Periods of development of additional education

In article, the periods of development of additional education in Russia are considered. The definitions of the periods of development of additional education by scientists are considered. Stages of development of additional education within emergence of forms of realization of additional education are offeredВ статье рассматриваются периоды развития дополнительного образования в России. Рассмотрены определения учеными периодов развития дополнительного образования. Предложены этапы развития дополнительного образования в рамках возникновения форм реализации дополнительного образовани

Portfolio as the indicator of readiness of the graduate to independent work

In the article analyzed the formation of a portfolio of the student as indicator of readiness of the graduate for independent work. Considered the relationship between the filling of the portfolio with information on achievements by types of activity and characteristics of the graduate's readinessВ статье анализируется формирование портфолио обучающегося как показателя готовности выпускника к самостоятельной трудовой деятельности. Рассматривается взаимосвязь наполнения портфолио информацией о достижениях по видам деятельности и результативными характеристиками готовности выпускник

The emergence and concept the additional education

The article is devoted the emergence and development the additional education in Russia. The concepts «out-of-school education» and «additional education» are compared. Understanding of the term "additional education" on the basis of positions of various authors is analyzedВ статье рассматривается возникновение и развитие дополнительного образования в России. Сопоставляются понятия «внешкольное образование» и «дополнительное образование». Анализируется понимание термина «дополнительное образование» на основании позиций различных авторо

Features of distance educational technologies in additional professional education

The article describes the technologies of distance learning in additional professional education. The factors that determine the implementation and development of distance learning tech nologies. Advantages of distance educational technologies are listed. Characteristic features of training with application of distance educational technologies are presented. The moments that require improvement of the distance learning implementation system are identifiedРассматриваются дистанционные образовательные технологии в условиях дополнительного профессионального образования. Выделены факторы, определяющие внедрение и развитие дистанционных технологий, описаны их преимущества. Представлены характерные черты обучения с применением дистанционных образовательных технологий. Определены проблемные моменты, требующие совершенствования системы дистанционного обучени

Current problems of additional education

This article is devoted to additional education. The problems of additional adult education are considered: motivation of adult educational activity, education of different categories of adults, professional activity of educator, the quality of additional educationВ статье рассматриваются проблемы дополнительного образования взрослого населения: мотивация образовательной деятельности взрослых, образование разных категорий взрослых, профессиональная деятельность педагога, качество дополнительного образовани

Model of Digital Educational Environment of Organization of Additional Professional Education

В статье рассматриваются вопросы функционирования цифровой образовательной среды при реализации дополнительных профессиональных программ в условиях цифрового обучения. Предложена и описана структурная модель цифровой образовательной среды организации дополнительного профессионального образования.The article describes with the functioning of the digital educational environment in the implementation of additional professional programs in the conditions of digital learning. A structural model of the digital educational environment of the organization of additional professional education is proposed and described

The choice of automated design systems for the graphic preparation of bachelors

Рассматриваются критерии выбора автоматизированных систем проектировании в преподавании графических дисциплинThe article discusses the selection criteria for automated systems design in the teaching of graphic discipline

Organization of professional mobile practice for students - Future social educators

The relevance of the investigated problem is due to the increasing social tension in society and the state, associated with the active manifestation of anti-social phenomena and the need for prompt resolution of these problems through the involvement of professional mobile social educators. The purpose of the article is to develop a new concept in the organization and carrying out practices that promote the professional development of a new generation of social educators with such developed personal and professional qualities as professional mobility. The leading study method of this problem is the system that allows to integrate the scientific, theoretical and practical components of the implementation process of this new concept. The article describes the concept of the organization and conducting professional mobile practice, which is also graphically depicted as the structural-functional model of the development of professional mobility in the future social educators, consisting of interconnected target, informative, technological, control and evaluation components. Article can be useful for organizers of practical training of professional educational institutions. © 2016 Iskhakov et al

Premalignant changes in the bronchial epithelium are prognostic factors of distant metastasis in non-small cell lung cancer patients

Background: The study assessed the possibility of dividing patients into groups based on the assessment of morphological changes in the epithelium of small-caliber bronchi located near the primary tumor in order to predict high and low risks of distant metastasis of non-small cell lung cancer. Methods: In 171 patients with non-small cell lung cancer (T1-4N0-3M0) in small-caliber bronchi taken at a distance of 3–5 cm from the tumor, various variants of morphological changes in the bronchial epithelium (basal cell hyperplasia (BCH), squamous cell metaplasia (SM), and dysplasia (D)) were assessed. Long-term results of treatment, namely, distant metastasis, were assessed after 2 and 5 years. Results: During the follow-up period, distant metastases were found in 35.1% (60/171) of patients. Most often, they were observed in patients of the high-risk group: BCH+SM−D−(51.6%, 40/95) and BCH−SM+D+ (54.4%, 6/11). Less often, distant metastases were observed in low-risk group patients: BCH+SM+D− (6.7%, 3/45) and BCH−SM−D−(10.0%, 2/20). Tumor size, grade, and stage were significant predictors of metastasis only in the high-risk group. The 5-year metastasis-free survival was better in the low-risk group of distant metastases. Conclusions: Isolated BCH or dysplasia in small bronchi distant from foci of tumor isassociated with a high-risk distant metastasis and less 5-year metastasis-free survival

Cybernetic welness of the youth: Psychological aspect

The ever more growing relevance of the issue under evaluation is explained by the wide expansion of digital technology that leads to the necessity to ensure cybernetic wellness of the population, especially the young. The goal of this article is to detect the psychological peculiarities of the Internet dependence of the youth. The leading approach to this issue is the empirical one (psychological evaluation); it allows detection of differences in socialization levels depending on severity of the Internet dependence among the students and the connection between the level of the Internet dependence and socialization for the young. The article analyzes the severity of the modern youth’s Internet dependence, describes the main criteria of the Internet addictions, forms of appearance and motives for development of addictive behavior among the young, stages of Internet addictions. This article may be used by the psychologists that perform psychological follow-up within the framework of psychocorrective, training and consulting jobs with students and the youth suffering of or damaged by Internet dependence, or fighting the consequences of Internet-addiction-based behavior. The article may also interest other specialists working with the young (teachers, social workers). © 2016 Zinnatova et al