Orientação do valor da juventude russa e grega: semelhanças e diferenças de esferas conceituais

The article is devoted to the research of the problems of value orientations of modern youth. The focus of attention was the Russian and Greek student youth. The reference to a comparative analysis of the youth of Russia and Greece is connected with the fact that these countries have crisis problems. Under the conditions of which the value orientations of young people as the most socially heterogeneous group are transformed. The work describes the results of an empirical study of value orientations according to the methods of B. Bas and E.B. Fantalova. It was found that for young people of both groups with the value of health, self-improvement (easily achievable value) and self-development are highly significant; unimportant values of creativity, materially secure life (hard-to-reach value). Among Russians, there are people with a focus on the cause. For them, the value of interesting work, love are important. Greek students are self-directed, family oriented, freedom in actions and actions, friendship. The value orientations of the Russian youth are more conflict.El artículo está dedicado a la investigación de los problemas de las orientaciones de valor de la juventud moderna. El foco de atención fueron los jóvenes estudiantes rusos y griegos. La referencia a un análisis comparativo de la juventud de Rusia y Grecia está conectada con el hecho de que estos países tienen problemas de crisis. Bajo las condiciones de las cuales se transforman las orientaciones de valor de los jóvenes como el grupo socialmente más heterogéneo. El trabajo describe los resultados de un estudio empírico de orientaciones de valor de acuerdo con los métodos de B. Bas y E.B. Fantalova. Se encontró que para los jóvenes de ambos grupos con el valor de la salud, la superación personal (valor fácilmente alcanzable) y el desarrollo personal son muy importantes; Los valores sin importancia de la creatividad, la vida materialmente segura (valor de difícil acceso). Entre los rusos, hay personas con un enfoque en la causa. Para ellos, el valor del trabajo interesante, el amor es importante. Los estudiantes griegos son autodirigidos, orientados a la familia, libertad en las acciones y acciones, amistad. Las orientaciones de valor de la juventud rusa son más conflictivas.O artigo é dedicado à pesquisa dos problemas das orientações de valor da juventude moderna. O foco de atenção era a juventude estudantil russa e grega. A referência a uma análise comparativa dos jovens da Rússia e da Grécia está ligada ao fato de que esses países têm problemas de crise. Sob as condições de transformação das orientações de valor dos jovens como o grupo socialmente mais heterogêneo. O trabalho descreve os resultados de um estudo empírico de orientações de valor de acordo com os métodos de B. Bas e E.B. Fantalova. Verificou-se que para os jovens de ambos os grupos com o valor da saúde, o auto-aperfeiçoamento (valor facilmente alcançável) e o autodesenvolvimento são altamente significativos; valores sem importância de criatividade, vida materialmente segura (valor difícil de alcançar). Entre os russos, há pessoas com foco na causa. Para eles, o valor do trabalho interessante, o amor é importante. Os estudantes gregos são autodirigidos, orientados para a família, liberdade nas ações e ações, amizade. As orientações de valor da juventude russa são mais conflito

Investigando la educación en educación con el caso de M.M. Sistema educativo de Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Categoría de “educación” en M.M. Sistema educativo Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky’s pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Investigando la educación en educación con el caso de M.M. Sistema educativo de Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Search interactive regional game as a metod of developing general competencies

The article presents the possibility of using regional interactive quest game as the pedagogical technology aimed to formation of the general competences of studentsВ статье рассматривается возможность использования краеведческой интерактивной игры-квеста, как педагогической технологии, направленной на формирование общих компетенций обучающихс

Search for sterile neutrinos at the DANSS experiment

DANSS is a highly segmented 1~m${}^3$ plastic scintillator detector. Its 2500 one meter long scintillator strips have a Gd-loaded reflective cover. The DANSS detector is placed under an industrial 3.1~$\mathrm{GW_{th}}$ reactor of the Kalinin Nuclear Power Plant 350~km NW from Moscow. The distance to the core is varied on-line from 10.7~m to 12.7~m. The reactor building provides about 50~m water-equivalent shielding against the cosmic background. DANSS detects almost 5000 $\widetilde\nu_e$ per day at the closest position with the cosmic background less than 3$\%$. The inverse beta decay process is used to detect $\widetilde\nu_e$. Sterile neutrinos are searched for assuming the $4\nu$ model (3 active and 1 sterile $\nu$). The exclusion area in the $\Delta m_{14}^2,\sin^22\theta_{14}$ plane is obtained using a ratio of positron energy spectra collected at different distances. Therefore results do not depend on the shape and normalization of the reactor $\widetilde\nu_e$ spectrum, as well as on the detector efficiency. Results are based on 966 thousand antineutrino events collected at 3 distances from the reactor core. The excluded area covers a wide range of the sterile neutrino parameters up to $\sin^22\theta_{14}<0.01$ in the most sensitive region.Comment: 10 pages, 13 figures, version accepted for publicatio

DANSSino: a pilot version of the DANSS neutrino detector

DANSSino is a reduced pilot version of a solid-state detector of reactor antineutrinos (to be created within the DANSS project and installed under the industrial 3 GW(th) reactor of the Kalinin Nuclear Power Plant -- KNPP). Numerous tests performed at a distance of 11 m from the reactor core demonstrate operability of the chosen design and reveal the main sources of the background. In spite of its small size (20x20x100 ccm), the pilot detector turned out to be quite sensitive to reactor antineutrinos, detecting about 70 IBD events per day with the signal-to-background ratio about unity.Comment: 16 pages, 11 figures, 3 tables. arXiv admin note: substantial text overlap with arXiv:1304.369