Производительность труда и система управления персоналом

The article is dedicated to system approach of HRM for labor productivity development. The core factor of labor productivity is HRS system, including labor productivity ideology and various managerial technologies as a part of all HRM processes of a company. The article is based on labor productivity practices study, which was provided in Russian and Kazakhstan companies during 2013

Pandemic challenge for staff training and development systems

The digital economy has predetermined the priority of digital transformation of all company processes, including staff training and development. But, not all companies have been able to adjust quickly in the face of the digitalisation of their processes by advanced companies. However, the pandemic COVID-19 radically changed the situation, forcing everyone to urgently switch to a remote work format and introduce digital methods for training and developing staff. The article presents an analysis of the peculiarities of accelerated digital transformation of staff training and development in Russian and foreign companies, and staff assessment during the pandemic. The most frequently used digital methods and approaches to staff development and assessment have been analysed, the main trends in corporate training in Russia and worldwide have been identified, and recommendations for improving digital transformation of training and personnel development in the current environment have been offered

Educational genres in Eastern Europe : a comparison of the genres in the humanities departments of three countries

The intercultural study of genres provides an opportunity not only to gain an understanding of the differences in writing cultures but also to sharpen the view on what is particular for each learning context. As little previous research has undertaken systematic comparisons of genre systems at European universities, we collected data on educational genres used in writing from the Humanities departments of two universities in Eastern European countries (Romania and Ukraine) and one in a Southeastern European country (Republic of Macedonia). A questionnaire with listed genre names was distributed at the three universities to assess the importance and the perceptions of academic genres in the respective cultures. Open questions were used to validate the results and gather hypotheses on the meaning of the mentioned genres. Results show differences in the frequencies of genre use, which, however, do not allow typifying differences in the learning/writing cultures. Genres are labelled differently and emerge from different traditions but seem to resemble a similar pool of genres in each of the studied countries

Metadiscourse repertoire of L1 Mandarin undergraduates writing in English : a cross-contextual, cross-disciplinary study

This article presents a qualitative, comparative study of metadiscourse in the academic writing of two groups of undergraduate students working in two different disciplines. The groups of students were: 1) Native speakers of Mandarin studying in China through the medium of English; 2) Native speakers of Mandarin studying in the UK through the medium of English. For each group of students, we examined writing undertaken in two undergraduate disciplinary courses: Literary Criticism and Translation Studies. Our aim was to extend research into English writing by L1 Mandarin speakers, and to identify patterns of difference and similarity both between educational contexts and between disciplines. Results suggest that patterns of metadiscourse use in our corpus are associated with both disciplinary and contextual factors, but that contextual factors may have a stronger effect than disciplinary factors. For our data, local institutional culture seems to have a noticeable influence on student writers' use of metadiscourse

Identifying a research agenda for language teaching materials

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/106808/1/modl12094.pd

Artificial illumination of the surface pedestrian crossings of highways of the city of Volgograd

The study of the levels of artificial illumination of ground pedestrian crossings of main roads of regulated traffic of the district significance of the city of Volgograd from the point of view of their safety for pedestrians in the dark was carried out. The article describes the methodology of this study, at the first stage of which graphic representation of roads with lighting devices located on them were drawn up and the distances between points and number of calculated points for measuring were determined. The second stage was used to measure the illumination levels of pedestrian crossings and the brightness of road surfaces. Further, on the basis of the obtained data, the average brightness and illumination, the overall uniformity of brightness and the overall uniformity of illumination of the road surface on both highways were calculated. The results are correlated with the norms defined by the State Standards. In the course of the work carried out, it was found out that the studied indicators of artificial illumination at these pedestrian crossings mainly meet the requirements of State Standarts.Проведено исследование уровней искусственной освещённости наземных пешеходных переходов магистральных дорог регулируемого движения районного значения города Волгограда с позиции их безопасности для пешеходов в тёмное время суток. В статье описана методика проведения данного исследования, на первом этапе которого были составлены графические схемы дорог с расположенными на них осветительными приборами и определены шаг и число расчётных точек для проведения замеров. Вторым этапом проведены измерения уровней освещённости пешеходных переходов и яркости дорожных покрытий. Далее на основании полученных данных были рассчитаны средние яркость и освещенность, общая равномерность яркости и общая равномерность освещённости дорожного покрытия на обеих автомобильных дорогах. Результаты соотнесены с нормами, определёнными Государственными Стандартами. В ходе проведённой работы выяснили, что исследуемые показатели искусственной освещённости на данных пешеходных переходах в основном соответствуют требованиям ГОС

A contrastive study of the rhetorical organisation of English and Spanish PhD thesis introductions

This paper presents an analysis of the introductory sections of a corpus of 20 doctoral theses on computing written in Spanish and in English. Our aim was to ascertain whether the theses, produced within the same scientific-technological area but by authors from different cultural and linguistic backgrounds, employed the same rhetorical strategies to introduce the work presented. The analysis follows the Swalesian approach and is based on a move/step/sub-step model proposed for PhD introductions in Spanish (Carbonell-Olivares, Gil-Salom, & Soler-Monreal, 2009). The Spanish academic conventions appear to be that move 1 (M1- Establishing the Territory) and move 3 (M3- Occupying the Niche) are obligatory moves in PhD thesis introductions in Spanish, while move 2 (M2- Establishing the Niche) is optional. The structure of English thesis introductions reveals that they conform more closely to the M1-M2-M3 arrangement. Moreover, combinations of moves and patterns, cyclicity and embedding make their organisation more complex. The step analysis suggests that introductions in both languages rely mainly on the presentation of background information and the work carried out. However, the English introductions tend to stress the writer's own work, its originality and its contribution to the field of study. They also present more embedding and overlapping of steps and sub-steps than the Spanish texts. © 2010 Elsevier Ltd.Soler Monreal, C.; Carbonell Olivares, MS.; Gil Salom, ML. (2011). A contrastive study of the rhetorical organisation of English and Spanish PhD thesis introductions. English for Specific Purposes. 30(1):4-17. doi:10.1016/j.esp.2010.04.005S41730

Exploring European Writing Cultures : Country Reports on Genres, Writing Practices and Languages Used in European Higher Education

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.Wissenschaftliches Schreiben an europäischen Hochschulen ist eine herkömmliche Form des Lernens, Prüfens und autonomen Studierens, auch wenn es in einer impliziten, eher auf Tradition denn auf bewusster Didaktik beruhenden Weise eingesetzt wird. Wenig auf systematische Weise erhobenes vergleichendes Wissen gibt es bislang über Schreibpraktiken, Genres und schreibdidaktische Ansätze in Europa und das, was an Wissen existiert ist oft in den nationalen Sprachen verfasst, die nicht mit internationalen Terminologien und Theorien der Schreibwissenschaft verbunden sind. Der vorliegende Band untersucht Schreibkulturen in Europa Land für Land und berichtet was jeweils hervorsticht. Die Berichte basieren auf einer 17-Item Themenliste, nach der die Autorenteams Daten über ihr jeweiliges Land sammelten, bevor sie es zu einem Bericht synthetisierten. Neben Schreibpraktiken und Genres werden dabei die Struktur des jeweiligen Bildungssystems, die verwendeten Sprachen und die besondere Schreibdidaktik hervorgehoben. Anmerkung: Das Projekt wurde im Rahmen der COST Aktion IS0703 “European Research Network on Learning to Write Effectively” durchgeführt, das von der EU finanziert wird. Wir bedanken uns bei Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber und David Russell für ihre Unterstützung und Mitwirkung in diesem Projekt.At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project