Будущее высшего образования и академической профессии: страны БРИК и США
The article is devoted to assessment of campus climate towards LGBT in Saint Petersburg universities. Derogatory laws and public rhetoric towards LGBT in Russia stipulate significance of the topic. Empirical data reveal a generally unwelcoming campus climate in the universities with few exceptions. Students, professors and faculty engage in maintaining stereotypes about LGBT. LGBT issues are hardly ever studied as part of student research efforts or embedded in curriculum content.
The problem of emotional development, not only cognitive, is entering into education system step-by-step. The concept of emotional intelligence pushes into the traditional educational (“knowledgeable”) model of teaching students: to know about their emotions, to differentiate the emotions of others. Complementing it by the idea of getting control over emotional self-regulation. The idea of building education on a subject-activity basis, with an understanding personality development in its integrity (including the emotional aspect), means involving students in activities with the task of developing the ability of self-regulation. Self-regulation of learning calls for the mastering self-reflection of motivational-emotional sphere. There is a natural connection between the development of intrinsic motivation, self-regulation, emotional involvement and insistence in achieving training target. The development of differentsides of personality by separate courses will lead nowhere. It’s more required the restructuring of educational system on an activity basis and the change of teacher training practise, not leading up the additional courses for the development of emotional intelligence. This will require the development of the teacher’s emotional intelligence; the development of the teacher’s understanding of the patterns of the emotional and social aspects of the child’s holistic development in ontogenesis; the mastering by teacher the methods of organizing educational practice taking into account the integral development of the student’s personality. Such teacher training will allow solving the tasks of social and emotional development of students not within the framework of autonomous training courses that increase the student’s workload, but during the implementation of basic training courses, the emotional and motivational involvement of students in which is important both for learning success and for their personal development.
This article is a reconstruction of a cohort of female graduates (1818–1822) of the female home tutors' class which had been functioning in the Moscow Foundling House since 1808. The research is based on the documents of the Moscow Board of Trustees (Opekunskii Sovet). Training of the home tutors for the provincial nobility was under the supervision of the Empress Maria Feodorovna as it belonged to program of the conservative opposition which intensified its activities after the Napoleonic Wars (1806–1807). After the treaty of Til’sit, Shishkov and other conservative writers close to the Empress propagated the idea about the dangers of home education beyond the control of the state. Nevertheless, the state did not get necessary resources in its disposal to institutionalize the noble education. Therefore female tutors, taught under the supervision of the Empress, had to bring an ideal model of both girls’ and boys’ education to the province as it was imagined by the conservative ideology. In the article, this model is related to the educational demands of the provincial nobility which formed a special social niche for the female graduates of the home tutors’ class of the Moscow Foundling House. The female tutors trained in the House mastered the standards of knowledge and behavior demanded by the status of a nobleman/noblewoman, and thus gained their own path in life.
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.
Traditional annual international scientific and methodological conferences held by the Financial University under the Government of the Russian Federation in partnership with the Council for professional qualifications of the financial market and the International Association of financial and economic education organizations are devoted to the harmonization of education and labor market requirements, the quality of educational programs, including educational technologies and teachers ' qualifications and their impact on the portrait of the future graduate — competitive, professional and in demand. The collection presents the reports of the participants of the conference "Smart technologies in education: portrait of a graduate 2020" (22-24 March 2017) and "Education of the future: new personnel for the new economy" (22-23 March 2018).
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.
One of the most important indicators of company's success is the increase of its value. The article investigates traditional methods of company's value assessment and the evidence that the application of these methods is incorrect in the new stage of economy. So it is necessary to create a new method of valuation based on the new main sources of company's success that is its intellectual capital.