Противоречивая роль образования в траекториях социальной мобильности
The article summarizes some of the preliminary theoretical findings of the research project Phenomena of Order in Mobile Communications carried out at the Center of Fundamental Sociology of the National Research University "Higher School of Economics." The author's main idea is that the concept of mobility in sociology is undergoing substantial changes. For many years sociologists were interested above all in vertical mobility as movement between social positions. Today there has arisen a new interest in movements in physical space. The lessening of political obstacles to travel, motorization, the emergence of electronic means of communication, the use of so-called mobile gadgets are all characteristic and familiar features of a new mobility which, however, has certain no less evident yet relatively rarely thematized consequences. The study of these consequences enables one to say that the new mobility has a paradoxical character: many things about it contradict the very concept of mobility and make it possible to take a fresh look at the present-day way of life.
Propaedeutics of engineering culture in the school should not be limited by familiarity with the school robotics. It is necessary to the development of other components of the engineering culture, such as TRIZ, system analysis, project management, and others. The possible content of these components and the ability of their studying in the "Permian version" of a propaedeutic course of computer science ("TRIZformatics") and contest "TRIZformashka" are discussed.
The evolution of scientific views of the problem of social mobility illustrates the complexity of analyzing mobility in a context of social change, but also shows the societal benefits of a meritocratic principle of social selection.
Usually marketization is associated with the commercialization as the desire for recovery of the profit. This means replacing the educational functions to the provision of services, with all the unfortunate consequences. However, such an approach is superficial and emotional. The orientation of higher education on the client is very appropriate. Moreover, it is able to put a lot into place.
Software engineering education (SEE) process simulates the main professional software lifecycle processes such as analysis, design, construction and maintenance (see SWEBoK, ITIL, etc.). The necessity of meeting both educational needs and requirements from industry explains that using Supported Collaborative Learning (CSCL) techniques in software engineering (SE) should be based on professional tools or on similar to them. The main purpose of this work is to fill the gap between the SEE needs and the current trends in CSCL development. We generalize world experience and suggest the framework of using industry approved methods and tools. We compare CSCL tools and the other collaborative services; analyze the teaching experience of several SE courses supported by different collaborative methods and collaborative web-services. Special attention is paid to formative feedback implementation. Following achieved result we suppose that using best practices from SE will enrich CSCL methodology and tools not only for SE field, but also for other areas of knowledge.
Articles and presentations of Russian researchers, dedicating to different aspects of the United States foreign and domestic policy, actual issues of American historiography, problems of history of literature, linguistics and pedagogy are include in the book. For scholars, teachers, students, for everyone who is interested in the problems of American studies.