Кто боится большого злого дракона? Почему в Китае лучшая (и худшая) система образования в мире
The author of the preface to the monograph by Zhao Yong showes, that the working in the USA Chinese professor uses the criticism to the Chinese high and higher school as the "politically correct" cause to warn the Western public against such trends of the educational system in the West as unification and formalization of educational process. The author of the preface supposes that these trends reflect the common intentions of the Western managemet to uiversal models and deviation from the technocratic principles.
The author addresses the subject of cooperation between the Union of Soviet Socialist Republics (USSR) and North Korea in the field of education in 1946-1950, which is a subject that has been poorly studied in the Russian and foreign historiography. Close cooperation between these countries began in 1946, prior to the establishment of the Democratic People's Republic of Korea (DPRK) in 1948. After the liberation of the Korean Peninsula, Soviet specialists of the Korean nationality were sent from the Soviet Union to North Korea to help recover its economy, and the Korean youth arrived from North Korea to the USSR for education. The article attempts to trace the stages of cooperation in the field of education and training of specialists in various fields of industry, culture, and science based on the archival materials from the State Archive of the Russian Federation (GARF), the Russian State Archive of Socio-Political History (RGASPI), and the published papers. The study of the above aspects is important for obtaining a clear understanding of policies of the two states that currently define main directions in the relations between the two countries, which are organically connected by the past.
This article analyzes social and cultural adaptation of Korean youth in the former USSR in 1920s–1930s. After the March First Movement in 1919, the Korean youth were cruelly prosecuted by the Japanese gendarmerie. Thousands of young Koreans were forced to leave their homeland and seek shelter in Manchuria or the Russian (Soviet) Far East. The adaptation of Korean youth to economic, political, and cultural life in Soviet Russia had several stages, as they sought to obtain legal status and find a niche in the production chain sufficient to sustain their long-term existence in a strange land. Each turning period in Russian history transformed the mentality and sense of national identity of Korean youth, and consequently Korean culture and language underwent transformation. With each transition period, the Korean migrants’ native language was used less and less in public places, and over time, it was spoken only among family and friends. Thus, the Koreans gradually became integrated into Russian culture and the Russian language became their primary language of communication.
By the eighteenth century, medicine was grappling with rapidly expanding knowledge and technologies (Williams, 2000). So that multiple standards of care for the same condition were not in conict, specialties based on physician affinity developed out of generalist practice. By the late twentieth century, nations diverged in a number of specialties earning official recognition, but a singular trend of growth in specialization was unchanged. Specialization may seem to be ornamentation that denotes technical prowess and knowledge advancement, but it is essential in that it alters workforce self-organization and delivery of care, and channels patients into more finely distinguished pathways of care.* Specialization legitimates medical professionalism in the public eye, especially when physicians validate the importance of generalists. In 1999, major medical organizations promulgated a “Charter on Medical Professionalism” that espoused professionals, including specialists, as activists in healthcare reform.
The paper addresses the questions of data science education of current importance. It aims to introduce and justify the framework that allows flexibly evaluate the processes of a data expedition and a digital media created during it. For these purposes, the authors explore features of digital media artefacts which are specific to data expeditions and are essential to accurate evaluation. The rubrics as a power but hardly formalizable evaluation method in application to digital media artefacts are also discussed. Moreover, the paper documents the experience of rubrics creation according to the suggested framework. The rubrics were successfully adopted to two data-driven journalism courses. The authors also formulate recommendations on data expedition evaluation which should take into consideration structural features of a data expedition, distinctive features of digital media, etc.
ECCE 2018 VII International Conference Early Childhood Care and Education Proceedings
The article systematically covers and analyses methodological and practical problems in relation to a new specialization of “Logistics and supply chain management”. The article considers a wide range of issues connected with the main activity of logisticians and experts in supply chain management (SCM); with prestige of the profession / specialization; with opportunities of self-improvement, career development and alumni employment; as well as with supplementary post-graduate education. The article reveals advantages of using innovative (digital) technologies, information and computer-based systems and software products. The role of School of Logistics and the International Centre of Training in Logistics in establishment and development of this prospective specialization in Russia is shown.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.