and p+p collisions at \sqrtsNN=200 GeV. A large, approximately constant hadron suppression is observed in central Au+Au collisions for 5\lt\pT\lt12 GeV/c. The collision energy dependence of the yields and the centrality and \pT dependence of the suppression provide stringent constraints on theoretical models of suppression. Models incorporating initial-state gluon saturation or partonic energy loss in dense matter are largely consistent with observations. We observe no evidence of \pT-dependent suppression, which may be expected from models incorporating jet attentuation in cold nuclear matter or scattering of fragmentation hadrons.Comment: Final journal version. Data tables for figures may be downloaded from the STAR home page: http://www.star.bnl.gov --> Publications --> Access to STAR published dat