Socrates Almanac – Science Articles – 2018-9/1

 

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Socrates Almanac – Science Articles – 2018-9/1

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Socrates Almanac

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Socrates Almanac Publisher: Europe Business Assembly 2 Woodin’s Way Oxford OX1 1HF Tel: +44 (0) 1865 251 122 Fax: +44 (0) 1865 251 122 Website: http://www.еbaoxford.co.uк http://almanac.ebaoxford.co.uk First published in Great Britain in 2013 ISSN 2053-4736. (Online) All rights reserved. No part of this publication may be reproduced, stored, or transmitted, in any form or by any means, including electronic, mechanical, photocopying, recording or otherwise without the written permission of the Publisher or a license permitting restricted copying in the United Kingdom. This book may not be lent, resold, hired out or otherwise disposed of, by way of trade, in any form of binding, or cover, other than that in which it was published, without the prior consent of the Publishers. Printed and bound in Great Britain by Europe Business Assembly. The information contained in this publication has been published in good faith and the opinions expressed here are those of the authors and not of Europe Business Assembly. Europe Business Assembly cannot take responsibility for any error or misinterpretation based on this information and neither endorses any products advertised herein. References to materials used in creating this publication are included. Editor: Alica Brighton Layout designer: Alex Shus © Socrates Almanac. 2018 Contents: Open Session of the Academic Union, Oxford and Education management Academy....................................4 Scientific articles...............................................................................................................................................6 The 10 most beautiful universities in the UK..................................................................................................16 Top 5 universities in the UK............................................................................................................................22

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Socrates Almanac 2018 - 9/1 Information review The Academic Union Materials of the Academy Gathering ‘Higher Education Management for Education Leaders. Case Study of Alumni,Fundraising and Management Structure at British Universities’ April 2018, Oxford, UK

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Academic Union Expert Centre Open Session of the Academic Union, Oxford and Education management Academy. April 25-26, 2018. The Academic Lounge, Oxford, UK Main session aspects 1. Presentation. Academic union special projects, supporting regional universities for the improvement of educational-methodical, scientific-research and cultural-educational activities • Educational Management Academy /Intensive Training programmes and advanced training for educational management faculty and academia • Nominal chair based in Oxford, UK • ‘Guest Professor/ Guest Lecturer/ Guest Expert ‘ project : organization of lectures, seminars, workshops, training courses by TOP British and European University professors for higher education institutions globally, as well as ‘Honorary Professor of the Academic Union, Oxford (AUO)’ / ‘Honorary Doctor of the Academic Union, Oxford’ project and nomination procedures • ‘Speakers & Experts’ Bureau’ - the international project to shortlisting best sector experts and acclaimed professors and lecturers to carry conferences and forums • AUO Publishing in Oxford monographs, scientific articles, etc. • Nominal open grants for young scholars and students • ‘ The Academic Lounge’ project (inclusive distant office and conference-services in Oxford) • Academic Working Sessions on the topic of modern challenges and solutions in the field of education and research • Visiting missions to the Universities of AUO members • ‘The Scientist of the Year’- open contest of the Academic and Research excellence • ‘The Name in Science’ -title nomination according to the world register of outstanding scientists • ‘Best Regional University’ -award nomination according to the world register of higher institutions • Design Studio project and services • The major international forum –the Summit of Leaders in Oxford as the branded annual gathering of AUO members 2. The official procedure of Academic Union new members admission (presentation of a club card, a certificate, a monogrammed personal stamp and a badge). 3. Brief case presentations of rectors and heads of regional universities and higher educational institutions 4. Negotiations on cooperation and joint activities between universities and the Academic Union. 5. Educational Management Academy session • Course ‘Oxford Advanced Programme In High Education Management & Leadership’ • Master Class ‘Case Study of Alumni, Fundraising and Management Structure at British Universities’ -4-

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Speakers Speaker: Dr Rui Verde, PhD A proprietor cutting edge training unit ‘Oxford Advanced Programme In High Education Management & Leadership’ will be presented by Dr. Rui Verde, Author, Professor of Law, Human Rights Adviser, Head of Law & Economics Department, Academic Union Oxford, Ph.D. Law, University of Newcastle, UK. Dr Rui Verde is a former CEO of education companies and leader of Universities in Europe and Africa. Now he is implementing a new model of social school in Portugal based in the idea of community of knowledge and modular organization. He has written extensively about education. Speaker: Dr Nina Kruglikova (DPhil, MSc, FRGS, MCIPR) Dr Kruglikova is a Visiting Research Associate at the University of Oxford, Phd, expert in technology studies, cross-cultural communications and in Public Relations. An active member of Oxford Entrepreneurs and Oxbridge projects, a contributor to Oxford University blogs and media publications she has been working in the University administration for the last decade.She has 20 years of teaching experience with her career covering different sectors: academia, business and non-profit organisations. She worked as an intern in the Houses of Parliament, Westminster, and consulted on a number of UN projects. As an active member of Oxford Entrepreneurs, she co-funded the Get Inspired! partnership to encourage talented young people to apply to Oxbridge.. She is on Board of Trustees of the KEEN charity helping students with learning difficulties, and a mentor to Lincoln for Life society. The Workshop programme addressed the following key points: 1. Educational Administration and Policies 2. Management of Educational Organizations 3. Pedagogical Organization and Diversity 4. Human Resources Management in Education 5. Financial Planning, Budgeting Management 6. Raise Funding Tasks 7. Governance and Leadership Skills for Leaders of Higher Education 8. Managements structure of Oxford University: major positions and responsibilities 9. Collegiate system, including relations between colleges and the central university 10. Alumni relations: strategy, communications channels and events 11. Fundraising: aims, priorities and campaigns AGENDA April 25, Wednesday 09:30-10:00 Day 1 Registration & morning coffee 10:00-11:00 Presentation of the AUO activities and Case Study /presentation/ pitches from participants The official procedure of Academic Union new members and Honorary Professor of the Academic Union admission 11:00-11:05 Break 11:05-12:00 Workshop 12:00-12:05 Break 12:05-13:00 Workshop 13:00-13:30 Lunch 13:30-14:00 Q&A 14:00-15:30 Academic tour of Oxford (by invitation only Workshop Day 1 Topic: ‘Oxford Advanced Programme In High Education Management & Leadership’ Key points: • Education Policies • Management of Educational Organizations • Pedagogical Organization and Diversity • Human Resources Management in Education • Budgeting revenues and expenses • Planning financially • Control and Auditing • Raise funding tasks April 26, Thursday 09:30-10:00 Day 2 Registration & morning coffee 10:00-11:00 Case Study /presentation/ pitches from participants 11:00-11:05 Break 11:05-12:00 Workshop 12:00-12:05 Break 12:05-13:00 Workshop 13:00-13:30 Lunch 13:30-14:00 Q&A. Summing Up. Presenting of Certificates Workshop Day 2 Topic: ‘Case Study of Alumni, Fundraising and Management Structure at British Universities’ Key points: • Managements structure of Oxford University: major positions and responsibilities • Collegiate system, including relations between colleges and the central university • Alumni relations: strategy, communications channels and events • Fundraising: aims, priorities and campaigns -5-

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Scientific articles Dual education as an effective form of qualitative human resourcing at oil and gas companies Volodymyr Onyschenko Professor, DSc, Rector of Poltava National Technical Yuri Kondratyuk University Svitlana Sivitska Associate Professor, PhD, Vice-Rector for Science and International Work of Poltava National Technical Yuri Kondratyuk University The educational system of Ukraine has stopped to be closed long ago, the processes of globalization and internationalization require a substantial adjustment the educational policy of the domestic system of education. So, education should not only be the theory itself, it must be organically combined with the real practical tasks of a particular professional field. State policy main priority in the field of higher education is quality, and one of the important tools for quality assurance is higher education institutions connection with employers. Permanent communication with employers was and remains our University priority. And exactly on our cooperation experience with leading oil and gas industry employers I want to focus your attention before moving on to highlight dual education as new direction of cooperation. Active employers’ engagement to the educational programs implementation, practical training, and final graduate’s certification ensure University integration into modern economic and social space. I always focus on the fact that University graduates quality training final assessment is provided by employers, and therefore the learning process must be inextricably linked with real practice in the manufacturing sector. No wonder in 2017 PoltNTU entered the TOP-50 best universities of Ukraine according to employers’ estimates. Our cooperation with leading oil and gas companies is diverse. It is practical training and internship of students, post-graduate students and scientific-pedagogical workers excursions to production facilities, joint conducting of scientific-theoretical and scientific-practical seminars and conferences. Thus, in 2017, more than ten such conferences, seminars and trainings were held only with the companies DTEK Naftogaz, Geosynthesis Engineering, LLC «Poltava Drilling Company», and Subsidiary enterprise «Scientific-research institute of oil and gas industry». Particular attention deserves PoltNTU experience of conducting advanced training courses for specialists in the oil and gas complex. Thus, together with the LLC «Poltava Drilling Company» and the Union of drillers of Ukraine in 2017 advanced training for specialists in the field of drilling in the areas of “Drilling mud and special fluids” and “Drilling wells with sloping and horizontal trunks” were conducted. The practical part of the courses “Drilling solutions and special fluids” was conducted in PoltNTU laboratory of oil and gas technologies, equipped with a modern set of laboratory and research equipment for determining the parameters of drilling fluids, as well as in the laboratory of drilling and cementing slurry LLC «Poltava Drilling Company» . During the “Drilling wells with sloping and horizontal trunks” practical training sessions the students visited a drilling rig and a telemetric laboratory at LLC «Poltava Drilling Company» , where explored Canadian manufacturer Drill-Tek MWD telemetric system performance. The specialists of the Ukrnaftagazservice Company shared their experience in servicing and repairing winding motors manufactured by the world-known company -6-

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Wenzel Downhole Tools. In 2017 PoltNTU together with the”Weatherford” Company held further education courses “Fishing operations technologies while conducting major workover”. The courses participants were representatives the following oil and gas companies PJSC “Ukrgazvydobuvannya”, Ohtyrka oil and gas production devision “OkhtyrkaNaftogaz”, PJSC “Ukrnafta”, “Dolynaftogaz”, “Weatherford” Company. As during the advanced training and surely during the educational process, modern laboratory of oil and gas technologies is actively being used by university and college students. Its opening in September 2016 is another example of university-enterprise collaboration. The laboratory was created jointly with DTEK Naftogaz and LLC Geosynthesis Engineering. The laboratory of oil and gas technology provides the opportunity to acquire practical skills, carry out highly effective scientific researches for students, undergraduate students, graduate students and scientists, and also carry out advanced training of oil and gas workers. By the way, the cycle of preparatory works on certification of this laboratory has already been completed, which will allow research of drilling muds properties and flushing fluids to be carried out at its base on request of enterprises, with a wide involvement of students and scientific and pedagogical workers. The opening of such modern laboratories is a step towards ensuring a high level of training for specialists in the oil and gas industry and increasing their demand in the labor market. Now, together with PJSC “Ukrgazvydobuvannya” and “Shlumberger” we are cooperating to open a new modern laboratory. As you can see, we have a considerable multi-vector experience of cooperation with branch enterprises. But taken into account the rapid development of the oil and gas industry in Ukraine in recent years, we understand that time requires the search for new solutions in the training of specialists. And one of such solutions can be dual education implementation. In the new Law of Ukraine “About Education”, which came into force in September 2017, the concept of dual education was first established at the legislative level. Thus, Article 9 “Forms of Education” states: “the dual form of education is a way of obtaining education, which involves combining the training of persons in educational institutions (in other subjects of educational activity) with training at workplaces at enterprises, institutions and organizations for obtaining a certain qualification, as a rule, on the basis of the contract “. At the initiative of the Minister of Education and Science of Ukraine Lilia Grynevych and the Federation of Employers of Ukraine, the development of the Concept of training specialists for the dual form of education in Ukraine was launched. The result of the work was presented recently at the Board of Ministry. Taking into account that the draft Concept has to be adopted in the near future, I briefly want to inform you about the main provisions of this document. The Concept provides for the establishment of equal partnership of educational institutions, employers and education providers with the aim of acquiring the latest experience in practical application of competencies and their adaptation in the real professional activity conditions. To the opinion of the Concept developers, there are a number of problems that need to be solved now in higher education in Ukraine. Including: Scientific articles - Unreadiness of higher education institutions graduates part to self-employment in the labor market; - Insufficient skills development demanded by employers; - Lack of practical experience teachers; - Lack of information on current and future employers’ needs in the competence of employees; - Lack of modern equipment and technologies. The consequences of these problems are: - Unpreparedness of graduates to work in a specialty; - The need for additional training in the workplace; - Low motivation of higher education graduates to study; - The inconsistency of graduates with the requirements of employers regarding the experience of independent professional activity; - Excess academic education programs. The main task of introducing the dual form of education is to formulate a model for preparing a future specialist on the basis of mutually beneficial relations between the educational institution and employers, aimed at the practical training of applicants for education to independent professional activities and their social adaptation in the production environment. To accomplish the task it is necessary: - take measures to eliminate the main disadvantages of traditional educational forms and methods of training future specialists; - overcome the gap between theory and practice, education and production; - improve the quality of training qualified personnel in accordance with the requirements of employers in the framework of new forms of educational process. Particularly active in world practice, dual education is used to train specialists in engineering specialties. Therefore, the idea of introducing dual education in the educational institutions of the oil and gas industry is particularly relevant and has good prospects in the realities of today. The main participants in dual education are a student, a higher education institution and an employer. Ways to achieve this goal are the conclusion of a tripartite agreement, the development of integrated training programs and the formation of professional competencies. The educational program for the dual form of training involves holding 25-50% of the total amount of classroom hours in the workplace. In this case, the programs should be oriented towards the needs of the employer and ensure the formation of professional competencies. The model of the implementation of dual education is an organic combination of appropriate structural elements aimed at achieving the goal of improving the quality of training oil and gas industry specialists on the basis of interaction between college and university with employers. The proposed goal is realized by applying the appropriate didactic approaches: - Competency, which provides formation of professional competence for applicants of higher education; - Activity, consisting of the orientation of the educational process on the application of theoretical knowledge in practice, the formation of abilities for self-education and team work; - Integrated, providing an organic combination of knowledge, -7-

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skills and skills of future professionals. The training of highly skilled specialists should be carried out in accordance to the communication theory principles with practice, autonomy and activity, purposefulness and motivation. - Components of dual education are: - educational environment, organized on the basis of professionally oriented technology of education, which is provided both by the educational institution and employer; - Competency-oriented didactic support (training programs, instructional materials, multimedia content, etc.), created jointly with employers; - Sustained positive motivation of the applicants for education in order to gain professional competence for further successful professional activity target. The organization of vocational training is carried out by combining theoretical studies in a higher education institution, practical training at an enterprise and student self-development. The result of the dual education implementation should improve the quality of training specialists and adapt the professional knowledge, and graduates skills to the market situation. The cooperation model of higher educational establishments with the enterprise will enable improving the vocational and practical component of the educational process while maintaining a sufficient level of theoretical training; to modernize the content of the educational process in accordance with the requirements of professional activity, which will ensure the improvement of the quality of education and the introduction of advanced educational technologies into the system of higher education. The peculiarity of dual education is also not being the equivalent of practice, which as well is a compulsory element of the educational process. At enterprises in the process of dual education it is precisely carrying out classes - laboratory, practical, while the theoretical material is mastered by students in college or university lectures. Each participant in the dual education system has its own functions. You can see them on the slide. Educational establishment (college, university): - Provides theoretical training, the integrity of the educational curriculum and compliance with educational standards, is responsible for the quality of education of applicants; - Develop and approve the curriculum of the relevant educational program with the participation of employers; - Ensure coordination of theoretical and practical training content; - Provides support for the training of the education provider at the enterprise, together with the representative of the enterprise accepts the reporting and evaluates the results. Employer: - Takes part in the development of educational programs and curriculum; - Participates in the selection of education applicants for dual education; - Participates in the evaluation of educational outcomes in accordance with the educational program; - Establishes a qualified specialist (mentor) for a competitor of education. Educational Consumer: - must timely and qualitatively carry out the tasks assigned to him while studying in the workplace, and individual tasks according to the curriculum; - must observe the corporate policy of the enterprise, in particular regarding the confidentiality of information; - maintain contact with the person responsible for the implementation of the educational program of the dual form of education, inform the employer and the representative of the educational institution in a timely manner if problems arise. The introduction of dual education has a number of benefits for both the employer and the learner. Enterprises: - Receive specialists - highly skilled, academically educated, motivated to succeed, with specific practical skills. - No need for costly and long-term training programs for staff. - Establish close contact with the university in the transfer of technology and knowledge. Educational Consumers: - Acquire useful practical and professional experience professional competence. - Have high professional and career prospects for further employment. - They begin their professional development and adapt to production earlier. The dual system of training specialists in the oil and gas industry is not a tribute to fashion, but a requirement of time. Oil and gas companies need skilled personnel, and graduates of educational institutions need the workplace. Both sides will only benefit from the fact that these problems are solved in advance. Dual education has proven its worth in many countries around the world - Germany, Switzerland, Canada, and the USA. Of course, the system of legislation of Ukraine needs to be changed, and the Ministry of Science and Education is optimistic and believes that during 2018 the main work on legal provision of this process will be implemented. But we are already taking steps towards introducing the dual system of training in the educational process. Thus, proposals for conducting an experiment on dual education in the college of oil and gas, which are sent for consideration to PJSC “Ukrgazvydobuvannya”, were prepared. We hope that they will be considered and a joint work will be launched on the implementation of this project. We are deeply convinced that the dual education system implementation for specialists in the oil and gas industry can bring quality training to the requirements of the labor market and allow students to obtain the most up-to-date knowledge and skills, while effective support is provided by the representatives of production and business as potential employers. -8-

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Scientific articles Oilg and gal complex objects influence minimization on environment condition Volodymyr Onyschenko Professor, DSc, Rector of Poltava National Technical Yuri Kondratyuk University In terms of the current ecological and economic situation in Ukraine for any production industry, and especially for the oil and gas complex, the most urgent aspect of the activity is the issue of interrelatedness of economic parameters and production prospects with environmental and environmental parameters. Recently, the attention of scientists and the public to the results of the oil and gas industry, and especially in terms of its impact on the environment and human health increases. Poltava region ecological situation state constant monitoring of its changes, identification of the most influential factors and environmental pollutants have recently been one of the important areas of research carried out by Poltava National Technical Yuri Kondratyuk University. The results of researches are published in the works of the diverse scientific and practical directions, in particular in special editions of a unique series of publications of the “Ecological Library of Poltava Region”, which was initiated and supported by PoltNTU. The focus of research data is, firstly the possibility of scientific substantiation of the managerial and programmatic decisions taking at the regional and local levels, and, secondly, the development of scientific and practical decisions and measures aimed at minimizing the negative impact of production facilities on the state the environment. A special place in these studies is occupied by the impact assessment of the oil and gas complex on the environment state and the rationale for choosing ways to minimize it. The statement of these issues was reflected in the development of program documents at the regional level, in particular the programs “Environment-2010”, “Environment-2015”, “Environment-2021”, the developer of which during the last 18 years was Poltava National Technical Yuri Kondratyuk University. The importance of the impact of the objects of the oil and gas complex environment state is also found in the information and statistical documents of the environmental authorities of our region. The main pollutants emitted into the atmosphere from the stationary sources of the oil and gas complex are carbon monoxide; nitrogen compounds; methane; non-methane volatile organic compounds. These pollutants are leading among all substances that get to the atmosphere from stationary sources of enterprises located on the territory of the region. Ecosystems state impact occurs during the development and operation of oil and gas condensate fields. Therefore, in the Poltava region as one of the leading regions of Ukraine in terms of oil production, considerable attention is paid to environmental research and assessment of the natural and resource potential of the region. In the course of the activities of the oil and gas facilities (at the stages of drilling, exploitation of oil and gas deposits, transportation and processing of hydrocarbon raw materials), land alienation takes place, significant volumes of contiguous water and industrial wastewater are formed, a wide species composition and significant volumes of waste from production and consumption, which requires the search, development, scientific and technical substantiation and implementation of appropriate practical measures. Despite the importance of assessing the impact of the oil and gas complex on the environment state to this day, the scientific and practical approach in solving this problem remains underestimated. A compulsory initial stage in solving this problem is the definition of the directions of scientific and practical work. That is why the industrial activity specifics of the industry enterprises require constant search for ways and measures that can provide certain guarantees and cause the corresponding interest of the enterprises themselves in carrying out works aimed at ensuring the environmental safety of the enterprise itself and the environment; ecological and economic risks minimization at the enterprise activity; maximum consideration of resource and environmental factors of enterprise development. Poltava National Technical Yuri Kondratyuk University specialists can contribute to solving these problems to a large extent. Therefore, the basic issues that need to be addressed are the issues of controlling emissions, handling of waste from production, and solving the problems of water resources and soil protection. Important attention requires the improvement of management environmental activities. To address these issues, the main areas of scientific and practical work that are carried out and can be carried out by PoltNTU specialists for enterprises in the oil and gas industry are the follows: -9-

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1. Control of pollutant emissions from enterprise and control over the efficiency dust treatment plants work. 2. Inventory of production and consumption wastes, control and certification of waste disposal sites. 3. Analysis of changes in the level of pollution of soils and groundwater, which is a drinking resource, in the areas of influence of objects of oil and gas complex. 4. Development of remediation projects and measures for the restoration of biodiversity in the alienated territories of the oil and gas complex objects. 5. Methods development for the elimination of soil and groundwater contamination when oil spills. One example of such activity was the research work carried out in 2014-2017 by Poltava National Technical Yuri Kondratyuk University, commissioned by PJSC “Naftogazvydobuvannya”, which included inventory of production and consumption wastes, which are formed at the objects of the “Semiyrenki” “Machuhi” and “Olefirivka”, determination of indices of normative volumes of waste generation, definition of the hazard class of each type of waste and development of recommendations for these waste handling according to regulatory requirements. The main result of these works, which were implemented in the production activities, was the organization of collection and temporary storage of waste system at the enterprises with the provision of proper, environmentally safe conditions for the collection of each type of waste, depending on their class of hazard, physical and chemical characteristics, aggregate state and developed recommendations for rational treatment of them. Thus, the experience of carrying out works by Poltava National Technical Yuri Kondratyuk University in the field of assessing oil and gas complex objects impact on the environment state allows: - To provide enterprises with the necessary consulting and engineering assistance in solving environmental problems, developing engineering and technical documentation for the use of techniques without sump drilling; documentation on the assessment of the negative environment impact may arise during the operation of facilities and equipment of drilling and oil and gas exploration enterprises and caused, for example, by leaks of drilling fluids, liquid hydrocarbons and other types of process liquids; - To develop design solutions to minimize such impact; - To provide for the application of measures to minimize the negative effects of corrosion on drilling and oil and gas and industrial equipment; - To ensure enterprises meet current legislation and provide appropriate guarantees for their technological and environmental safety. The expected result of the proposed types of work implementation is a phased reduction in the level of technogenic risk of the enterprises themselves, minimization of their environmental impact and the transition to more rational use of the natural resource potential of the region and raising the level of environmental safety in the region as a whole. The experience of carrying out scientific researchers at the Poltava National Technical Yuri Kondratyuk University for 18 years has been reflected in the program documents development at the regional level: 1) Regional program of environmental protection, rational use of natural resources and ensuring environmental safety taking into account the regional priorities of the Poltava region for 2017-2021 (“Environment-2021”); 2) Integrated Solid Waste Management Program in Poltava Region for 2017-2021; 3) Regional target program for the development of water management and ecological improvement of the Dnipro river basin in the Poltava region until the year 2021. Consequently, it can be argued that the development of enterprises in the oil and gas industry, supported by scientific and technical products of scientists of the Poltava National Technical Yuri Kondratyuk University, will enable the production of its own hydrocarbon raw materials with a minimum level of negative impact on the environment. - 10 -

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Scientific articles International Social Work Elena Pristupa Doctor of Pedagogical Sciences, Professor, Head of Department of Psychology and Pedagogics, Institute of Professional Development of Social Sphere Employees of Moscow Department of Social Protection of Population 1st Basmanniy lane,10, 105066, Moscow,the Russian Federation Phone: +7-916-441-06-48 Email: pristupa-leto@yandex.ru Website: www.soc-education.ru The term "International Social Work" is used in theory and practical experience in the UK, and other European countries are also active in the scientific methodology of domestic social work. Through the work of American researchers J. Midgley, S. K. Khinduka, M. S. Hokenstad it is noted that the term "international social work" was used in the early forties. Lynne M. Healy (Lynne M. Healy, Centre for social studies of International work, University of Connecticut School of social work, USA) gives the following definition: "International Social Work is a set of international professional activities in four areas: internal practice consistent with international standards; professional exchange, practice at the international level, as well as international policies on social development and the protection of the consumer". Thus, international social work began to develop actively in all countries with the practice of social assistance to the most vulnerable sectors of the population. Summarizing the above studies, we propose the following ten key issues for scientific consideration of the phenomenon of social work at the transnational level. 1. The use of International law in the system of social protection of the population (taking into account the ratified documents). 2. International practice for the protection of children (adoption by foreign citizens, educational inclusion of children with disabilities, social protection of children from socially dangerous diseases, social rehabilitation of children with mental diseases etc.). 3. International experience working with migrants and unemployed citizens with regard to international and Federal legislation. 4. The creation of a barrier-free environment for the elderly and persons with disabilities, disability. 5. Social assistance in enhancing positive social mobility of citizens in a difficult situation. 6. Minimizing all forms of social exclusion of all groups of the population (marginal layers, persons with deviant behavior, persons released from places of deprivation of liberty, citizens from economically disadvantaged regions, etc.). 7. Setting international professional standards in the system of social work. 8. The development of academic mobility of teachers, students (bachelors, masters) of the faculties of social work to maximize the development of common cultural and professional competences of specialists to exchange experience. 9. Reduction to a common denominator terminology in social work (for example, the transliteration of the term or clear translation). 10. The international research of social problems in the theory of social work practice in different countries. Social work is: 1. a special kind of activity aimed at addressing socio guaranteed and personal interests and needs of different groups of the population, creation of conditions conducive to the restoration or improvement of people's abilities to social functioning; 2. an activity of helping individuals, families, groups in the implementation of social rights and compensation for physical, mental, intellectual, and social disadvantages that prevent full social functioning; 3. purposeful activity in society to assist and support the various categories of the population who are in a difficult life situation; 4. the management of human resources (family, of community), in difficult life situations; 5. professional activity with the aim of promoting people, social groups in overcoming personal and social difficulties by providing support, protection, assistance, support and maintenance. International practice for the protection of children. A historic landmark that has had a great influence on the development of children's rights, became the Geneva Declaration of the rights of the child, adopted by the General Assembly of the League of Nations on 24 September 1924, clearly defined strategic direction - "mankind must give the child the best that he has." - 11 -

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The document proclaimed the seven main principles: - the child is entitled to protection regardless of race, nationality and faith; - the child needs to assist, respecting the integrity of the family; - the child must be guaranteed normal physical, moral and mental evolution; - a hungry child should be fed; the sick child - to treat; a "difficult" child; the orphan and abandoned children's shelter; - the child must be guaranteed by all of the measures of social security and insurance; the child should have the opportunity upon reaching the appropriate age to earn a living, and the law must protect it from of exploitation; - the child should be taught the knowledge that his best quality has to be at a premium in the service of his fellow men. The idea of international cooperation in the field of protection of children's rights and the assumption by States of responsibilities to support manifested itself in the creation of new international legal acts. Thus, special measures of protection and assistance for all children and under-shoots, without any discrimination for reasons of parentage or other conditions, and protecting them from economic and social exploitation are enshrined in the first binding international legal instrument in the field of four-rights - International Covenant on economic, social and cultural rights, adopted-volume 16 December 1966 by the General Assembly of the United Nations. According to the document, the use of child labour in the area, harmful to their morals or health or dangerous to life or likely to hamper their normal development should be punishable by law. In addition, States should set age limits below which the paid employment of child labour should be prohibited and punishable by law. The care and education of dependent children, is emphasized in the Covenant belongs to the family, which is regarded as the natural and fundamental unit of society. The family should before be submitted as broad protection and assistance, especially at the stage of its formation and as long as its responsibility the care of dependent children and their upbringing. International social work is an international professional activity in four areas: internal practice consistent with international standards; professional exchange, practice at the international level, as well as international policies on social development and the protection of the client. - 12 -

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Scientific articles Kostanai Branch of Chelyabinsk State University Champions the Integration Processes in the Education and Science Spheres Raisa Tyulegenova Director of Kostanai branch of FSBEE HPE “Chelyabinsk State University”, Professor Emeritus of CSU, Oxford Academic Union Member, Candidate of History Kostanai branch of Chelyabinsk State University was created on the basis of the decision by the council of heads of governments of the Republic of Belarus, Republic of Kazakhstan, the Kyrgyz Republic, the Russian Federation and the Republic of Tajikistan “On the establishment and functioning of branches of higher educational institutions” № 87 dated May 23, 2000. For 15 years it became one of the striking examples of the following: · productivity of frontier cooperation in the sphere of higher professional education, simultaneously playing the role of an indicator of the Kazakh-Russian relations; · realization of N. Nazarbayev idea about the unique Kazakh model of interethnic consent, as one of the exclusive distinctive properties are the principles of “unity in diversity” and “different backgrounds – equal opportunities”; · minimization of the process of “brain drain” and, along with this fact permanent tendency to enhancement through multivector integration in the areas “theory-practice”, “intercollegiate, including the international academic partnership”. Based on the traditions of classical university education and at the same time, modern-integration-processes-oriented there are initiative support of young scientists, academic mobility and continuity of generations within the framework of the established scientific schools in institute of higher education. The activity of scientific schools is funded by the Science Foundation. Annually its budget is increasing, that contributes to scientific progress. So, our universal pride is the fact that the youth team “Clever” of Kostanai branch of Chelyabinsk State University took the 1st place in the International intellectual competition in Moscow. It is necessary to mention the frontier forum with the participation of Presidents of Russia and Kazakhstan, the Astana Economic Forum in 2014, where the students and teachers of our University took the most active part. The results of employees’ research development are published as monographs, textbooks, manuals, articles in leading peerreviewed journals of Kazakhstan, Russia, Belarus, the USA, Canada, Germany, Poland, Turkey, Pakistan etc. Our colleagues are members of editorial boards. The example is the membership of the author of the given publication in the editorial board of journal “Social and Political Sciences” (Moscow). Starting from January a number of our scientists have participated in major International scientific forums, conferences and seminars at Academy of Public Administration under the President of RK, the Higher School of Economics of Kazakhstan University of the Humanities and Law (KazGYuU) (Astana, Kazakhstan), Lomonosov Moscow State University, Academy of the Investigative Committee of the Russian Federation (Moscow, Russia), North-West branch of Russian University of justice (Saint-Petersburg, Russia), the Academy of the Ministry of Internal Affairs of the Republic of Belarus (Minsk, Belarus), Near East University (Nicosia, North Cyprus), the Association of Russian schools in Belgium (Brussels, Belgium), Charles University (Prague, Czech Republic). During the year 2014 the research and teaching staff of the branch published 98 articles included in the database of the Russian Science Citation Index, 4 in scientific journals indexed in the international database SCOPUS, 49 in journals recommended by the Higher Attestation Commission of the Russian Federation. With the beginning of the year teachers of the branch published 3 articles in the journal “Asian social science” (included in the International Scientometrics database Scopus), 5 scientific articles in journals recommended by the Higher Attestation Commission of the Russian Federation: “Modern law”, “Gaps in the Russian legislation”, “Economy and entrepreneurship”. Monographs and textbooks of our teachers are published in large well-known publishers: “Zhety zhargy” (Almaty), “Prospect” (Moscow), etc., tutorials are recognized at international exhibitions and assigned classification of the educational and methodical Council of Law professions of the Ministry of Education and Science of RK and the educational and methodological Association of the Russian Academy of Natural Sciences. From 2011 to the present time a number of large international programs and projects were implemented: · student work for studying in an International summer school for students, (city of Eichstätt, Germany, Bavaria); · seminars of experts and volunteers of SES service (Germany) in the framework of the project KAZ-KOBIL; - 13 -

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· a three-week seminar for the specialists in the sphere of youth policy СJD (Oppurg, Germany); · Soros Fund grant (Open Society Institute) a scientific training at the University of Amsterdam (the Netherlands); · training seminar of the international program “Tempus” (Bielefeld Germany); · language and methodological improvement courses at The Jagiellonian University Center for Polish Language and Culture in the World (Krakow, Poland); · extensive course of English language study and seminar (Los Angeles, CA USA); · winter research school (Vitebsk state University, Belarus), training at Belarusian state University (Minsk); · summer scientific school on the basis of Odessa national University (Ukraine); · seminar at the Institute of Mathematics and Informatics of Bulgarian Academy of Sciences (Varna, Bulgaria); · refresher courses (72 hours) “Innovative educational technology in higher education” (Czech Republic, Prague). Leading scientists of Kazakhstan, Russia, Germany, Austria, Czech Republic, Canada lectured, conducted workshops, seminars and trainings at our University. Our experienced teachers are leaders of public opinion, members or leaders of advisory, scientific and expert, methodical units of authority, educational institutions, and foreign academic organizations. Owing to this approach, we managed to reach new levels of success for a short period of time. Kostanai branch of Chelyabinsk State University signed scientific and creative cooperation agreements with the Academy of the Investigative Committee of Russia, the Academy of the MIA of the Republic of Belarus, Tambov State University named after G.R. Derzhavin, the Institute of International Law and Economics named after A.S. Griboyedov, Vladimir Law Institute of the Federal Penal Service, the Ural State Economic University, Kazakh Humanitarian Law University, a Memorandum with Near East University. In terms of integration of science and practice we should note the recently concluded partnership agreements with the leaders of the domestic manufacturing industry “Agromashholding JSC” and “Saryarka AvtoProm LLP”, which produce cars brands Toyota, Peugeot, “SsangYong”, “Iveco”, etc. Generally our database consists of 83 contracts with employers, including 23 newly signed. In the context of the “network” principle of development, we generalized the ideas bank and made a number of proposals on academic cooperation with Universities-partners of Kazakhstan. Topical event was the establishment of international cooperation with Academic Oxford Union and the European Business Assembly. In this regard, we thank the head of the Eastern Europe and Central Asia of the European Business Assembly, Mrs. Mila Milton for the first steps and offering cooperation programs, Ms. Marina Turchanova and Mr. Ivan Savvov, Mr. John Netting for supporting. Here we see a lot of potential, a huge field of constructive work and wide horizons of development. The role and importance of Kostanai branch of CSU as a champion of integration processes is difficult to overemphasize in the light of Kazakhstan's entry into the World Trade Organization this year, as well as in the context of the forthcoming international exhibition “Expo-2017” in Astana, generally within multi-vector foreign policy of our state. We intend to continue this mission hereafter. - 14 -

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Scientific articles Psychology of Adult Education: The Relevance of Additional Professional Education Natalya Lebedeva Candidate of Psychological Sciences, The Head of Department of the Post-graduate Education, Institute of Professional Development of Social Sphere Employees of Moscow Department of Social Protection of Population 1st Basmanniy lane,10, 105066, Moscow, the Russian Federation Phone: +7-916-583-55-74 Email: lebedeva1512@yandex.ru Website: www.soc-education.ru The development of information in society is based upon current knowledge, through this continuing education becomes one of the sekaakekTenodsdsehyo cuyueaai wccoff dawaawal-eectctehhiidvttoocooooegnnolrrlleeseo nsmm,..p oo oAtAammahffdkd krdedoeoioeceneuspps vtvdgtt eteeoteeeheldlfdvoaoatei pchbnpbclmhiyofmhysoi pineaarnecmmgnddgontvv anaet,aa,atdtn bdiibnnonutouoc cnultotletehisthfnisdd nf tag ofhaccosrepe ooropt rd uuchmrtiounhniieoercotetirrtriatd yiniiyietetnedyiisospsdr i,vpn,noi bvtito sdhwhbiasdiueteesioiuaot eccircalonod,looldnm,anin u,n a nciceipnnnedtesoh dcptpnfehol totufen ocorfodo eurfsffi cno rlsoolirugifcoecffesue icnRtleoslhiotoetu neyfontsgyfgs ia. Tsoodciaoy-,e scpoencoimali cimdpeovertlaonpcmee inst aotftathcehemdo tdoe trhnew troarilndi,nign coluf dhiingghlRy uqsusaiali.fied pToedrsaoyn, nspeel. cTiahleiym mpourstat,n ncoet iosnaltyt accohmedpetotetnhte, atrnadin ainbgleo tfoh eigffhelcytiqvuealyli fwieodrk ipne trhsoe nfnaestl.-cThaenygminugs at,nndo et voenrly-incocrmepaestinegn td, eamndaanbdlse otof teofdfeacyt'isv erelyawlitoyr,k rineathdey ftaos ct-ocnhtainnugein pgroafnedsseivoenra-iln dcerevaesloinpgmdeenmt ands sofcitaold mayo’sbirleitay.lity, ready to continue professional development and social mobility. TThhee ssyysstteemm ooffa adddditiitoionnaal el deudcuactaiotino,nin, cinlucdluindginrge trreatinraininginagnd and topmpsoIpnhpenrrnoeoohcr aasf mfoeepeo nrsssesenenpsprsanieesweoiltoiccocuitntytinnihamaiaoaaollltnl.l ufhd ui,Idtreaenyrgtenhvg encvoeeenaeeoflno cedqlnaocpyduunnypmleaetf m,osaanechtrdntdnieoiiuldtsoenrnl aneattpr ,nol,eras e nhdftlynvehiiancasdivendhgn a pdiuo,qcnnusllaeutdocsyn.eeguectdTrsdis.hcy thutTtoairheecohllyedaornec eeutg hrdioocdeiiaescfanu r vaiaatasceitlodca a lnacotnuktehe ipelnorietasmsie nsdreeg taediitdcasncousi ttngtce,sooiaartmnf uitisgsnmidoottiuytminonicvddgt soahtye ,amte irkoneennsatu l m. medoutcivaatitoinoanlatle scphhneorloeg wieisthfo trhaed nueltesd. T foors olelvaernthinega, baonvde thpreo blems comes dtoetvheeloapidmoefntth eofp msyocdheorlong eydoufcational technologies for adults. To saodulvltel ethaern ainbgo,vteh eprpoubrpleomses ocfowmheicsh tios tthoes tauiddy osf pthecei fpicsyfecahtoulroegsyo of f aeduclta lteioanranlinagct, ivthitey opfutrhpisosaeg eofg wrohuipc.hC ise ntotr aslttuodtyh esppescyicfihco fleoagtyuoref sa doufl t eledaurnciantgiocnaanl acgtirvoiwtyn omf athnisb eagaes gurbojeucpt.of education? The question arises: can an adult learn? After a theoretical analysis of Csteundtireasl oton tthhee ppssyycchhoollooggyyo offa adduultltle laeranrinnign,git cisanp oas gsirbolewtno mfoarmn ublea tae a sguenbejercatl aonf dedimucpaotritoann?t conclusion that an adult is able to think, create and learn [Lebedeva N., 2013]. TtThhheeeI nqesxutpeitesurttiieeonnocf aeardoisdfeitthsioe: ncoaarlngp aarnonifz eaasdtsiuoiolntn olaeflatehrdneu?ec adtuiocnatoiofnsaolcpiarol cweosrskearts, Aeredfvtueecraa lasti otahneninoucrmelubtdiecirnaogl f:afaneaaclotyunsrseiscs iooofuf ssptsauytdtciitheuosdl eoogntoy tthohfeea iprdsouywltcnhporloelofaegrsnysi nioogfn, aathdl eult lpeuarrsnuiint gof, itth eis appopslisciabtlieo ntoo ffoarcmquuilraetde kan ogwenleedrgael ,aanbdi liitmiepsoarntadnt cskoinllscliunspioranc tthicaatl aanct iavdituielst ,isth aebalev atoila tbhiilnityk,o cfrperaotfee sasniodn laelaarnnd [Llifeebedeva Nex.,p 2e0ri1e3nc].e , especially learning motivation (getting specific knowledge and the scope of their application, the economic component with a desire for career growth, higher qualifying category, etc.). Adults understand the need for training, especially in the current conditions of rapid growth of innovation, and see the opportunities to apply the results in practice. Therefore, the basic approach in the organization of educational process for adults is practice-oriented. Psychology of adult additional professional education focuses on professional and personal development of students. The process of professional and personal development is unique in its integrated structure through formed psychological components of professional self-identity. It is also necessary to take into account principles of training - the most general rules of the organization of the learning process of adults with proven effectiveness in organization and realization of educational process: 1. The principle of activity. It implies a general activity with the cooperation of the student and the teacher. 2. The principle of reliance on the experience of the listener. Social and professional experience of the listener are used as the The experience of the organization of the educational process at the Institute of additional professional education of social workers, estrss3tahehkdot.neuveiuuTle dilcprnthsayceadue leaitgsirnvicpsro o iaohrdpunfi uenurinl teaprica n,uaoc.ilpacmtrftllinn recutabidhandieonelgsirf ni aon aiagonmcgpn:fdt pdeipafivvletr iitiicotcmahdiogaeteueunrtsaasilrsoi,lmse icwztntshiea oiw otentohuif hoefa s oianrpcv ,tca.hahsaqEtyeintaluciaardtdihcubsrdhhoedtirluildeiessotd s ytkgectus oonoynde l otfteslos ehwpn,ftae rthclagioeterrdouef doeugseagswplesteteset nih,psinc oa erilfntoebrihcafaiwelelir itsntaihesinnisodg an , nadl leifdeu ecxaptieorniaelnnceee, dess,pleecairanlilnyg leoabrjencintigve ms,owtihviacthiotnak (egeintttoinagc scpoeucnitfic kthneowexleisdtigneg aenxpde trhieen scceo, pleev eolf othf etriari naipnpgl,icpastyiochno, pthhey seiocloongoicmali,c ccoomgnpitoivneenfeta wtuirtehs ao df ethseirelis ftoern ecra.reer growth, higher qualifying c4a.tCegonosryis, tetncc.y). of training. Here provides for the implementation of the objectives, content, forms, methods, tools, learning and Aedvaullutsa tuionndtehresttaenadch tihneg -nleeaerdn ifnogr ptrraoicneisnsg., especially in the current ctoopt5ohorfe. genarpCasdprsoonoipptnnfiielzeotyaecasn lixttsfsphiitioco relooneno fgra a boerrrljeafnsea spiuecnnsidtlgddit,vus. wegsc Iisothrano,ciit slipweaioairimmlnotahaancpe cltold tiitphecifv aeerdiiontt.i otecntThhtesohhaesveetosafrrofu ethnftlihoffoaeioelrnmnr s,ades iedadt,,nu enuitstdhdlooeteb sfsfn u btestiihslaoeate sc npotiitdhnrcaraa eliatctirh nspooteiiplpncseberpgpsoa-aohaoostriacritarsusihle,n niinttie etdhs.e temporal, professional, social factors (conditions). P6s. yTchheoplorignyc iopfle aodfutlht eadadctituiaolnizaal tpiornofoefslesaiornnainlg eoduutccaotmioens ,fowchuisches oinnvoplrvoefsesthseioonpael raantidvepeusrseoinnathl edepvrealcotipcme aecnqtuoifresdtubdyetnhtes. The plirsotecneesrs’s okfn porwolfeedsgseio, naabli laitineds paenrdssoknilalsl .development is unique in its i7n.teTghreatperdin csitprluecotuf reele tchtrivoeulyghle faorrnminge.dT phsisycishoplroogvicdainlg cothme pliostneennetrsa of pcreortfaeisnsfiroeneadlosmelof-ficdheonitcietyo. f objectives, content, forms, methods, means, timing, location and time of learning, assessment of Ilte iasr nailnsgo onuetcceosmseasr.y to take into account principles of training - the maeiti8dmhdd.eoeuupTnscllahittteaisc efgstyt iwupeottarhnhniitlneeoahdcrsl aea ipeppsglrl rsmeorroeeuvacoseleteefsenosmsdr fs ieeaoed:vflnffese ett,vlhcooewtepfliiov mtloehpereaomngnureneattsinnentshtidg zeoiuanofcdt utoiaerotartcvnigiooen anomlionnfnpe gitzemshameebetdai ynolsteten.idaor Teiarfahnnnwliitsdnaihf ngypircide rnhpiangrilcosiizcpaeletsiosn o of f difficult to achieve the learning goals; the educational process 1is. Tbhueilt pinrinorcdipelret oofd aecvteilvoitpys. tIut dimenptlsiense aw geednuecraatilo ancatlivnietye dwsi,thth tehe spceocoifipceartiaotnioonf owfh tihceh sotcucduersnta fatenrdr tehaec hteinagchaecre. rtain degree of training. 29.. TThhee pprrinciple ooff mreinlidafnuclnee osns trhaein einxgp.eTriheisncaew oafr ethnes lsis, tener. Social understanding listener and teacher of all the parameters of educational process. An important basis of the professional journey of any person is his idea of his personality, or so-called professional “self-concept”. Professional preferences are an attempt to answer the question: “Who am I?”. Often people implementing their career orientations unconscious. Issues of acmeological character is also relevant in the teachinglearning process of adults. Necessary acmeological terms of additional professional education is compliant with the goals of education in the personalities of the students. It is necessary to define the objectives, content, forms and methods of training to the real educational needs of students. In summary, it should be noted that the question of the psychology of adult additional professional education remains relevant today. The features of a modern adult human, the development of his mental functions, learning and cognitive motivations underpin adult learning. - 15 -

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