Constraints on the χ_(c1) versus χ_(c2) polarizations in proton-proton collisions at √s = 8 TeV

The polarizations of promptly produced χ_(c1) and χ_(c2) mesons are studied using data collected by the CMS experiment at the LHC, in proton-proton collisions at √s=8  TeV. The χ_c states are reconstructed via their radiative decays χ_c → J/ψγ, with the photons being measured through conversions to e⁺e⁻, which allows the two states to be well resolved. The polarizations are measured in the helicity frame, through the analysis of the χ_(c2) to χ_(c1) yield ratio as a function of the polar or azimuthal angle of the positive muon emitted in the J/ψ → μ⁺μ⁻ decay, in three bins of J/ψ transverse momentum. While no differences are seen between the two states in terms of azimuthal decay angle distributions, they are observed to have significantly different polar anisotropies. The measurement favors a scenario where at least one of the two states is strongly polarized along the helicity quantization axis, in agreement with nonrelativistic quantum chromodynamics predictions. This is the first measurement of significantly polarized quarkonia produced at high transverse momentum

Formation of Russian magistracy: implementation of the digital economy requests in the educational process

The state of Russian magistracy in the transition to a digital economy has been studied. Some aspects of Russia’s accession to the Bologna process have been affected – problems of transition associated with a lack of understanding of the essence of transformations by the main stakeholders have been noted. The issues of socialization of students of the «digital» generation have been analyzed, the most characteristic of them – the desire for constant change, intolerance of the same type of problems, good knowledge of information technology. It has been noticed, that Russian magistracy is faced with the need to adapt to the needs of the digital economy, as well as the «generational» characteristics of representatives of generation Z.The results of an empirical sociological study “Birth of a Russian magistracy”, carried out as part of the project of the Higher School of Economics Institute of Education, have been presented. The purpose of this study is to analyze the state of modern Russian magistracy and define key processes in which the main Acknowlegements. The article reflects the results of the research in the framework of the project “Birth of the Russian master’s degree”, implemented by the HSE Institute of education, the winner of the Vladimir Potanin Scholarship program of The V. Potanin Charitable Foundation. © The Author(s), 2019. This is an open access article under the CC BY 4.0 license (http://creativecommons.org/licenses/by/4.0/). stakeholders (students, teachers and employers) are involved. The results of a survey of teachers of magistracy (713) in Russian regions, as well as undergraduates (1 140), have been reflected in the article. As the main results, information on the use of modern educational technologies in the preparation of Russian undergraduates has been given – a conclusion has been made about the small distribution of on-line education and network programs in universities.The research data characterizing the degree of digital competencies of Russian graduate students have been adduced: information search and processing, use of IT technologies, information security, ability to work with «big» data. It has been noted, that these skills are well developed among modern students, but the participation of universities in their development is low. It has been concluded, that Russian magistracy is characterized by a «transitional» period in solving the problems of the digital economy

Analysis of the “Third mission of universities” in the aspect of educational risks of digital divide

The article analyses the “Third mission of universities”, which is understood as a set of socially significant functions aimed at the individual and society development in a local (regional) focus. The relevance of the study is caused by the digital divide – a social phenomenon that manifests itself in the uneven development and digital technologies use by the population, depending on territorial and socio-demographic characteristics. Digital divide in the context of Russian reality is viewed as one of the types of educational risk, especially in relation to socially vulnerable population segments. It has been noted that universities can become “conductors” of digital transformations, they can contribute to the inclusion of people from “risk groups” into the digital society. The results of the study using the method of qualitative and quantitative documents analysis – Internet sites of Russian universities, their legal and regulatory documentation addressing the “third mission” have allowed us to conclude that Russian universities are focused on online education, massive open educational courses and training in digital professions. This circumstance is confirmed by the ratings analysis “Three University Missions” (MosIUR) in 2020–2021. Educational programs aimed at mastering digital professions for socially vulnerable population groups are becoming widespread – they cover people of retirement and pre-retirement age, the unemployed, mothers with “small” children. Such programs provide for a budgetary financing system and co-financing. However, the regional factor that affects the digitalisation level of the population, as well as its material well-being, is not taken into account. Hence, it has been concluded that it is necessary to expand the citizens list eligible for preferential training in digital professions. They should include poor people, small settlements residents in the periphery, crisis regions