Discourse Approach to Communicative Competence Formation of University Students

The paper studies one of the urgent problems of current higher education – the training of a new specialist’s generation. The authors reveal the concept of a competitive specialist with professional communicative competence. They pay special attention to the need for future specialists to develop foreign language communicative competence within the “discourse – communication – cross-cultural professional collaboration” paradigm. In this regard, particular attention deserves the formation of discursive competence as a component of the professional communicative competence of a specialist. It is considered that a university graduate knows various types of discourses and their characteristics, knows the methods of their construction and perception in specific areas and communication scenarios. The authors provide examples of training in foreign language professional communication based on modern methods and techniques of teaching foreign languages (for example, a training project, visual means, and text work). The authors conclude that in current conditions, a competitive specialist needs to demonstrate readiness for cross-cultural communication activities using a foreign language in international professional and business relations

Специалистическая модель в условиях непрерывного профессионального образования

Fundamental changes in the Russian economy determined by the increasing role of knowledge, the revolution in information and communication technologies, the formation of the global labor market, as well as political changes, dictate new requirements for professional training. The specialist model, professiogram, qualification characteristic, sociogram of profession, sociogram of professional identity is the view options of the ideal result of students’ training. The key competence is the defining competence because it corresponds to the conditions of implementation, which are neither limited, not too specific, but are to a certain extent universal. The essence of professional competence of a specialist is the integration of knowledge, skills, experience; personal qualities that provide professional development and self-realization of a specialist, i.e. personal opportunities that allow solving professional problems independently and effectively. The perspective direction of improvement of specialists training in professional education system is development of their models giving the chance to study more deeply problems of training and use of experts, to estimate quality of educational institutions work. In recent years, research aimed at developing a specialist model has covered not only the sphere of higher education; they are conducted in the systems of basic and secondary vocational education. One of the main means of rationing and assessing the quality of professional training of students is a competence model that allows getting the clearest information about the composition of competencies that must be formed in the future specialist in the learning process. The analysis of requirements to specialists training, the contents and technologies of educational process, methodology and practice of modern educational activity allows defining a number of principles and methods of formation of specialist model as bases of a component of the Federal State Educational Standard.Los cambios fundamentales en la economía rusa, determinados por el papel cada vez mayor del conocimiento, la revolución en las tecnologías de la información y la comunicación, la formación del mercado laboral mundial, así como los cambios políticos, dictan nuevos requisitos para la formación profesional. El modelo de especialista, el profesiograma, la característica de calificación, el sociograma de la profesión, el sociograma de la identidad profesional son las opciones de visualización del resultado ideal de la formación de los estudiantes. La competencia clave es la competencia definitoria porque corresponde a las condiciones de implementación, que no son limitadas, ni demasiado específicas, pero en cierta medida son universales. La esencia de la competencia profesional de un especialista es la integración de conocimientos, habilidades, experiencia; cualidades personales que proporcionan desarrollo profesional y autorrealización de un especialista, es decir, oportunidades personales que permiten resolver problemas profesionales de manera independiente y efectiva. La dirección de la perspectiva de mejora de la formación de especialistas en el sistema de educación profesional es el desarrollo de sus modelos que brinden la oportunidad de estudiar más profundamente los problemas de formación y uso de expertos, para estimar la calidad del trabajo de las instituciones educativas. En los últimos años, la investigación dirigida a desarrollar un modelo especializado ha cubierto no solo el ámbito de la educación superior; se llevan a cabo en los sistemas de educación vocacional básica y secundaria. Uno de los principales medios para racionar y evaluar la calidad de la formación profesional de los estudiantes es un modelo de competencia que permita obtener la información más clara sobre la composición de las competencias que deben formarse en el futuro especialista en el proceso de aprendizaje. El análisis de los requisitos para la capacitación de especialistas, los contenidos y las tecnologías del proceso educativo, la metodología y la práctica de la actividad educativa moderna permite definir una serie de principios y métodos de formación de modelos especializados como bases de un componente del Estándar Educativo del Estado Federal.Фундаментальные изменения в российской экономике, обусловленные растущей ролью знаний, революцией в информационных и коммуникационных технологиях, формированием мирового рынка труда, а также политическими изменениями, диктуют новые требования к профессиональной подготовке. Модель специалиста, профессиограмма, квалификационная характеристика, социограмма профессии, социограмма профессиональной идентичности - это варианты выбора идеального результата обучения студентов. Ключевой компетенцией является определяющая компетенция, поскольку она соответствует условиям реализации, которые не являются ни ограниченными, ни слишком конкретными, но в определенной степени универсальными. Суть профессиональной компетентности специалиста - интеграция знаний, навыков, опыта; личные качества, которые обеспечивают профессиональное развитие и самореализацию специалиста, то есть личные возможности, позволяющие самостоятельно и эффективно решать профессиональные проблемы. Перспективным направлением совершенствования подготовки специалистов в системе профессионального образования является разработка их моделей, позволяющих глубже изучить проблемы подготовки и использования специалистов, оценить качество работы учебных заведений. В последние годы исследования, направленные на разработку модели специалиста, охватывали не только сферу высшего образования; они ведутся в системах начального и среднего профессионального образования. Одним из основных средств нормирования и оценки качества профессиональной подготовки студентов является модель компетенций, позволяющая получить наиболее четкую информацию о составе компетенций, которые должны быть сформированы у будущего специалиста в процессе обучения. Анализ требований к подготовке специалистов, содержания и технологий учебного процесса, методологии и практики современной образовательной деятельности позволяет определить ряд принципов и методов формирования модели специалиста как основы компонента Федерального государственного образовательного стандарта

Aromaticity in a Surface Deposited Cluster: Pd4_4 on TiO2_2 (110)

We report the presence of \sigma-aromaticity in a surface deposited cluster, Pd$_4$ on TiO$_2$ (110). In the gas phase, Pd$_4$ adopts a tetrahedral structure. However, surface binding promotes a flat, \sigma-aromatic cluster. This is the first time aromaticity is found in surface deposited clusters. Systems of this type emerge as a promising class of catalyst, and so realization of aromaticity in them may help to rationalize their reactivity and catalytic properties, as a function of cluster size and composition.Comment: 4 pages, 3 figure

Formação de competência social do futuro especialista

Modern society is in dire need of socially competent professionals who can quickly adapt to the changing life situations, are ready to solve new problems, interested in improving the efficiency of professional activities, planning the future and ready to take responsibility for the decisions. The problem of development of social competency of the individual is interdisciplinary and in contrast to the problem of development of competency in general and professional competency in particular. In the scientific literature the approaches by which it is possible to give the essential characteristic of this phenomenon and to construct a model are designated: a) set of social knowledge, abilities, awareness of the person of social processes; b) social interaction, the ability and willingness of a person to it, the ability to build their relationships with other people and social organizations in real life; c) the integral quality of the individual, formed in the process of training and education; d) the purpose and result of the implementation of special development and educational programs of educational organizations. Comparative analysis allowed us to determine the components of social competency: personal component, social component, cognitive component, value-semantic component. In the social competency formation of students active teaching methods are the most popular. We consider the method of training “Educational firm” approved in the process of research at different educational levels as a systematized set of simulation methods. Effective socialization of a person should be considered in the context of competence-based approach, including the essential characteristics of competency, professionalism, qualification, personality.La sociedad moderna está en extrema necesidad de profesionales socialmente competentes que puedan adaptarse rápidamente a las situaciones cambiantes de la vida, estén listos para resolver nuevos problemas, interesados en mejorar la eficiencia de las actividades profesionales, planificar el futuro y listos para asumir la responsabilidad de las decisiones. El problema del desarrollo de la competencia social del individuo es interdisciplinario y en contraste con el problema del desarrollo de la competencia en general y la competencia profesional en particular. En la literatura científica se designan los enfoques mediante los cuales es posible dar la característica esencial de este fenómeno y construir un modelo: a) conjunto de conocimientos sociales, habilidades, conciencia de la persona de los procesos sociales; b) la interacción social, la capacidad y la disposición de una persona para ello, la capacidad de construir sus relaciones con otras personas y organizaciones sociales en la vida real; c) la calidad integral del individuo, formada en el proceso de formación y educación; d) El propósito y el resultado de la implementación de programas especiales de desarrollo y educación de organizaciones educativas. El análisis comparativo nos permitió determinar los componentes de la competencia social: componente personal, componente social, componente cognitivo, componente semántico de valor. En la formación de competencias sociales de los estudiantes, los métodos de enseñanza activos son los más populares. Consideramos el método de capacitación “firma educativa” aprobado en el proceso de investigación en diferentes niveles educativos como un conjunto sistematizado de métodos de simulación. La socialización efectiva de una persona debe considerarse en el contexto del enfoque basado en la competencia, incluidas las características esenciales de la competencia, el profesionalismo, la calificación, la personalidad.A sociedade moderna está em extrema necessidade de profissionais socialmente competentes que possam se adaptar rapidamente às situações de mudança da vida, prontos para resolver novos problemas, interessados em melhorar a eficiência das atividades profissionais, planejando o futuro e prontos para assumir a responsabilidade pelas decisões. O problema do desenvolvimento da competência social do indivíduo é interdisciplinar e em contraste com o problema do desenvolvimento da competência em geral e da competência profissional em particular. Na literatura científica as abordagens pelas quais é possível dar a característica essencial deste fenômeno e construir um modelo são designadas: a) conjunto de conhecimentos sociais, habilidades, consciência da pessoa de processos sociais; b) interação social, a capacidade e a disposição de uma pessoa para com ela, a capacidade de construir relacionamentos com outras pessoas e organizações sociais na vida real; c) a qualidade integral do indivíduo, formada no processo de formação e educação; d) o propósito e resultado da implementação de programas especiais de desenvolvimento e educação de organizações educacionais. A análise comparativa permitiu determinar os componentes da competência social: componente pessoal, componente social, componente cognitivo, componente valor-semântico. Na formação de competências sociais dos alunos, os métodos de ensino ativos são os mais populares. Consideramos o método de treinamento “Empresa Educacional” aprovado no processo de pesquisa em diferentes níveis educacionais como um conjunto sistematizado de métodos de simulação. A socialização efetiva de uma pessoa deve ser considerada no contexto da abordagem baseada em competência, incluindo as características essenciais de competência, profissionalismo, qualificação, personalidade

Diffraction radiation from a charge as radiation from a superluminal source in a vacuum

An analysis of spectral-angular characteristics of diffraction radiation, both incoherent and coherent, has been performed. It is shown that radiation processes can be inter-preted as Cherenkov radiation, which is produced by a region of dynamic polarization moving along a target edge with super-luminal velocity vS

ТИПОЛОГІЯ ЗАХИСНИХ МЕХАНІЗМІВ ПСИХІЧНОЇ АДАПТАЦІЇ ТА СХИЛЬНІСТЬ ДО ПСИХІЧНИХ РОЗЛАДІВ.

The ground of model of formation of psychosomatic diseases which are directly related to the protective mechanisms of personality is resulted in the article. The process of origin of emotions and their subsequent development in ontogenesis with denotation of age group is described.В статье приведено обоснование модели образования психосоматических заболеваний, которые непосредственно связаны с защитными механизмами личности. Описан процесс возникновения эмоций и последующее их развитие в онтогенезе с обозначением возрастной группы.В статті наведене обґрунтування моделі виникнення психосоматичних захворювань, що безпосередньо пов’язані із захисними механізмами особистості. Описаний процес виникнення емоцій та подальший їх розвиток в онтогенезі із зазначенням вікової групи

Fine structure of angular distribution of x-ray transition radiation from multilayered radiator in Geant4

The present version of the Transition Radiation (TR) simulation module implemented in the Geant4 toolkit describes very well experimental data for the TR energy distribution; however. It does not allow reproducing the details of angular distribution at small angles. In order to solve this problem, corrections to the existing x-ray TR module in Geant4 are proposed. With these corrections, the results of the simulations are in a good agreement with the angular TR distributions predicted by theory and obtained in the test beam measurements using a 480 um Si pixel detector and Mylar radiato

Identification of particles with Lorentz factor up to 10410^{4} with Transition Radiation Detectors based on micro-strip silicon detectors

This work is dedicated to the study of a technique for hadron identification in the TeV momentum range, based on the simultaneous measurement of the energies and of the emission angles of the Transition Radiation (TR) X-rays with respect to the radiating particles. A detector setup has been built and tested with particles in a wide range of Lorentz factors (from about $10^3$ to about $4 \times 10^4$ crossing different types of radiators. The measured double-differential (in energy and angle) spectra of the TR photons are in a reasonably good agreement with TR simulation predictions.Comment: 31 pages, 12 figures, paper published on Nuclear Instruments & Methods