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Far East Regional educational and methodological center higher vocational education Ministry of Education and Science;
Far Eastern State Technical University (FEPI named after V. V. Kuibyshev).
The meeting was attended by 323 young scientists - delegates from the Far Eastern Federal District, from the cities: Vladivostok, Ussuriysk, Khabarovsk, Komsomolsk-on-Amur, Birobidzhan, Yuzhno-Sakhalinsk, Petropavlovsk-Kamchatsky.
The meeting was attended by representatives of the executive and legislative authorities, heads of higher educational institutions, the Far Eastern Branch of the Russian Academy of Sciences:
Mironov S.M. - Chairman of the Federation Council of the Federal Assembly of the Russian Federation;
Darkin S.M. - Governor of the Primorsky Territory;
Turmov G.P. - Rector of FESTU;
Drozdova L.N. - Vice-Governor of Primorsky Krai;
Kulchin Yu.N. - Deputy Chairman of the Presidium of the Far Eastern Branch of the Russian Academy of Sciences;
Moiseenko V.V. - Head of the Department of Vocational Education and Science of the Primorsky Territory Administration;
Privalov Yu.I. - Member of the Legislative Assembly of Primorsky Krai.
The following issues were discussed at the meeting:
Problems of disproportionate development of the Far East region;
Natural resource potential for the development of the economy of the Far East;
Efficiency of use of investment and innovation potential in the Far East region;
Problems of globalization and social security of the Far East region of Russia;
Problems of implementation and effectiveness of programs and projects for the socio-economic development of the Far East;
Demographic potential of the population of the Far East;
Problems of managing migration processes in the territory of the Far East;
Problems of the use of labor resources in the Far East region;
Integration of science and education as a factor of sustainable development of the Far East region of Russia;
Socio-normative foundations of institutional changes and system adaptation higher education in modern conditions of the Far East;
Directions of training students in higher educational institutions of the Far East as a problem of the quality of education in the conditions of the social crisis in Russia;
Interaction of educational institutions and enterprises in ensuring the quality of training of specialists;
Participation of young scientists of the Russian Far East in international cooperation in the Asia-Pacific region.
The meeting participants note that the Asia-Pacific region is one of the most important economic and strategic regions of the world, with which Russia's long-term interests are linked. The deteriorating economic and social situation in the eastern part of Russia, a significant reduction in the defense potential for Far East and other problems that have arisen in the Far East region are acquiring a strategic character for Russia and need to be addressed. At the same time, the Far East should be considered not as an independent system, but as an element of the national economic policy.
One of the main problems in the development of the Far East is demographic.
More than 200,000 people have left Primorsky Krai alone in the last 10 years. At present, it is no longer possible to achieve a demographic balance due to the natural reproduction of the population, which requires the implementation of resettlement programs to the territory of the population of working age. At the same time, it is necessary to create additional jobs through the development of promising, primarily export-intensive industries. A significant part of mineral resources is concentrated in the Far East, while the coefficient of use of these resources does not exceed 10%. Mining and coal mining industries have large reserves, primarily due to the introduction of innovative technologies for deep processing of raw materials. Taking into account the geopolitical position of the Far East, promising industries are shipbuilding, instrument making, construction and fishing industries, energy, subject to the introduction of modern science-intensive technologies. Despite the difficult climatic conditions, in many regions of the Far East, agriculture is a promising area, taking into account modern technologies production and development of an effective mechanism for marketing products. At the same time, despite the attractiveness of a number of industries, many of them do not effectively use their investment and innovation potential, including through international cooperation.
An important factor in the effective socio-economic development of the Far East is the development of a system of higher professional education with state support for the introduction of innovative learning technologies, primarily for universities focused on training modern highly qualified personnel for industrial enterprises of the Far East. A significant task is the training and retention of highly qualified personnel for the scientific and educational spheres in the region. At the same time, it is expedient to diversify the number of directions in the federal targeted and sectoral programs aimed at supporting young scientists.
Having discussed issues related to the sustainable development of the Far East region of Russia, the meeting participants recommend:
Develop a comprehensive long-term program for the strategic development of the Far East for the period 2007-2017;
Develop a comprehensive system of measures aimed at securing the permanently resident population of the Far East and creating attractive socio-economic conditions for migration subjects, mainly compatriots from abroad;
Promote the creation of free economic zones focused on the production of high technology products;
Promote the development of a system of venture financing for innovative enterprises;
Consider the Far East as a portal for the transfer of Russian technologies to the Asia-Pacific countries and support the development of the relevant infrastructure;
Provide state support to the leading universities of the Far East that implement innovative educational programs focused on training personnel for the main industries of the region, petition the Chairman of the Federation Council of the Federal Assembly of the Russian Federation to include FESTU in the list of universities that implement innovative educational programs;
Increase the share and volume of federal targeted programs implemented in the Far East;
To form program activities within the framework of federal targeted and sectoral programs aimed at supporting the research of young scientists in the Far East;
To ensure the participation of representatives of young scientists in the work of specialized committees, working groups, commissions aimed at developing program activities for the socio-economic development of the Far East.
Loboda O.V. – Chairman of the round table “Globalization trends and their impact on the formation and development of the comprehensive potential of the Far East region of Russia”:
Within the framework of this round table, there was a difficult task - to analyze the most pressing problems state of the art and the development of the Far East in the context of long-term interests of Russia and substantiate the strategic line of strengthening Russia in the Asia-Pacific region through the economic and social development of the Far East.
There is no doubt that the Asia-Pacific region is one of the most important economic and strategic regions of the world, with which Russia's long-term interests are linked. The deteriorating economic and social situation in the eastern part of Russia, a significant reduction in its defense potential in the Far East, and other problems that have arisen in the Far East region are becoming strategic for Russia and need to be addressed. That is why the discussion of these problems is so necessary.
Considering the socio-economic development of such an important sub-region as the Far East, we must clearly understand that even such an important region must be considered not as an independent system, but as an element of national economic policy, which is entirely dependent on the regional policy pursued by the federal center.
The Far East has historically developed under the close attention of the state.
Moreover, the policy towards it was not just paternalistic, but state in the full sense of the word - the policy of achieving normal and sustainable socio-economic development of the region. It was precisely this approach, when it was maintained, that yielded undoubted results.
The refusal of the state in the early 90s from its obligations and in general from conducting any accentuated economic policy in the Far East led to catastrophic consequences, both for the region and for Russia.
Due to insufficient funding, the region began to lose its positions both in economic and social parameters. Moreover, today there is every reason to believe that without a special policy and state support, it can finally turn into a raw materials appendage of the dynamically developing Asia-Pacific region.
In our opinion, a clear concept of the development of the territory is necessary, which should be based on such principles as:
target regional orientation;
the optimal balance between the economic policy of the Center and local authorities, federal and local resources;
effectiveness of regional policy in terms of forms of impact on the economy of the region;
the transition from raw material specialization to the development of the manufacturing industry and high technology industries, along with the preservation of the extraction of natural resources and their efficient processing as the basis for regional socio-economic development;
development of the region, taking into account the open nature of its economy;
change in the investment situation in the region.
The economic policy in the region should be carried out, first of all, in the form of targeted financing of specific projects in accordance with the developed priorities in regional development. The raw material sector remains the basis for stabilizing the socio-economic situation, as well as maintaining stability in foreign economic transactions and payments. It is advisable to focus the development and modernization of this sector of the economy on state support and new forms of international cooperation.
Today it is necessary:
Formation of an effective structure of the region's economy based on an innovative development model;
Modernization of the region's industries through the use of scientific and technical potential in order to create science-intensive products and products with a high degree of added value;
Preserving income from traditional exports and stimulating the output of the manufacturing sector;
Using the objective advantages of the division of labor and specialization;
Use of the geostrategic factor;
Technological cooperation and integration with domestic and foreign firms.
formation of new market legal relations in the region;
formation of free economic zones and technopolises in the most favorable areas for this.
Thus, the need is increasingly felt to develop a concept for the development of the Far East, which would include measures to stimulate socio-economic development in the conditions of market relations, directions and possible amounts of state support for the region, social protection of the population, creation of market structures, stimulation of entrepreneurship, development of various forms foreign economic cooperation with the countries of the Asia-Pacific region and other states.
The concept of socio-economic development of the region should be based on the creation and renewal of the supporting economic structure and infrastructure. The traditional branches of the region's specialization (nonferrous metallurgy, timber, woodworking and fishing industries) should be further developed. This is due to the significant demand for their products both on the domestic and foreign markets, not only now, but also in the future. The stability of the region's economy and the possibility of implementing foreign economic cooperation projects depend on the development of these industries.
One of the central components of an effective economic policy should be the actual industrial policy. It is naive to hope that as part of the globalization process, we will be able to get a modernized economy and industry only with the help of the “invisible hand” of the market. The entire experience of the world economy (the United States in the period after the depression, postwar Japan, France, Korea and other countries, modern China) suggests that in the conditions of “catch-up development”, and we, alas, must admit that it is precisely this model, without articulated state strategy development and industrial policy is not possible to become an advanced power.
Tsarikova E.M. - Chairman of the round table "Science and education in the Far East - problems of maintaining the integrity of the Russian scientific and educational space":
One of the leading social institutions of society is the system of education and science.
After all, the reproduction of human resources, along with the natural, includes social: socialization and professional equipment of the individual. Education is one of critical factors growth of labor efficiency and welfare of society, ensuring the professionalism of employees. But the existing system of "supportive education" does not meet the needs of modern society, so it is necessary to change the existing paradigm of education to an innovative one, the main task of which is to turn education into a leading factor of progress. Education is not a consequence of the economic well-being of the state, but its cause.
In education, tendencies are more and more clearly revealed that allow us to talk about the transition of this system to a new qualitative state. Programs at the federal level are being developed and implemented (“National Doctrine of Education” (2000), “Federal Program for the Development of Education” (2000), “The Concept of Modernizing Russian Education until 2010” (2001), “ Education policy Russia” (2002), “Federal target program “Integration of science and higher education in Russia for 2002-2006”). It is also necessary to develop specific programs, taking into account regional specifics, aimed at supporting the initiatives of young scientists, facilitating the involvement in the field of science and education through targeted assistance to young specialists interested in this area (partial compensation of costs in the implementation of projects, travel to other regions for conferences, studies).
A significant part of active youth prefers the sphere of business and commerce or the movement along the route "postgraduate study - dissertation - emigration". Allocation of apartments after a certain length of service or the possibility of living in a hostel during the period of research and teaching activities would be a deterrent.
In the socio-economic conditions that have developed to date, the question has arisen of the need to increase the efficiency of using the country's scientific and technical potential, the development of progressive forms of organization scientific research.
This is possible while maintaining the authority of science, education and culture, increasing the prestige of scientific and scientific pedagogical activity. Of course, at the same time, the problem of forming a system of values in modern society is relevant. However, it is higher educational institutions that should be the guarantor, contributing to the employment and further activities of a specialist;
represent the interests of scientific personnel at various levels;
promote the establishment of cooperation with other educational and scientific institutions within the region, in Russia and with other countries. This is possible when creating on the basis of the university centers of cooperation and information coordination centers that contribute to the improvement of the information flow, overcoming the lack of specific information, which are involved in its transfer to the majority. Involvement of interested young people (students, teachers, scientists, practitioners) in this activity will lead to the formation of teams of young scientists. Also needed Team work on organizing bases for students to practice, attracting heads of enterprises and organizations of intermediaries to this process. It is the integration of science, educational institutions and industrial organizations that contribute to obtaining high-quality effective education.
Thus, the strengthening of the scientific and educational space is facilitated by the involvement of students, young scientists and various specialists with the interest and active work of representatives of institutions in this sphere and authorities, the formation of conditions for activity and, in general, an increase in the prestige of science and education in society.
Khaliman Zh.N. - Chairman of the round table "Demographic situation in the Far East: problems and trends"
Within the framework of the meeting of young scientists of the Far East, a round table was held on the problem, which now, in our opinion, is the most acute and important for the entire Far Eastern region of Russia. Solving the problem of demographic development is the foundation for the further development of the territory of the Far East, ensuring its geopolitical security and economic efficiency. At the round table, we analyzed the demographic situation on the example of Primorsky Krai. The situation in this territory is typical for almost all subjects of the Far East.
1. In Primorsky Krai, as in all regions of the Far East, there is a decrease in the demographic potential. Statistical information represents the decline in the resident population of the region since 1991, which is characterized by two factors: natural decline (71% of the population that has died) and migration outflow of the population (29% of the population that has died). During the period from 1991 to the present time, the population of the region has decreased by 220 thousand people. This figure cannot but be alarming for a territory of only 2 million people.
2. According to calculations, while maintaining current trends, the demographic situation in Primorsky Krai by 2012 will be characterized by the following indicators:
The population of Primorsky Krai will decrease by another 113,000 people compared to 2005. The rate of decline will be almost constant throughout the forecast period and will average 0.7% per year.
The demographic aging of the population will continue. The proportion of people older than working age in the population of the region by 2012 will be 21.4%. At the same time, the share of children and adolescents will decrease from 18% to 16%.
In 2012, the working-age population will decrease significantly, as this age group will begin to include the generation of the 90s. births, when a sharp decline in the birth rate began, and a larger generation born in the postwar period is leaving.
The aging workforce will continue. The proportion of people aged 45 and older in the working-age population will increase from 27.8% in 2006 to 31.3% by the year.
If the current trends continue, the demographic potential of Primorsky Krai will deteriorate in the long term both in terms of quantitative and qualitative parameters. Thus, the risks associated with the economic and geopolitical competitiveness of the territory relative to the border regions of Southeast Asia have been scientifically substantiated. At the same time, taking into account the current state of the demographic potential, the solution of the problem through natural reproduction is unlikely, since it takes more than 20 years to start natural reproduction of the able-bodied population. The main opportunity to improve the situation is to develop a comprehensive system of measures aimed at securing the permanently resident population of Primorsky and creating attractive socio-economic conditions for migration subjects, mainly compatriots from abroad. When the necessary conditions are created in Primorsky Krai, it will be possible to provide jobs for at least 40,000 migrants.
The priority areas that contribute to the acculturation of Russian-speaking migrants in the Primorsky Territory are:
1. Promoting the economic development of the territories of Primorsky Krai through, first of all, state investments and preferences. The implementation of program tasks in this area will ensure the effective economic development of the region, which helps to increase the motivation of Russian-speaking citizens to move to Primorsky Krai.
2. Expansion of social infrastructure and services in the Primorsky Territory. Since for the majority of migrants, rural areas are planned as places of residence, which are characterized by undeveloped social and communal infrastructure, instability in the production sector, shortage of labor resources, and aging of the able-bodied population. The implementation of the tasks in this area contributes not only to the creation of conditions for the social and domestic arrangement of migrants in the territory of the region, but also to an increase in the level and quality of life of the local population.
3. The next direction is the creation of structures and mechanisms for scientifically methodical and information-legal regulation of the process of resettlement of compatriots from the CIS and Baltic countries to the territory of Primorsky Krai. The main program activities within this area are:
Development of the institutional structure of the system of migration management bodies;
Creation of a system of scientific support and vocational training personnel on migration issues, it is planned to open a specialty in the universities of Primorsky Krai to train specialists in the field of monitoring and managing migration processes.
Carrying out a social policy through the media aimed at increasing the cultural sensitivity of the host population of Primorsky Krai to migrants;
4. The next direction of adaptation of immigrants to the ethnocultural conditions of Primorsky Krai is to increase the level of education, professional training and employment of Russian-speaking migrants. These include:
Assistance in the employment of immigrants in the cost-effective production of the leading and promising sectors of the economic complex of the region;
Quotas for target places for migrants in higher educational institutions of Primorsky Krai are mainly based on technical specialties. Since on the territory of Primorsky Krai there are long free places for highly skilled workers at some industrial enterprises, for example, mining, defense, ship repair industries.
Creation of conditions for the resettlement of young people from the CIS and Baltic countries with the goal of obtaining a modern and prestigious education in the universities of the Primorsky Territory on the basis of predominantly budgetary funding with subsequent employment on a contract basis in the Primorsky Territory.
5. And, finally, the last direction is the social, legal and material assistance to the naturalization and adaptation of immigrants from the CIS and Baltic countries on the territory of Primorsky Krai.
We propose to include all conclusions and recommendations in the decision of our meeting and, if necessary, we are ready to provide extended information to the Administration of the Primorsky Territory on the program activities developed by us aimed at the effective resettlement of compatriots from abroad to the territory of the Primorsky Territory. The developed program activities can be useful and used by the administrations of all subjects of the Far East, involved in the resettlement of compatriots from abroad.
INFORMATION ABOUT THE SEMINAR FOR TRAINING EXPERTS INVOLVED IN THE PROCEDURES OF LICENSING, CERTIFICATION AND STATE ACCREDITATION OF EDUCATIONAL INSTITUTIONS OF HIGHER PROFESSIONAL EDUCATION (October 16 - 21, 2006, Vladivostok) October 16 - 21, 2006 on the basis of the Far East Technical University Vladivostok), with the participation of the Far East RMC, together with Rosobrnadzor and the Federal Agency for Accreditation, a seminar was held on the training of experts involved in the procedures for licensing, attestation and state accreditation of educational institutions of higher professional education, held in connection with the implementation of the project "Creation of a system for training specialists involved in the procedures licensing, attestation and accreditation of educational institutions of HPE and SVE” within the framework of the Federal Target Program for the Development of Education for 2006-2010 (FTsPRO).
The training was carried out by senior officials of Rosobrnadzor, Rosakredagentstva and experts of the coordinating educational and methodological councils of the Far East Regional Medical Center. As a result of the seminar, the participants were issued certificates of advanced training and educational and methodological materials on the organization and content of licensing, attestation and state accreditation procedures.
MATERIALS OF THE PLENUM OF THE FAR EASTERN REGIONAL EDUCATIONAL AND METHODOLOGICAL CENTER OF THE HPE OF THE MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA (October 20, 2006, Yakutsk) whose work addressed the following questions:
1. On the activities of the Far East RMC as a state-public structure of higher professional education in improving the effectiveness of the educational and methodological work of the universities of the Far East Federal District Russia and prospects for its development.
2. On the work of the coordinating educational and methodological councils of the Far East RUMC in the fields of education and the approval of their Chairmen for a new term of office.
DECISION of the Plenum of the Far Eastern Regional Medical Center on the issue: "On the activities of the Far Eastern Regional Medical Center as a state-public structure of higher professional education in improving the effectiveness of educational and methodological work of universities in the Far Eastern Federal District of Russia and the prospects for its development."
After listening and discussing the report of the Vice-Chairman of the Presidium of the Far East RUMC, Professor Belousov “On the activities of the Far East RUMC as a state-public structure of higher professional education in improving the effectiveness of the educational and methodological work of the universities of the Far Eastern Federal District of Russia and the prospects for its development” and the information “On the work of the Coordinating educational and methodological Councils of the Far East RSMC in the fields of education and approval of their Chairmen for a new term of office”, the Plenum of the Far East RSMC notes that in the context of state policy aimed at increasing the role of state-public structures of higher professional education in improving the efficiency of the work of the country's universities, the Presidium of the Far Eastern RSMC correctly builds its work in accordance with the innovations taking place in the Ministry of Education and Science of the Russian Federation, seeking independent powers corresponding to the central Educational and Methodological Associations, creating conditions for operational and professional solution issues aimed at improving the effectiveness of educational and methodological work of universities in the Far Eastern Federal District of Russia. Despite the fact that a number of issues have not yet been legally resolved to the end, due to the delay in the final adoption of their decision in the Ministry of Education and Science, the proposals of the Presidium of the Far East RUMC to improve the efficiency of the Far East RUMC, expand powers and functions to the status of central UMOs, to organize interaction regional educational and methodological centers with central educational institutions are substantiated, objective and do not raise doubts about their effectiveness for the operational coordination of the educational and methodological activities of the universities of the Far Eastern Federal District.
FE RUMC PLENUM DECIDES:
1. Approve the activities of the Presidium of the state-public organization of the Far Eastern Regional Educational and Methodological Center in the consistent expansion of the powers and functions of the Far East RUMC, aimed at improving the effectiveness of the educational and methodological work of universities in the Far Eastern Federal District of Russia.
2. The Presidium of the Far East RUMC as soon as possible to achieve approval by the Ministry of Education and Science of the submitted documents aimed at expanding the powers and functions of the Far East RUMC, in the light of increasing the role of state-public structures in accordance with the state policy of their expansion in the field of higher professional education.
3. Approve the Management System of the Far Eastern Regional Medical Center and the Scheme of Interaction between the Central Educational Establishments in the Fields of Education with the Far Eastern Regional Educational and Methodological Departments (FER RO UMO) presented by the Presidium of the Far Eastern Regional Medical Center.
4. Approve the candidacies of the Chairpersons of the Coordinating EMCs and regional offices (RO UMO DV RMCs) presented by the Presidium of the Far East RUMC.
5. The Presidium of the Far Eastern Regional Medical Center should organize and prepare the holding of the All-Russian Scientific and Methodological Conference “Improving the Quality of Higher Professional Education in Modern Conditions” (Vladivostok, April 2007). FOR TECHNICAL EDUCATION Chairman: Viktor Vladimirovich Petrosyants, director of the FESTU Institute No. Name Chairman , professor, head. cafe ChitSU, YSU, DVGUPS, va and architecture DVGTU SMU, ASU, DalGAU 2 EMC in education Lushpey Valery Petrovich, FESTU, ChitGTU, YSU in the field of geology and Doctor of Technical Sciences, professor of FESTU Mining 3 EMC in education Kuvshinov Gennady Evgrafo - DVGTU, Moscow State University. Nevel in the field of energy, hiv, doctor of technical sciences, professor of FESTU, VSUES, TSEU, electrical engineering and av- FESTU, KnAGTU, Chittomatics State University, ESGTU, TOGU, AmSU them.
Nevel in the field of ship- Ph.D., professor, director of the Moscow State Technical University, Far Eastern State Technical University, Far Eastern State Technical University, construction and ocean technology; .technical sciences, professor, director of transport systems and TWO TSU for the operation of land transport Vychichirovich, Doctor of Technical Sciences, Professor, Director of FESTU, KnAGTU, YAGI of technical equipment, elector of IRIET FESTU TI, TOVMI, VSUES, electronics and instrumentation, Moscow State University. Nevelsk State Technical University, Far Eastern State Technical University, Kamchat GTU 7 EMC in the field of auto-Kabaldin Yury Georgievich, KnAGTU, FESTU, TOGU matized MD, professor, rector of tire building and me-KnAGTU tallurgy 8 EMC in education Gamanov Vladimir Fedorovich, Moscow State University Nevelskoy, in the field of maritime first vice-rector of Moscow State University. DVGTU, DVGTRU, Kamtransport of Nevelsk Chat State Technical University, TOVMI 9 EMC in education Plutenko Andrey Dolievich, AmSU, VSUES, FESTU, in the field of textile, professor, rector of the ASU PNU, FEGU of light, food industry and service 10 EMC in foundation - Viktor Petrosyants Vladimir - DVGTU, TOGU, Kamchatka basic rovich, Doctor of Technical Sciences, Professor, Director of State Technical University, ChitGU, FEVGUPS engineering disciplinator IRIET FESTU linam in technical universities 11 EMS in education Kleshchev Alexander Sergeevich, FENU, FESTU, VSUES, in the field of informatics - Ph.D. PhD, professor of Far Eastern State University of Economics, Yakut State University, Ural State Pedagogical Institute, Chitki and Information State University, KnAGTU, VF RTA, systems of PGSHA, DVGTRU, KnAG PU, TOGU vich, doctor of technical sciences, professor, deputy on- them. Nevelskoy chief of TOVMI 13 EMC on education Bumbar Ivan Vasilievich, pro- DalGAU, BSAA, in the field of agriculture professor, rector of DalGAU PGSKHA, YAGSKhA economy COORDINATING EDUCATIONAL AND METHODOLOGICAL COUNCIL FOR HUMANITARIAN EDUCATION Chairman: Serdyukov Yury Mikhailovich, professor of department. of Philosophy FERGUPS No. Name Chairman Higher education institutions, representatives of the p / n council of which are members of the council of 14 EMCs for education Yuri Mikhailovich Serdyukov, FERGUPS, FESTU, VSUES, in the field of philosophy, Doctor of Philosophy, Professor, FEGU, YSU, FESGU, KnAG of Culture and Art FERGUPS TU, VSGAKI, DVGSGA 15 EMC on education Ermakova Eleonora Vasiliev - FENU, FESTU, VF RTA in the field of history, Doctor of Historical Sciences, Professor, Head. Chair of the FENU 16 EMC in education Menshenina Nikola- FESTU, TSEU, TOVMI, in the field of politoloevna, Ph.D. Nevelskoy, ASU, FGUPS 17 EMC in education Valeriy Viktorovich Bakshin, FENU, FESTU, SakhSU, in the field of philology, director of the Institute of FENU YSU, FESGU, KnAGPU, and journalism KamSU, USPI 18 EMC in education Gorodetskaya Elena Yakovlevna, FESTU, Moscow State University. Nevel in the field of linguistics - professor, director of the GUMI, FENU, VGUES ki FESTU 19 Educational Masters of International Relations Vladimir Ivanovich Zalunin, FESTU, DVGTRU, Moscow State University.
in the field of social sciences, Ph.D.
in the field of psychology - Ph.D. , rector of VI FENU 22 EMC for education Bondarenko Lyudmila Petrov - FENU, VSUES, FESTU in the region of regional education, director of the Institute of FENU Denia 23 EMC for education Kargapolov Valery Pavlo- FESTU, Moscow State University.
in the field of physical hiv, doctor of pedagogical sciences, professor, river of Nevelskoy culture FESCAPE 24 EMC in the field of pedagogy - Kulikova Lidia Nikolaevna FESTU, BSPU, KnAGPU, gogic education - FESTU UGPI COORDINATING EDUCATIONAL AND METHODOLOGICAL COUNCIL FOR NATURAL SCIENCE EDUCATION Chairman : Brovko Petr Fedorovich, professor of FENU № Name Chairman Universities, representatives of the p / n council of which are members of the council of the 25 EMC for education in Burenin Anatoly Aleksan - FESTU, FESTU, VSUES, mathematics and Drovich, Ph.D. ., professor, TSEU, KnAGTU, TOGU, applied mathematician. Department of DVGTU DVGUPS, Moscow State University. Nevelkisky, Far Eastern State University, TOVMI 26 Educational Masters of Education in Yudin Vitaly Vitalyevich, Far Eastern State University, Far Eastern State Technical University, VGUES, area of Physics Doctor of Physical and Mathematical Sciences, Professor of Far Eastern State University, TOVMI, TSUE of Sciences 27 Educational Masters of Education in Vladimir Kaminsky , SakhGU, YSU, FESGU, regions chemical movich , Doctor of Chemistry, Professor KnAGPU, KamGU, USPI of Sciences Far Eastern State University 28 EMC for education in Kudryashov Valeriy Alek- Far Eastern State University, Sakhalin State University, YSU, Far Eastern State University, the area of biological sandrovich, Doctor of Biological Sciences, Professor KnAGPU, USPI, KamSU Sciences FENU 29 EMC for education in Brovko Petr Fedorovich, FENU, Sakhalin State University, YSU, KamGU, area of hydrometeorological sciences, professor of FEGU FEGU, KnAGPU, USPI of science and geography 30 EMS for education in Agoshkov Alexander Ivano-FESTU, ChitGU, DVGUPS, areas of ecology, hiv, doctor of technical sciences, professor, head. VSUES, KamchatGTU, Moscow State University of Safety, Department of Life, FESTU named after Nevelskoy activities and environmental protection 31 EMC in the field of copper- Chertok Viktor Mikhailovich, VSMU, FESMU, ASMA, Qing education Doctor of Medical Sciences, Professor, Head. kachGMA fedroy VSMU COORDINATING EDUCATIONAL AND METHODOLOGICAL COUNCIL ON GENERAL AND SPECIAL QUESTIONS OF HIGHER EDUCATION Chairman: Kalenik Tatiana Ivanovna, vice-rector of TSUE No. Name Chairman Higher education institutions, representatives of the p / n council of which are members of the council of 32 EMC on methodology and Minaev Alexander Nikolay-FEGTU , KnAGTU, DVGUPS, the content of training, hiv, doctor of technical sciences, professor of PNU, VSUES, KamchatSTU, quality problems FESTU AmSU, ChitGU, YSU higher education , Doctor of Physical and Mathematical Sciences, Professor, Far Eastern State Technical University, Tomsk State University, Kamchat Far Eastern State Technical University, Chit State University, YaSU , professor of TSU, ChitSU, YSU teachers FESTU 35 EMC for library Elantseva Olga Petrovna, FENU, TSEU, FESTU, VF activities Doctor of History, professor FESGU RTA, KSAEP 36 EMC for publishing Prishchepa Victoria Valen- FESTU, FEGU, VF RTA, activity tinovna, director of the publishing house - TSUE, KhGAEP stva Far East GTU 37 EMS in the field of dova- Saverchenko Viktor Mikhay- FESTU, SakhGU, KnAGTU, zov training lovich, Ph.D., associate professor FESTU TNU, AmSU and additionally, Ph.D., Professor of the Far East State University of Education and Science, Togu, Kamchatka Education FESTU GTU, ChitGU, YSU 39 EMC for distance learning - Kudelko Anatoly Romano - KnAGTU, FESTU, FESTU, Ph.D. ., professor, pro-TOGU, ChitSU, YSU rector of the first KnAGTU COORDINATING EDUCATIONAL AND METHODOLOGICAL COUNCIL ON ECONOMICS, MANAGEMENT AND LAW Chairman: Likhobabin Vladimir Alekseevich, rector of KSAEP No. Name Chairman Higher education institutions, representatives of the p / n council of which are members of the council of 40 EMC by education in Rozhkov Yury Vladimiro-KhSAEP, TOGU, KSAEP, the field of finance and HIV, Doctor of Economics. , professor of KhSA-TSEU, FENU, KnAGTU, credit EP DVAGS 41 EMC for education in Lakhina Lyubov Alexander- KhGAEP, KhGAEP, TGEU, area of accounting, Doctor of Economics, professor of VSUES, KnAGTU of accounting, audit, statistics - KhGAEP stiki 42 EMC for education in Shlyk Nadezhda Leontievna, KSAEP, VF RTA, YSU, world eco-doctor of sciences, professor of KSAEP TSUE, FENU, VSUES of nomics and customs 43 EMC for education in Gnezdilov Evgeniy Aleksee- DVGTU, DVGTU, TOGU, the field of management hiv, Doctor of Economics, Professor, DVGUPS, KnAGTU, Rector of the Institute of Economics and Economics FESTU DVGTRU, KhGAEP, TGEU, VSUES, FSU, DVAGS 44 EMC on education in Malinovskaya O.V., Candidate of Economics, KnAGTU, FESTU, KHSAEP, Economics and Associate Professor of KnAGTU TOGU, TSEU, VSUES Management at the enterprise 45 EMC in education in Goncharova Tatyana Garievna, TSEU, KHSAEP, TSEU, Commerce, Ph.D. ., Associate Professor, Head. department of VSUES, KnAGTU, TOGU, marketing, goods - TGEU AmSU, FGUPS, DVGU Denia 46 EMC for education in Pazyuk K.T., Ph.D. methods in the study of operations in the economy 47 EMC for education in Shiryaev Vasily Nikolaev- KhGAEP, Far Eastern State University, FEVAGS of the region jurispruden- vich , Doctor of Law, Professor of KhGA EP 48 EMC for education in Plotkina Anna Rafailovna, KSAEP, FESTU , YSU in the field of economics and professor of the KSAEP of sociology of labor, economics of environmental management 49 EMC for education in Chudesov V.V. and municipal DVAGS department INFORMATION ABOUT THE THIRD FAR EASTERN INTERNATIONAL FESTIVAL OF DOCUMENTARY, POPULAR SCIENCE AND EDUCATIONAL FILMS "UNIVERSITY CINEMA"
In the period from December 5 to 8, 2006 in Vladivostok, the Third Far East International Festival of Documentary, Popular Science and Educational Films "Vuzovskoe Cinema" was held under the motto: "Decendo discimus" - "Teaching, we learn ourselves", dedicated to 110 anniversary of the first film screening in Russia.
The purpose of the film festival is to attract the attention of participants in the higher education system to the problems, tasks and prospects of high-quality training of specialists in modern conditions.
The organizers of the film festival were the Ministry of Education and Science of the Russian Federation, the Far Eastern Regional Educational and Methodological Center for Higher Professional Education (FERRC), the Far Eastern State Technical University (FEPI named after V.V. Kuibyshev), the Professors' Club (UNESCO), the Far Eastern Branch of the Union of Cinematographers of Russia , Primorsky Branch Russian Union of Young Scientists, Primorsky branch of the Press Club of the Central House of Artists (Moscow).
Public and private film studios and television companies, university studios, creative groups, as well as independent authors making films on the subject of higher education were invited to participate in the festival. The film entered the competitive screening. In 2006, the geography of films from Russia expanded significantly - in addition to those from the Far East, universities and creative studios from St. Petersburg, Krasnoyarsk, Novosibirsk, and Tomsk presented their works. The universities of the Russian Federation and universities from 4 foreign countries took part in the film festival: the USA, Japan, China and the Republic of Korea.
The genres of films presented at the film festival are educational, documentary, popular science, presentation. For the first time this year, the nomination "For the best feature film" was established. The educational films presented were high quality teaching aids promising for interuniversity use in the universities of the region. On present stage development of education, given the massive introduction of distance learning technologies, the use of educational films by universities of the Far East will contribute to the effective training of specialists, improve the quality of education.
The program of the festival included competitive screenings of films, meetings with filmmakers, directors, round tables and master classes on the development of university cinema:
Lecture "Stages of world cinema for beginner filmmakers" part I and II Moderator: Yu.P. Stroykov Screening of presented films with the participation of film authors and film critic Yu.V. Stroikova December 8, 2006
Round table "Trends in the development of modern cinema" - Moderator: A.S. Breitman Diplomas of laureates and prizes of the Third Far Eastern International Film Festival "University Cinema" were received by:
Name of the nominations Winners 1. For the best feature film Film "Game in the Classics" - author of the Far East State Academy of Arts (Vladivostok) 2. For the best scientific film "Electronics and telecommunications re popular film search institute" - author of Electronics and telecommuni cations research institute (Republic of Korea) 3. Prize for the best educational film “Virtual House of Models” - author For a film that reveals A.I. (Komsomolsk-on-Amur State Technical University) of modern technologies in the educational process Technical University, Vladivostok) 5. Prize "Nadezhda Alma - Film "My Teacher" - authors Svetlana Pa Mater" nina, Svetlana Mazhuga ( high school No. 6, “Tele studio lens”, Vladivostok) 6. Prize for the best director - Film “I know that you made a good work in the past” - author Alexey Zvontsov (Far Eastern State Technical University, Vladivostok) 7 Prize for the best documentary film "Taiga and us" - author Roman Fadeev talny film (Far Eastern State University, G.
Vladivostok) 8. Prize of the "Professor's Club - Film" Humanitarian Institute"- the author of the UNESCO ba" Alexey Mikhailyuk, Evgeny Golovko (Far Eastern State Technical University, Vladivostok) 9. Prize for the best cameraman - Film "Lifelong Dance", "Departmental Work of Welding" - author Evgeny Kuleshov (Far Eastern State Technical University, Vladivostok) 10. Special Jury Prize Film "Principles of Baradogorsk", "Katsuba", "For the original approach to "People at the point" author - Alexei Sukhov (Far interpretation of youth sewage problems at the State University, Vladivostok" stock) 11. Main prize "Creative Film" Inhale "author Vyacheslav Sergeev breakthrough in the search for means of film expression"
MATERIALS OF THE REGIONAL SCIENTIFIC AND METHODOLOGICAL CONFERENCE "INSTITUTIONAL ADAPTATION OF THE SYSTEM OF HIGHER EDUCATION IN RUSSIA"
(December 18 - 22, 2006, Vladivostok) COGNITIVE INTEREST: EDUCATION OF AN INDEPENDENTLY KNOWLEDGE PERSON E.Ya. Gorodetskaya Far Eastern State Technical University (FEPI named after V.V. Kuibyshev), Vladivostok Research on the cognitive activity of students from the standpoint of increasing their learning activity laid the foundation for the development of a whole direction in pedagogy, which has gone from instrumental, narrowly functional use of the needs and interests of students to the upbringing of self-cognizing personality. The student's attitude to the studied objects and phenomena in the unity of emotional-value and cognitive interests has been studied by many scientists. These are works devoted to cognitive interests and cognitive abilities (V.B. Bondarevsky, O.S.
Grebenyuk, V.S. Ilyin, I.Ya. Lapina, V.N. Maksimov, M.N. Skatkin, F.K. Savina, G.I.
Shchukin and others), the motives of educational and cognitive activity are considered in the works of A.K. Markova, T.A. Matis, A.B. Orlova, I.A. Redkovets. A number of researchers are studying the problems of the relationship between moral and intellectual education (N.A. Barinova, D.B.
Bogoyavlenskaya, L.M. Vanyushkina, V.P. Panko, S.A. Smirnov and others).
Understanding cognitive interest as a relationship of a person to an object, due to the awareness of the importance of this object for life and its emotional attractiveness, leads to inclusion in this concept along with the knowledge of knowledge itself.
“Cognitive interest is the selective orientation of the personality, turned to the field of knowledge, to its subject side and the very process of mastering knowledge”
[Schukina, 3].
The educational activity of students in this context is undergoing a qualitative change, since the educational material, i.e. knowledge about the world should be interesting to the student and should correspond to his personal experience and interests. Learning activity is primarily an individual cognitive activity, the nature of which is independently chosen by its subject, i.e. student.
In pedagogical research of the last decade, there is a tendency to expand the boundaries of the concept of "cognitive interest". The importance of cognitive interest is studied not only for managing the cognitive activity of students, but also for the development of the student's personality.
G.I. Shchukina notes that “interest constantly functioning in activity, interacting with stable ways of behavior, becoming more and more fixed, eventually becomes a stable character trait. As a personality trait, cognitive interest enters, so to speak, into a person’s nature, allows him to be himself in all and any diverse circumstances, to find the use of his inquisitiveness in any situation, in any conditions” [Shchukina, 49].
F.K. Savina among the various functions of cognitive interest highlights and substantiates its ideological functions [Savina, 7-8].
So, the problem of cognitive interest can be studied not only in terms of the student's attitude to his own cognitive activity and its subject areas, but also from the point of view of the relationship of cognitive interest to cognition as a phenomenon of human experience, as a universal value.
Within the framework of the trend of humanization of human activity common for the modern era, the problem of the formation of cognitive interest is of particular relevance for the implementation in practice of the concept of personality-oriented education. Representatives of this direction (E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya and others) consider the axiological situation in education in the context of personality development, while the main attention is paid to the development of the personality as a subject of culture, with which the personality connects past, present and future. Based on this, the emphasis in training should be on the development of the individual's worldview. “To educate a person means to help him become a subject of culture, to teach life-creativity” [Bondarevskaya;
12]. This thesis is especially significant in relation to teaching the humanities, since it is in the process of teaching the humanities that the formation of a value attitude towards the object being studied plays a special role in students. Humanistic knowledge is not limited to general patterns assimilation of the material, it is deeply individual. “Here we need a language of internal personal meanings of words, which provides a holistic comprehension of the subject. Assimilation of emotionally valuable material is inseparable from the experience of a value-containing situation.
[Serikov;
94]. The main goal of pedagogical activity is to create such conditions for educational activities under which the personality of the student has the opportunity to realize his personal functions. V.V. Serikov rightly asserts that the value attitude to the object under study is often formed outside the cognitive experience itself, outside the subject under study and is based on one's own life experience, relationships with others, and irrational predilections. Because of this, knowledge is formed through experience. Often the object of cognition itself is not clearly defined, and different subjects cognize different facets of this object. “The result of cognition is a new holistic own “theory of the world”, including models of one’s own behavior. Knowledge of the humanities thus merges with the formation of meaning. When studying humanitarian material, there is no single logic of assimilation for all students and the language of meanings is of little use for all” [Serikov;
Generally agreeing with this formulation of the problem, I think that an optimal combination of axiological and cognitive aspects in the process of cognitive activity in the humanities education is necessary.
Considering the mechanism of formation of a person's value attitude to the world, scientists (L.S. Vygotsky, N.M. Galanova, L.I. Ruvinsky, V.Ya. Yadov and others) assign a significant role in this process to the social environment of students. They note that the formation of a system of value orientations of a person begins from the first years of a person's life and is the result of the internalization of the experience of relationships with other people in a social environment. The basis for the acceptance of any fragments of reality as personally significant and valuable (V.V. Davydov, A.N. Leontiev, L.I. Ruvinsky, etc.) is the formation in the process of their personal meaning, as well as the ability of a person to the knowledge and appreciation of this personal meaning.
Most scientists recognize that value relations are one of the norms for the assimilation of reality, therefore the development of value orientations is closely related to the formation of a personality, the formation of its cognitive interests and worldview.
As rightly noted by S.L. Rubinstein, value attitude and activity form a single whole that exists due to a deterministic relationship between value consciousness and value attitude. That is why the goal of humanitarian training is to form the necessary set of knowledge on the problems of human development, its relationship with the social and natural environment. The social and humanitarian cycle of disciplines should be aimed at forming in students such a picture of the world that would allow them to adapt to modern society, which involves the development of relationships to another person as an unconditional value, the ability to create, to realize their intellectual, moral and value potential. in the upcoming life and professional spheres of activity.
The criteria for the development of the cognitive interest of students can be:
increase in students' motivation and cognitive interest in learning activities;
manifestation of creative initiative of students;
increasing cognitive activity in other related fields of knowledge and practice;
the emergence of new aspects of value orientations is realized through the manifestation of students' interest in general cultural, professional knowledge, as well as raising the level of culture of communication, speech, behavior, interpersonal communication, professional and aesthetic assessments, representing the whole culture of the individual.
Bibliographic list:
1. Shchukina G.I. The problem of cognitive interest in pedagogy. M .: Pedagogy, 1971 - 352 p. 2. Savina F.K. Formation of cognitive interests of students in the conditions of school reform. Textbook for the special course. Volgograd: VGPI im. A.S. Serafimovich, 1988 - 61 p. 3. Bondarevskaya E.V. Humanistic paradigm of student-centered education. Pedagogy M. 1997. No. 4 pp. 11- 4. Serikov V.V. Personal approach in education: concepts and technologies. Monograph. Volgograd: Change, 1994-152 p. Khanchuk Far Eastern Branch of the Russian Academy of Sciences, Vladivostok, V.G. Khomich, S.P. Garbuzov, A.S. Wah, V.A. Kortunov Far Eastern State Technical University (FEPI named after V.V. Kuibyshev), Vladivostok to another .
The Concept of Geological Education in Russia, along with updating the structure and content of all forms of professional geological education, provides for the expansion of the integration of universities with academic and research institutes to train highly qualified specialists in the geological profile.
In this regard, during the transition of higher education to a multilevel system of education: bachelor–master (specialist), the need arose to train highly qualified personnel in the field of geosciences, who own modern methods of studying, analyzing and processing materials obtained in the field using modern scientific methods. -research bases with the involvement of leading experts in the relevant fields.
The organization of master training for students of FESTU took place within the framework of the Federal Target Program “State Support for the Integration of Higher Education and Fundamental Science for 1997–2000.” (FTP “Integration”) and was expressed by the creation in the POI of a branch of the Department of Exploration Geophysics and a branch of the Department of Geology of Mineral Deposits of the FESTU, and at the FEGI FEB RAS - the basic educational and scientific department “Geology and Metallogeny of the Asia-Pacific Region” .
During the period under review, the leading specialists of the FEGI and POI participated in the work of the departments.
The existence of branches of the departments made it possible, using the high personnel potential of research institutes, for the first time in the region to realize the possibilities of integrating university and academic science for a qualitatively new form teaching students in the magistracy and involving them in scientific work, to involve teachers of FESTU in joint research. A system for training highly qualified personnel in the field of geosciences was developed and a way was found to increase the efficiency of scientific research. Over the past years, more than 20 masters of geology have been trained, most of whom continue their studies at the postgraduate course of the FEGI;
four of them defended their Ph.D. dissertations.
Integration of FERGI-TOI-FEGTU takes place at several levels:
Career guidance work with schoolchildren and students;
Teaching students at the departments, with involvement in work in scientific laboratories;
Employment of bachelors of geology and geotechnical engineers, providing them with the opportunity to study in a master's program or targeted postgraduate studies;
Preparation of theses for competition degree master of geology and dissertations for the degree of candidate of sciences;
Preparation of scientific and methodological manuals and textbooks on special sections of geology, petrology, mineralogy, geochemistry, metallogeny - joint scientific and educational work on the problems of geology and metallogeny of the Asia-Pacific Region with the preparation of dissertations for the degree of Doctor of Science.
Within the framework of the FTP “Integration”, the scientific cooperation between the Far Eastern Geological Institute and the Far Eastern State Technical University was expressed in the work on the projects “Creation of an educational and production analytical center for studying the composition and properties of matter” and “Comprehensive educational and scientific expedition “Assessment of biological and mineral resources, state and changes in the environment, climate and population of the Pacific margin of Russia””.
The purpose of the work on the first project is the development of fundamental and applied scientific research in geology, geoecology, nature management and environmental protection, improvement educational process in preparing students.
As a result of cooperation, for the first time in the Far East region, a training and production analytical center was organized, which allows:
Solve joint scientific and practical tasks in the field of nature management and environmental protection;
Teach students (with the preparation of course projects, special sections of diploma papers, etc.) modern methods analysis of a substance on a modern laboratory base, according to curricula, developed by teachers of FSE FESTU, with the advisory assistance of scientists from the Geological Institute of the Far Eastern Branch of the Russian Academy of Sciences.
Employees of the Far Eastern Geological Institute of the Far East Branch of the Russian Academy of Sciences and teachers of the Far Eastern State Technical University conduct theoretical and practical classes for students of 3–5 courses in the disciplines “Modern laboratory methods for studying the quality of minerals” and “Ecological and geographical methods of analysis (section Basic analytical methods for assessing the state of the environment)”. The content of the course "Modern laboratory methods for studying the quality of minerals" was published by FESTU as a textbook for teachers, graduate students and students of geological and environmental areas (author - associate professor R.A. Kemkina, FESTU).
The significance of this work lies in the possibility of preparing a shift for the scientific staff of the institutes of the Far Eastern Branch of the Russian Academy of Sciences, creating new scientific and practical areas of research, organizing internships for teachers of the FESTU on the basis of an analytical center for new methods and techniques for analyzing substances.
Within the framework of the above project, the following sections were carried out.
1. "Petrological and geochemical features of metasomatic rocks of gold occurrences in the North-East of China";
2. "Characteristics of the mineral composition of the ores of the Prasolovsky gold deposit (Kunashir island)";
3. "Geochemical characteristics of hydrothermally altered basement rocks of the Amur-Zeya depression".
Within the framework of the second project, cooperation between the FERGI-FESTU was carried out in three sections of the geological and geographical direction.
1. Field geological school, where it was envisaged at the expeditionary base of the Far East Geological Institute of the Far Eastern Branch of the Russian Academy of Sciences in the village. Vanguard of the Partizansky District of Primorsky Territory teaching by the teachers of FESTU and leading scientists of the FERGI of students the techniques and methods of conducting field geological research.
2. New types of mineral raw materials of Primorye - expedition work in the area of the Nezametny gemstone deposit by researchers and graduate students of the Gemmology Laboratory of the Far East Geological Institute of the Far Eastern Branch of the Russian Academy of Sciences, students of the FSE FESTU and the Moscow Geological Prospecting Academy.
3. Anthropogenic pollution and self-cleaning processes in geoecological systems - carrying out expeditionary work in the most ecologically unfavorable regions of Primorsky Krai, in which scientists from the Far East Geological Institute of the Far East Branch of the Russian Academy of Sciences, teachers, employees and students of the geoecology specialty of the Far Eastern State Technical University took part.
Important results were obtained in the mouth part of the Tumannaya River valley (Khasansky district).
One of the results of the close long-term cooperation of FESTU with scientific subdivisions of the Far Eastern Branch of the Russian Academy of Sciences in the field of geology, geography, ecology and environmental protection was the organization on April 6, 2001 at the IISE of the Department of Rational Nature Management, which trains environmentalists-nature users.
The relevance of the creation of the department was determined by the need to move to a broad profile geological education, including fundamental and applied sciences that study the relationship of man with natural-technogenic systems.
Almost from the day of its formation, the Department of Geophysics and Geoecology of the FESTU has been closely connected with the Pacific Oceanological Institute of the Far East Branch of the Russian Academy of Sciences, which is expressed in the connection of the educational process with the research work of the institute, the participation of teachers and students in a number of joint projects: “Building earth's crust Sikhote-Alin folded area and the nature of its junction with the marginal seas of the Pacific Ocean”, “Investigation of the geophysical fields of the Sea of Japan and the Philippine Seas”, “Research of the geophysical fields of the marginal seas of the western part of the Pacific Ocean”, etc.
As a result, the developing marine geophysical works are provided with young personnel, who currently make up a significant number of scientific employees of the laboratories of the geological and geophysical profile of the Pacific Ocean Institute of the Far Eastern Branch of the Russian Academy of Sciences.
Lecturers, researchers, graduate students, and students of the FERTI–FEGTU participated in the POI marine geological and geophysical expeditions, including together with scientists from the USA, China, Japan, Taiwan, Germany, and Vietnam.
The department carries out research work on the interpretation of geophysical data, modeling of electric fields, the development of theoretical and methodological foundations of tomographic electrical exploration. On the last problem, within the framework of creative cooperation, joint work is being carried out with scientists from the Changchun University of Science and Technology (PRC).
IN Lately The department is engaged in the development of methods for studying the geoecological environment, the main directions of which are: the study of technogenic pollution;
monitoring the state of industrial facilities and their impact on the environment;
determination of groundwater occurrence conditions and their qualitative characteristics.
In 1996, a dissertation council was opened at FESTU for the defense of dissertations for the degree of candidate of science, chaired by Professor N.G. Shkabarnya. Later, on its basis, a dissertation council D 212.055.03 was created to defend dissertations for the degree of Doctor of Science in the following specialties:
25.00.10 "Geophysics, geophysical methods of prospecting for minerals" - technical sciences, 25.00.36 "Geoecology" - geological and mineralogical sciences, 25.00.36 "Geoecology" - Technical science headed by the Chairman of the Presidium of the FEB RAS Academician V.I.Sergienko. The Council includes professors of the FESTU and leading scientists of the Geological and other institutes of the Far Eastern Branch of the Russian Academy of Sciences. A number of applicants from FESTU and employees of academic institutions have successfully passed the defense in the Council.
Thus, the history of cooperation between FESTU, FEGI and POI illustrates the close interdependent ties between them, which turned from temporary contacts into stable systematic scientific cooperation and led to the implementation of a program of continuous education and training of young people along the chain: student - applicant - student - young specialist - young scientist - candidate and doctor of sciences.
Bibliographic list:
1. Boriskina N.G., Khomich V.G. Far Eastern School of Masters in Geology and Subsoil Use Based on the Integration of Academic Science and Higher Education // Bulletin of the Far Eastern Branch of the Russian Academy of Sciences. 2001. No. 2. S. 63–70.
2. Glushchenko V.Yu. Difficulties and hopes of the educational and scientific association // Bulletin of the Far Eastern Branch of the Russian Academy of Sciences, 1990, No. 1. pp. 23–29.
3. The concept of geological formation in Russia. Materials of the joint meeting of the collegiums of the Ministry of Education and the Ministry of Natural Resources of Russia. M.: NIA-Priroda, 2000. 135 p.
HIGHER EDUCATIONAL INSTITUTIONS AS AGENTS OF SUCCESSFUL SOCIALIZATION OF YOUTH STUDENTS IN THE RISK SOCIETY Ershova Lesozavodsk Institute of Technology and Management (branch) of the Far Eastern State Technical University (FEPI named after V.V. Kuibyshev) The transformation of Russian society has identified qualitatively new tasks of theoretical understanding and concretization of the most important aspects of the successful socialization and adaptation of student youth. The solution of this problem is impossible without a close connection with the processes and phenomena taking place in our society, without taking into account the totality of factors ( socio-economic, political, spiritual and moral, etc.), influencing the value orientations of today's youth. The environment of youth with its spontaneous requirements and principles forms a specific social field, which, on the one hand, contributes to adaptation to dynamic social conditions, independence from parents, but on the other hand, often has a detrimental effect on the younger generation, breaks, exaggerates views and principles. emerging personality (1, 60).
The essence of youth as a social group is revealed in the process of realizing the function of reproduction of the social structure. Inheriting and reproducing the established social relations, each new generation ensures the preservation of the integrity of society and participates in its improvement and transformation based on its innovative potential. Student youth is a specific group of youth, which is the main source of replenishment of the highest qualified layer of the intelligentsia, and therefore the process of its socialization and adaptation should be under close attention from its agents (2, 50). Universities play a special place among the agents of successful socialization of student youth.
The positive direction of changes in the quantitative and qualitative characteristics of young people in the course of their formation as a subject of social reproduction indicates the social development of this socio-demographic group.
Its criterion is the acquisition and change by young people of their own social status and the formation of civic identity in the process of reaching social maturity by young people (3, 7). The social development of young people is associated with the mechanism of the transfer of social experience from generation to generation, the correlation of processes and institutions of socialization. The specificity of the sociological analysis of socialization lies in the identification of the socially typical in the diverse processes of integration of individuals into society. The peculiarity of the sociological study of the socialization of the individual is associated with the duality of the object of study "personality - society".
The socialization norm in a broad sense makes it possible to determine the criteria for successful socialization, which allows individuals and society to reproduce social ties, social relations, cultural values and ensure their further development. At the individual level, this norm is a multidimensional standard of a person's socialization, taking into account his age and individual -psychological characteristics. At the level of society, it is an established set of rules for the transmission of social norms and cultural values from generation to generation.
Under conditions of social change, socialization norms are being transformed.
The standards of people's life activity are being revised, which determines new conditions and mechanisms of socialization, the formation of new types of personality. The behavior of young people is also changing. Socialization is usually called successful if an individual masters the necessary social roles, assimilates social norms approved by this society, stereotypes of behavior. But this does not mean that it occurs as a progressive upward movement. This is a complex, contradictory, dynamic process, which, especially in young years, is accompanied by crises. Young people are not always able to cope with them.
Thus, socialization is not always successful. Moreover, its result almost never reaches the ideal, both at the social and personal levels, and the society itself, its social institutions and organizations do not fully realize their socialization functions. There may also be a predominance of negative influences on the personality, as a result, traits undesirable for society are formed in it.
A person, representing the most complex social, psychological and biological formation, even under positive external conditions for him, may fall below the line of socially approved behavior.
Practice shows that the socialization of an individual almost always has a deviation.
It is determined by the inconsistency of socialization as an objective and subjective process with the socialization norm established in a given society at a particular historical stage.
Socialization rejection criteria can be derived for various reasons:
social (the state of society, institutions of socialization, the nature of natural influences, etc.), typically personal and group (deviant behavior, crises of socialization, as well as social identity, etc.).
A manifestation of deviations is crisis socialization. This is, first of all, a crisis of personal growth, a person's dissatisfaction with his social or personal status. Often a person can not cope with it. It reveals the unattainability of the desired identity, the inability to be the way society requires or the social group prescribes. The insurmountability of the bar of I-identity can give rise to deep disappointment, conflict with society, a social group, with oneself. In an unstable, anomic society, such violations of socialization become widespread. In a crisis society, the characteristic is blurred social type personality, the area of immature identity expands. Relations between the individual and society are not regulated. Quite often, the functions assigned to the individual and the roles actually performed by him in society do not coincide. The individual is not in harmony with his real function, which is forced upon him.
This situation is particularly detrimental to young people. Expanding the space for independent choice of actions of young people has both positive and negative sides and can become a condition for the development of deviant socialization (3, 7).
Having started neoliberal reforms, Russian society is forced to go through all the stages of modernization, including the final one - risk society. In accordance with the approach of W. Beck, the production and distribution of wealth in such a society in some cases give way to the production and distribution of risks and threats. In turn, risk is defined as “the systematic encounter with threats and insecurity caused by the modernization itself” (4.43), as well as “activities in the transition from a state of uncertainty to certainty (or vice versa), when there is a reasonable opportunity to choose when assessing the likelihood achievement of the intended result, failure and deviation from the goal, taking into account the existing moral and ethical standards” (3). The latter definition is more in line with the situation of risk in the youth environment, since it takes into account the transitional state of youth from the relative certainty provided by parents as a stage of primary socialization to uncertainty. independent living corresponding to secondary socialization.
Risks have different manifestations in conditions of relative stability and stability even in a changing society and in conditions of instability and crisis.
A sustainable society has social mechanisms support for the integration of young people into the social structure and risk reduction mechanisms, so the risk in it is minimized and localized in certain social groups who are in a situation of unsuccessful, deviant socialization (people from low-income, single-parent families, or in groups of conscious extreme behavior fans, young offenders, etc.). A different situation arises in a society in crisis. When the crisis deepens and turns into a permanent process and there is an impossibility or inability to find an acceptable way out of it, an escalation of uncertainty and a constant reproduction of risk begin. The reproduction of risk in Russian society is of an extended nature, which leads to its further escalation. Affecting the fundamental mechanisms of social reproduction, the risk acquires a systemic character, defining the specific features of a society called risk society.
The risk society does not provide personal growth youth, reduces the possibility of its self-realization. Awareness of limitations stimulates young people to take decisive and risky actions, the outcome of which in conditions of instability is poorly predictable. Success promotes social self-determination young man. In this case, we are talking about the socialization norm. However, having failed to realize themselves in society, young people face an alternative: to be on the sidelines or to follow the path of violating legal and moral norms. The state of uncertainty is intensifying. Then the risk appears again, but already when trying to overcome uncertainty, and is expressed in adverse consequences, the probability of which is very high. The escalation of risk for many young people is turning into threats to careers, families, and stable lives (5,50).
The specificity of the socialization of student youth is associated with the peculiarity of the stage of socialization, which includes the completion of its primary stage and the beginning of the secondary one.
The basis of primary socialization is internalization. During this period, the development of the surrounding world by the individual occurs mainly through “understanding the other” (in Weber's interpretation). At this stage, there is no set of meaningful "others":
parents and family play the leading role as agents of socialization, the objective reality is perceived as an inevitability, constructed in linguistic, interpretive and motivational schemes.
Secondary socialization is different in that in the mind of the individual, the roles and attitudes of specific “others” are gradually abstracted to roles and attitudes in general. This is due to the identification of the individual not only with specific significant "others" (in the understanding of J. Mead), but also in identifying oneself with the whole community of "others", that is, with society. The beginning of secondary socialization coincides with the decline in the role of the parental family as an agent of socialization.
The formation of a generalized "other" in consciousness is a decisive phase of socialization. It means the internalization of society as such and the subjective establishment of a coherent identity. When the generalized “other” crystallizes in consciousness, a symmetrical connection is established between objective and subjective reality.
The complexity of the socialization of young people lies in the fact that new adaptation processes are superimposed on the previous ones, passed through in primary socialization. Accomplished by the individual adaptations to the mastered world of significant "others", as well as his inventions (in the understanding of G. Tarde), turn out to be insufficient at a new life stage.
The risk society has led to a change in the standards of successful socialization of young people (including students). These changes are associated with the transmission of social norms and cultural values from generation to generation. In transitional conditions, the younger generation more often denies the experience of the elders than assimilates it. Moreover, in families where intergenerational ties are broken and where the family loses the function of a lifeline on waves of uncertainty, the risk of lagging behind in life's start is also aggravated.
Similar risks arise in low-status families that are unable to provide material support for their children.
Self-affirmation and self-realization of youth through denial can have both positive and Negative consequences. So, undoubtedly, a positive moment is the denial by the majority of the younger generation of outdated, obsolete values that are characteristic of the era of authoritarianism. On the other hand, the sweeping denial of the past destroys the historical consciousness of a young person, leads to value-normative uncertainty, which can lead to a deformation of the identity.
Thus, modern Russian society, as a risk society, has led to a change in the standards of successful socialization of young people, a set of rules for the transfer of social norms and cultural values from generation to generation. The analysis carried out allows us to identify the following features of student youth socialization in a risk society: transformation of the main agents of socialization, deformation of the value-normative mechanism of social regulation, imbalance of organized and spontaneous processes of socialization towards spontaneity, change in the ratio of public and personal interests towards the expansion of autonomy an emerging personality and space for creativity and amateur performance of a person.
It should be especially noted that in a risk society there is a reassessment of moral values, which causes irreversible losses in the spiritual development of young people. An analysis of the position of the younger generation in Russia allows us to state that along with the trend of deepening deformations in value orientations, which manifests itself in a society of social apathy, lack of spirituality, the decline in the prestige of honest work, and the growth of consumer sentiment, young people develop a desire to develop in themselves and accept such life attitudes that let them find their place in life. In this regard, a special place in the risk society belongs to universities, as agents of the decisive (transitional from primary to secondary) phase of socialization. In order for the socialization of student youth to be successful, it is necessary that the main goal of higher education in modern Russia was the formation of a new type of specialist with a focus on creative activity, the desire to implement their knowledge, able to work in the changed socio-economic conditions, in specific organizational forms of communication between science and production.
When developing a youth policy strategy in a higher educational institution for the successful socialization of young people, one should proceed from the solution of the following tasks:
Streamlining the spontaneous socialization of young people, preventing negative trends in the youth environment in the form of deviant behavior;
Introducing students to the volume of knowledge that would contribute to their preparation for life and work in modern conditions;
The development of the university as a socially and professionally adapting center that promotes the self-realization of the individual, the development of new social roles, including a specialist-professional and a citizen.
Bibliographic list:
1. Rakhimova R. Youth policy and social development of students // Higher education in Russia. - No. 2. - 2005. - 60-66 p.
2. Sociology of youth: tutorial/ Ed. Yu.G.Volkova.- Rostov-on-Don:
Phoenix, 2000.- 576 p.
3. Youth of Russia: social development // Ed. IN AND. Chuprov.- M., 1992.- 276 p.
4. Zubok Yu.A. Problems of social development of young people at risk.// Sociological research. - 2003.- No. 4.- 42-51 p.
5.. Kovaleva A. I. The concept of youth socialization: norms, deviations, socialization trajectory.// Sociological research. - 2003.- No. 1.- 48-53 p.
FROM UNIVERSITY TO INDUSTRY А.А. Belousov, A.A. Fatkulin Far Eastern State Technical University (FEPI named after V.V. Kuibyshev), Vladivostok For the past ten years, the scientific community has been actively searching for universal approaches to the quality management system in the field of technical education. A huge number of various views, approaches, proposals for its improvement have been put forward, the most important of which are: the relationship between technical universities and industry, the view of these two sides on the goals and content of education.
When solving these problems, the question arises: is it possible in the specific conditions of the development of the Russian economy in Russian technical universities to fully apply the methods, approaches and relationships of foreign technical universities to industry to technical education?
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1 Federal Agency for Education Far Eastern State Technical University (FEPI named after V.V. Kuibyshev) MAGNETIC EXPLORATION Guidelines to the course project for students of the specialty Geophysical methods of prospecting and exploration of mineral deposits Vladivostok
2 Approved by the Methodological Council of the University UDC M 12 Magnetic prospecting: method. instructions/stat. V.A. Kortunov, V.I. Platunov Vladivostok: Publishing House of the Far Eastern State Technical University, p. The guidelines contain recommendations for compiling educational project on Magnetic Exploration and include basic information about the subject, content and form of the project. The rules for the design of the text part and graphic materials are outlined. Attention is paid to the structure of the course project, supporting information is given that orients students to independent work in solving specific problems of analyzing geological and geophysical materials and substantiating design studies. Methodical instructions are intended for students of the specialty Geophysical methods of prospecting and exploration of mineral deposits. Printed from the original layout prepared by the authors. Technical editor N.M. Belokhov Signed for publication Format Convention. Pech. l. Circulation 100 copies. Uch.-ed.l. Order Publishing house DVGTU, Vladivostok, Pushkinskaya, 10 Printing house of publishing house DVGTU, Vladivostok, Pushkinskaya, 10 V.A. Kortunov, V.I. Platunov DVGTU, publishing house DVGTU
3 MAIN OBJECTIVES OF THE COURSE PROJECT In accordance with curriculum preparation of students of the specialty, each student is obliged to draw up and defend a course project at the rate of magnetic prospecting. The objective of the project is to analyze and justify the possibility of setting up magnetic exploration to solve certain geological problems. It is carried out with the aim of consolidating the theoretical knowledge gained during the study of the main course Magnetic prospecting, and acquiring skills: a) working with materials from magnetic surveys made to solve geological problems; b) analysis of the description and geological interpretation of the magnetic field; c) analysis and justification of the technique and methodology of magnetic exploration based on the study of the physical and geological situation of the study area; d) elementary methods of processing measurement results, analysis of field work conditions and calculation of time spent in detachment-shifts; e) establishing the geological nature of magnetically disturbing objects. The project consists of an explanatory note with text drawings and demonstration graphics. The explanatory note includes the following sections: assignment for course design, introduction, brief geological outline of the area, assessment of the physical and geological prerequisites for setting up magnetic exploration, justification of the methodology and techniques for field research and cameral work, calculation of time, labor and staff units. The task for course design is issued by the head, its changes without the knowledge of the head are not allowed. 1. CONTENT OF THE COURSE PROJECT Introduction The experience of using magnetic prospecting for solving specific geological problems similar to those set by Geological and geophysical essay is briefly outlined on the basis of a study of printed and stock literature. The section is compiled according to literary sources. The main attention is paid to those elements of geological structures that determine the structure and morphology of the observed and expected magnetic field. 4
4 The general geotectonic position of the study area, its position in the largest structures is indicated. In the age sequence, petrographic and lithological characteristics of rocks of all stratigraphic units of the region are given. Describes intrusive and vein rocks, the nature of secondary changes in rocks. Particular attention is paid to the description of ore-controlling elements and ore-bearing rock complexes. The following are briefly characterized: the genetic type of the deposit (ore occurrence), its structural position in the geological section, the morphology and occurrence elements of ore-bearing structures and ore bodies, the material composition of the mineral. This section is illustrated by geological maps, sections. The main task of describing the magnetic field of the analyzed area is to create an idea of the main features of this field, which are associated with the geological structure of the area. When describing the field, the fields with the largest inhomogeneity area (anomalous objects) are first distinguished, which differ from each other in intensity and sign of the field, in its irregularity and contrast, in the gradient, in the direction of the anomaly and their shape. Within these areas, the most characteristic anomalous zones or individual anomalies are identified and described according to the above signs. At the same time, they indicate the area occupied by them, shape, strike, length and width; prevailing sign of the field, its experimental and average values. When describing anomalies, it is desirable to use their alphabetic or numerical indexing. As a result of the description of the magnetic field of the site, a zoning scheme is drawn up, where, using the appropriate symbols, the field is divided into a number of regions and zones characterized by a certain set of the features described above. To determine the geological nature of the identified anomalies, the map of the magnetic field and the scheme of its zoning are compared with the geological map and reference geological sections, during which the confinement of the anomaly to certain rock complexes is determined. In the absence of a correlation between the magnetic field and elements of the geological structure, anomalies are caused by objects located at a considerable depth under a layer of weakly magnetic rocks. In this case, the conclusion about the geological nature of these objects is made on the basis of general ideas about geological structure site and physical properties of rocks. In the process of qualitative study of anomalies, one can obtain information about the size, shape and position in space of the geological bodies that cause these anomalies. At the same time, they are guided by the following: 1. The shape of geological objects is estimated by the shape of anomalies. Isometric anomalies correspond to objects such as a sphere or 5
5 of a vertical circular cylinder, and linear anomalies to objects such as a reservoir or a horizontal circular cylinder. 2. If the field is sharply variable and is represented by a number of narrow peaks, then this indicates a shallow depth of the body (bodies). Separate peaks can be associated with separate parts of the body: either with more magnetic areas, or protrusions on the upper edge of the body. If the anomaly has a smooth character and significant areal dimensions, then it is most likely associated with a deep-seated object. 3. Discontinuous disturbances are distinguished by a sharp change in the average field level, by a violation of the correlation of anomalous axes, by areas of pinching anomalous zones, by the presence of linear anomalous zones of positive or negative sign. As a result of this zoning, a qualitative interpretation scheme is drawn up, on which symbols all geological information obtained from the results of magnetic surveys is shown Evaluation of physical and geological prerequisites for setting up magnetic exploration Based on stock or printed literary sources, a characteristic of the magnetic properties of rocks and ores of the area is given. Primary data, if necessary, are systematized by age, petrography, mineralogical composition, degree of alteration and metamorphism, and others. essential features, affecting the magnitude and nature of the magnetic field. Numerical values and limits of change in magnetic properties are summarized in tables or presented as variation curves and histograms. On the basis of geological data and available information about the magnetic properties of rocks and ores, the designer draws up (or is given in the assignment) a physical and geological model of prospecting objects, i.e. optimally typed representation of the shape, size, spatial position in the context of the object and the magnetic properties of the object and the surrounding medium. The model of an ore-bearing structure, ore field, deposit or ore body differs from the actual dimensions of the object by a simplified form and certain parameters. Using the obtained physical-geological model, the expected anomalous effect is calculated by analytical or palette methods, i.e. solve the direct problem of magnetic prospecting Substantiation of the methodology and technique of field research and cameral work Specific tasks of the designed work are formed, the area of research is determined, the observation network and survey accuracy are substantiated. 6
6 Based on the data obtained, the stages of the designed work are determined. Having solved these issues, they carry out the justification and description of all types of main and auxiliary works: the choice of equipment, the preparation of equipment for field work, the choice of control points and the density of the reference network, the methodology for creating the reference network, the accuracy of measurements at the reference points, the method of field observations at the reference and ordinary points, taking into account the variations of the geomagnetic field, the method of control measurements. Lists and describes the composition and order of primary and final processing of field observations, i.e. the procedure for introducing amendments to the measurement results is described, the type of reporting graphic materials is determined. They give possible ways of carrying out a qualitative and quantitative interpretation of the expected magnetic anomalies , labor and staff units The volume of magnetic exploration and the time required for their implementation are calculated. Based on the need for an optimal field season and the physical volume of research, on the basis of the current standards, the number and qualification composition of the magnetic survey detachment and its technical equipment (the amount of necessary equipment) are calculated. These calculations are made using reference books. 2. REQUIREMENTS FOR FORMING THE COURSE PROJECT The project must consist of an explanatory note and informational graphics. The text of the note is illustrated with figures and tables. It is necessary to give drawings borrowed from the developed literature and showing the effectiveness of the use of magnetic exploration for solving a geological problem similar to that set for the designer. The results of the calculation of the expected anomaly of the magnetic field from a given object should be given in tabular form. In the Substantiation of the Methods and Techniques of Field Research and Office Work, it is necessary to provide a schematic diagram of the selected equipment, schemes for testing the reference and row networks, figures explaining the process of introducing corrections for variations 7
7 magnetic field, for shifting the zero-point of the magnetometer, introducing an instrumental correction, etc. . The text of the explanatory note is printed on one side of a standard sheet of white paper. The left margin is 30 mm, the right margin is 10 mm, the top and bottom margins are 20 mm. Page numbering through, page number at the bottom center. Text figures and tables are placed immediately after the first mention of them in the text. Tables are numbered sequentially within the section with Arabic numerals. Recommended text editors Microsoft Word 6.0, 7.0 for Windows. Font Times New Roman, 12. Line spacing 1.5 spacing (Appendix 1). Figures in the text should be in the format of a text sheet, numbered sequentially within the section with Arabic numerals, similar to tables. The number of the figure and its name are placed under the figure (Fig. 1. Theoretical anomaly of gravity over the ball). Before the text of the project, after the content, there is a list of figures, which indicates: the number in order, the number of the figure, its title, the number of the page on which the figure is placed. Separate parts of the project should be clearly interconnected, which is ensured by dividing the text into sections, subsections and paragraphs. Each subsection is assigned a number and a subtitle. Sections are numbered with Arabic numerals. Subsections are numbered with Arabic numerals within each section. The subsection number consists of the section number and the subsection number separated by a dot (the third subsection of the second section). The table of contents lists all sections and subsections, listing the pages they occupy in the text. The literature used in the work on the project must be referred to immediately after the presentation of the borrowed information. For a reference, it is enough to indicate in parentheses the surname of the author of the used literature and the year of its publication, or - in square brackets - the number of the used literature, under which it appears in the list. The list of used literature is located at the end of the explanatory note. After the formulas, a list of all the symbols used is placed with a breakdown of their meaning and dimension. If references to formulas are necessary in the text, then they are numbered in the order in which they are written in sections. The formula number is enclosed in brackets and placed on the right at the formula level. The demonstration sheet should contain a graph of the magnetic anomaly calculated according to the given conditions, and a model geological section compiled on the basis of the initial data. The graph of the magnetic anomaly should show constructions related to the determination of the design accuracy of the survey and the observation step. In addition, the layout of profiles and highways with a control point or control points is displayed on the demonstration sheet. Demonstration graphics should be made on a standard sheet of whatman paper with ink or on a computer. 8
8 The completed course project is brochured in the following order: a) title page(app. 2); b) table of contents; c) a list of text drawings; d) assignment for course design (Appendix 3); e) main text with indication of sequence; e) bibliographic list. The bound text is placed in a paper cover, signed by the author and submitted for verification to the design manager. 3. AUXILIARY REFERENCE INFORMATION The purpose of the project is to determine the methodology, technique and organization of magnetic exploration and related auxiliary work that must be carried out in a given area to solve the geological task set for the designer. These works should be substantiated on the following issues: - the possibility and effectiveness of the applied method; - type and detail of field observations; - methods and techniques of field observations; - methods of processing and interpretation of survey results; - the conditions for the production of ground work Possibility and efficiency of magnetic prospecting The possibility and efficiency of using magnetic prospecting is ultimately determined by the intensity and size of the three magnetic anomalies that create the objects under study. This, in turn, is determined by: 1) differentiation of the magnetic properties of the object and host rocks; 2) size, shape and elements of the occurrence of the object; 3) the level of interference. Therefore, in order to determine the effectiveness of the planned magnetic exploration work, it is necessary to have information about the petromagnetic characteristics of the area of work and about the structural parameters of prospecting objects Type of magnetic survey The type of survey is determined by the geological task and conditions of the work. There are the following modifications of magnetic survey: ground (pedestrian and automobile), air (aeromagnetic), surface (hydromagnetic) and borehole. The choice of one of the indicated types of survey must be justified. Detail of magnetic survey Detail of magnetic survey is determined by the accuracy and density of the network of field observations. These issues are interrelated, since improving accuracy with a relatively sparse network is often meaningless. 9
9 Survey accuracy is determined by the value of the root-mean-square error (σ) of measurements at ordinary points. The accuracy is considered optimal if the tripled rms measurement error does not exceed 10% of the minimum anomaly intensity A to be detected. The minimum intensity of anomalies can be obtained by solving the direct problem of magnetic exploration for the selected physical geological model of the search object under the most unfavorable expected conditions for its detection (maximum depth, minimum dimensions, minimum contrast of magnetic properties). Based on the foregoing, the following procedure for determining the accuracy of the projected survey is recommended: 1) the expected anomaly is calculated from the known (given) structural parameters and magnetic properties of the search object and host rocks and its graph is plotted; 2) the amplitude of the calculated anomaly A determines the survey accuracy: σ=a min /30. (3.1) In most cases, for anomalies less than 100 nT, the error should be 2–3 nT. With an anomaly of several hundred nT, the survey error should not exceed 10 nT. With anomalies amounting to several thousand nT, the error can reach 30 nT. After substantiating the optimal survey accuracy, the question of the shape and size of the observation network is decided. The network of geophysical observations is considered rational if it provides with the maximum probability the solution of the problem at a relatively low cost of time and money. The density and shape of the network are determined by the distance between the profiles and the observation step along the profile. The distance between the profiles should be chosen based on the extent of the anomalies (or the size of the object along the strike) so that they can be traced on at least three profiles. The selected distance will determine the scale of the survey. The survey step depends on the width of the anomaly and the design accuracy of the survey. When surveying medium and low accuracy, it is considered sufficient if the anomaly is measured at 3-5 points. The figure shows a way to roughly determine the distance between observation points. The graph represents the minimum intensity anomaly to be detected. At the level of tripled standard error, a horizontal line is drawn and the width of the anomaly X AB is determined in meters, taking into account the scale of the graph. The shooting step X is chosen equal to 0.25 X AB, rounded up one way or another. 10
10 When conducting a high-precision survey (σ 5), for reliable detection of a weak anomaly against the background of interference, it must be recorded at least at 10 points. Possible ratios of distances between profiles and observation points along the profile are given in Table. 1. The profiles are oriented across the expected strike of the studied geological objects. The scale of exploratory magnetic surveys is mainly 1:5000-1:2000. When studying the internal structure of ore zones, ore-controlling and ore-bearing structures (faults, crush zones, crushing, manifestations of metamorphism and metasomatism, intrusions, etc.) and productive horizons, micromagnetic surveying at a scale of 1:200-1:500 with constant refinement of the position of profiles should be widely used depending on the extent of the studied object. Table 1. - Recommended distances between profiles and observation points Scale Distance between profiles, m Survey step for medium and low accuracy, m Survey step for high-precision observations, m 1: : : : : T 3σ А Х АВ Fig. Selection of the distance between observation points along the profile depending on the magnitude of the anomaly B X 11
11 3.4. Methods and techniques of field observations Ensuring a reasonable chosen accuracy of survey is achieved: 1) selection of appropriate measuring equipment; 2) methodological techniques during field measurements; and 3) taking into account various factors that affect the accuracy of measurements during office processing of survey results. Surveys of reduced accuracy (σ=10-20 nT and above) can be performed by instruments of all accuracy classes. Surveys of medium accuracy (σ=5-10 nT) are carried out mainly by proton and quantum magnetometers. High precision surveys (σ<5 нтл) выполняются квантовыми магнитометрами. Перед началом полевых работ производится подготовка аппаратуры к работе. При подготовке квантовых и протонных магнитометров необходимо: - проверить состояние всех узлов прибора в стационарном режиме согласно инструкции по эксплуатации; - оценить ориентационную погрешность прибора; - определить на эталонном профиле величину инструментальной поправки, проявляющуюся в виде систематической погрешности. Методика полевых наблюдений должна обеспечивать выбранную точность съемки путем учета различных влияющих на нее факторов. К таким факторам относятся: вариации геомагнитного поля, измерение температуры в процессе съемки и смещение ноль-пункта прибора. Для повышения качества измерений и для приведения всех измерений к единому уровню создаются контрольные пункты или система увязанных между собой точек наблюдений - опорная сеть. Контрольные пункты (КП) создаются при площадных съемках невысокой точности. К уровню магнитного поля на КП приводят все измерения, полученные на участке работ. Если площадь съемки очень большая, то создаются несколько КП, равномерно распределенных по площади и увязанных между собой по методике цикловых наблюдений. Такая сеть контрольных пунктов называется каркасной. Отсчеты на КП берутся перед началом и после наблюдений в течение каждого рабочего дня. Разница между отсчетами, исправленная за изменение температуры прибора и за вариации геомагнитного поля, является смещением ноль-пункта прибора. Суточные вариации геомагнитного поля учитываются полевыми магнитовариационными станциями различного типа или магнитометрами. При этом должно соблюдаться соответствие классов аппаратуры, используемой для регистрации вариаций поля и для рядовых съемок. Точность одних и других измерений магнитного поля должна быть одинаковой. Для оценки качества проведения съемки выполняются контрольные наблюдения другим оператором в объеме 5% от общего количества рядовых наблюдений. Точность съемки определяется по формуле σ =± σ 2 /2n, (3.2) 12
12 where σ is the difference between the field values between the main and control measurements, n is the number of control measurements. When designing an aeromagnetic survey, the designer must additionally cover the following issues: the choice of the flight altitude and the flight system, the choice of an aircraft, the planned and altitude binding of routes, the elimination of deviation and other features. Methods of processing and interpretation Processing of ground measurement results is divided into primary and final. Primary processing is carried out directly in the process of field work and includes the calculation of the values of the magnetic field strength with the introduction of corrections for temperature, variations and the zero offset of the magnetometer. Final processing is performed upon completion of field work and includes correcting the survey results for the influence of the normal gradient of the geomagnetic field, excluding the remainder of the normal field, which was preserved in the calculations due to the difference in the base field at the CP from the normal one, estimating measurement errors, building charts of graphs and maps of magnetic field isodynamics. Processing of aeromagnetic data consists of operations: 1) plotting T with the introduction of corrections for deviation and variations; 2) internal linking of T schedules for reference networks or for repeated routes to bring ordinary routes to one level of the magnetic field; 3) external linkage of the results of an ordinary survey with the all-Union network to obtain Ta values; 4) construction of maps of graphs and isolines Ta; 5) determination of the shooting error. After processing the results of ground magnetic survey, qualitative and quantitative express interpretation of the data is carried out. With qualitative interpretation, the problem of identifying anomalies against the background of noise is solved. In the quantitative interpretation, an approximate determination of the shape of the anomalous object (sphere, cylinder, layer, etc.) and an estimate of the depth to the upper edge or center of the magnetized masses are made. After processing the aeromagnetic data, maps of the magnetic field transforms are compiled and a geological interpretation of the survey results is carried out with the construction of updated geological maps and sections
13 characteristics of the conditions for the production of field work. The area of work of the party (detachment) belongs to one or another category of difficulty according to the combination of the following main factors: orohydrography of the area, conditions of movement and type of transport used. 1 CATEGORY OF DIFFICULTY. The work is carried out on a flat, steppe or forest-steppe area, within which the steepness of the slopes does not exceed 10; on the territory where no more than 20% of the area is swampy, forested, occupied by buildings; in an area where no more than 50% is occupied by arable land, crops, and vegetable gardens. II CATEGORY OF DIFFICULTY. The work is carried out on slightly hilly steppe or forest-steppe terrain with a developed network of shallow ravines, drains in the presence of individual hills with slopes up to 20; on the territory where up to 40% of the area is swampy, forested, occupied by buildings; in areas up to 70% occupied by arable land, crops, vegetable gardens. III CATEGORY OF DIFFICULTY. The work is carried out on a highly rugged terrain with a developed network of ravines, drains in the presence of individual hills with slopes up to 25. In areas where more than 70% of the area is occupied by arable lands, crops, vegetable gardens; in slightly swampy tundra; on the territory, up to 60% occupied by swampy and forested areas or buildings, IV CATEGORY OF DIFFICULTY. The work is carried out in mountainous areas, within which individual hills have slopes up to 30; in areas occupied by large massifs of thickets, completely covered with forest with windbreak; in areas whose area is swamped by more than 60% Time spent Time spent in detachment-shifts to perform magnetic exploration work necessary to solve a geological task is determined based on the total volume of the projected square (linear) kilometers of the main and detailed areas (profiles) of the survey according to enlarged time standards in accordance with the conditions of field work (Table 3.2). To the calculated number of detachment shifts on the square, detachment shifts are added for prevention (2 days per month), experimental and experimental-methodical work, and for moving the base of the detachment within the work area. The typical composition of a detachment (party) for field magnetic exploration includes: the head of the party, a senior geophysicist, an electronic engineer, a geologist, a geophysicist, an MVS technician, a computer technician, and a worker. The size of a magnetic exploration detachment (party) depends on the equipment used, the scope of work, the method of movement along the profile, the category of difficulty, and averages 4 people per 1 detachment shift. 14
14 Table 2. Time limits for magnetic prospecting with the MMP-203 proton magnetometer for a previously prepared network of observation points (in detachment-shifts per 1 km of area survey) Distance between profiles, m Distance between observation points, m Number of kilometers of route survey Number of coordinate points Number of physical and control points Difficulty category V .8 36.3 39.0 52.7 18.2 19.5 26.7 13.2 14.4 21.85 9.08 9.74 13.36 6.59 7 .21 10.14 3.63 3.90 5.14 2.63 2.88 4.52 1.93 2.06 3.07 1.32 1.44 2.76 0.97 1.03 1.71 0.92 0.98 1. Main technological types of high-precision magnetic survey Aeromagnetic survey is a more common type of high-precision magnetic survey. It is carried out independently and in combination with other airborne geophysical works, primarily with airborne electrical and airborne radiometric surveys. To date, the territory of our country is completely covered by aeromagnetic surveys at a scale of 1:200,000, on significant areas of ore 15
Large-scale (1: 2500) aeromagnetic (or complex aerogeophysical) surveys were carried out in 15 regions, while detailed (1: 10000) aerial surveys are being used in the search for local objects. The main work is carried out using proton and quantum magnetometers, such surveys can be classified as medium and high accuracy. The main areas of application of high-precision aeromagnetic surveys: large-scale geological mapping: 1: : 250000, general (or specialized) prospecting for deposits of ferrous, non-ferrous, noble and rare trace elements, agricultural ores, diamonds, oil-promising structures, and, under favorable conditions, oil deposits (scale 1:100000), coal-bearing and water-bearing structures and rock complexes (scale 1: 50000), searches (scale 1:10000) for deposits of weakly magnetic ores of ferrous, non-ferrous, rare and precious metals, diamonds. Ground magnetic surveys are carried out on a more limited area. They are carried out everywhere in combination with other ground geophysical works. In flat conditions, these are mainly car shootings, in rough terrain and in mountainous areas - pedestrian shooting. They are performed using proton and quantum magnetometers at detailed scales (1: :2000 and larger). Ground surveys at a scale of 1: : 25000 are used quite rarely and only in cases where aerial surveys cannot be used. Ground-based high-precision magnetic prospecting is used in solving a wide range of geological problems, and especially in detailed geological mapping (scale 1: 1000), prospecting (scale 1: 5000) and exploration (scale 1: 2000-1: 1000 and larger) of magnetic and weakly magnetic ferrous ores , non-ferrous and rare metals in the bedrock and weathering crust or placers, most ores of non-metals, as well as in direct search for oil deposits, the study and forecast of landslide processes and in other areas. Hydromagnetic surveys are carried out using floating facilities in the oceans, seas, rivers and lakes. They are widely integrated with seismic, electrical and gravity surveys. The scale of hydromagnetic surveys is determined by the requirements for the main types of work that they accompany. In a regional study of the deep oceanic structure, this is a network of rare routes, in geological mapping and the search for mineral deposits, areal surveys. Hydromagnetic surveys are carried out in the study (scale 1: 500000) of the features of the regional and deep geological structure of the waters of the oceans and seas, with medium-scale and large-scale geological mapping of shelf and coastal areas of waters (respectively 1: and 1:50000) in the search for marine placers of gold, tin , tungsten, titanium (1::50000) and 16 of them
16 exploration (1: :5000), search for oil and gas promising structures (1: :50000). Downhole and underground operations can be classified as measurements of reduced or medium accuracy. Borehole magnetic prospecting is widely used in prospecting and especially in the exploration of magnetite and titanomagnetite deposits. The development of its high-precision modifications makes it possible to extend the method to weakly magnetic objects - deposits of polymetals, copper, nickel, bauxite, diamonds Stages of high-precision magnetic surveys High-precision magnetic surveys are used at all stages of geological exploration - from the stage of regional work to exploration of an exploited deposit. At the stage of regional work, high-precision aeromagnetic exploration can be included in the complex of advanced geophysical works for medium-scale (1: : 100,000) and large-scale (1: : 25,000) geological mapping. The scale of the magnetic survey should be one scale larger than the geological map being prepared. At the stage of large-scale geo-mapping or, as it is also called, geological survey on a scale of 1: : Aeromagnetic surveys have established themselves as one of the main and mandatory types of work. To date, such surveys of reduced (30-5OnT) or medium (15-20nT) accuracy have covered almost all areas of the main ore provinces of the country, and here the issue of resurveying at a new methodological and technical level is especially acute. At the stage of exploration, mainly aeromagnetic survey is used, which is effective in establishing the lithological control of a mineral, its connection with intrusive or effusive magmatism, identifying ore-controlling structural elements, zones of manifestation of ore metamorphism and metasomatism, as well as in direct search for deposits of ferrous, non-ferrous and magnetic ores. rare metals. Two directions of aeromagnetic are possible: 1) large-scale (1: :50000) and high-precision surveys on the areas of development of weakly magnetic formations of ore-bearing formations and the host environment; 2) detailed surveys (1:10000) on promising areas of ore-bearing zones and ore fields. Surveys should be combined with airborne gamma spectrometry (in open areas) and airborne electrical prospecting using dipole inductive profiling (when mapping productive complexes or ore-controlling structural elements) or transient processes (when searching for highly conductive ores). 17
17 All aeromagnetic surveys are necessarily accompanied by ground-based detailed surveys in order to study the identified anomalies. During appraisal work, mainly ground magnetic surveys are used at a scale of 1:1000-1:5000, which is the main and obligatory method of the search complex for ore minerals. Then, the identified anomalous zones and manifestations of the mineral being the object of study are detailed. The scale of work can be different - from 1:5000 to 1:1000, depending on the size of the objects. For detailed purposes, micromagnetic survey of areas, bands within the contours of anomalies can also be used. Downhole magnetic prospecting should cover all prospecting and testing wells of deposits and manifestations of magnetic ores. Detailed ground magnetic survey can be widely used in studying the tectonic conditions of mine fields and identifying low-amplitude (a few meters) disturbances. Detailed magnetic surveys are widely used in hydrogeological and engineering geological surveys (searching for fissure waters, karst cavities, identifying and studying landslide structures, studying the solidity of dams, dam foundations, etc.) High-precision exploratory magnetic surveys are used in the exploration of ore deposits. These surveys in the vast majority must be highly accurate. Ground magnetic surveys are involved in the complex of prospecting works mainly for the purpose of detailed geological mapping, study of ore-bearing formations and structures, identification of ore-bearing, ore-controlling and ore-bearing structural elements, zones of manifestation of ore metamorphism and metasomatism, direct detection of manifestations of minerals. Starting from this sub-stage, a downhole three-component magnetic survey is involved, accompanied by magnetic susceptibility logging. When searching for deposits of magnetite, copper-pyrite ores, a scale of 1:10000 is sufficient, when searching for deposits of gold, tungsten and molybdenum, mercury and antimony, piezo-optical raw materials, a scale of 1:5000 is required. The scale of magnetic surveys during searches should correspond to the scale of searches or be one scale larger. In the exploration of magnetic ores deposits, a mandatory element of the complex is a three-component borehole magnetic exploration or logging. Surface, borehole and underground exploration surveys at ore deposits should be aimed at studying the geological and structural position of the deposit, and with the enlargement of exploration - at studying its individual parts, blocks, the structure of its ore zone and individual ore deposits, assessing ore-bearing inter-well spaces, determining morphology, 18
18 spatial position, size of ore deposits, quantitative and qualitative assessment of ores in natural conditions and in various stages of the technological process. All these tasks should be differentiated according to the stages of exploration. 19
19 APPENDICES Appendix 1 Requirements for execution of an explanatory note Margins: 1) right 10 mm; 2) top, bottom 20 mm 3) left 30 mm. Text: size 12; interval 1.5; pages in the bottom center. Design of tables Table 3 Calculation of magnetic field elements Continuation of table 3 Design of drawings Drawing field with symbols Below is the name of the figure aligned in the center: Figure 1 Magnetic field T above a kimberlite pipe. 20
20 21
21 Far Eastern State Technical University (FEPI named after V.V. Kuibyshev) Appendix 3 Department of Geophysics and Geoecology COURSE PROJECT on magnetic exploration on the topic: _ (topic name) _ Supervisor Full name Student Vladivostok 200_ 22
22 Appendix 4 Assignment for the course design on magnetic prospecting For the student of the group to draw up a project of field and cameral magnetic prospecting works for the category of difficulty on the ground. The work will be carried out on an area of sq. km. To substantiate the methodology and technique of the designed work, use the following initial data: 1. The size of the object along strike 2. The horizontal thickness of the object 3. The vertical thickness of the object 4. The depth of the upper edge 5. The strike azimuth of the object 6. The angle of incidence of the object 7. The magnetization of the object 8. Angle of magnetization of the object 9. Magnetization of host rocks 10. Angle of magnetization of host rocks Deadline for the course project Head of the course project 23
23 Bibliographic list 1. Brodov V.V. Geophysical research in ore provinces. -M.: Nedra, Brodovoy V.V., Viktorov G.G. Fundamentals of high-precision magnetic prospecting. -M.: MGRI, Magnitorazvedka: Geophysics Handbook. -M.: Nedra, Reference Book of Estimated Norms (SSN 92). Issue. 3. -M.: VIEMS, Reference book of basic expenses (SNOR 93). Issue. 3. -M.: VIEMS, Tarkhov A.G. and other Principles of complexing in prospecting geophysics. -M.: Nedra,
24 CONTENTS The main objectives of the course project The content of the course project Introduction Geological and geophysical essay Evaluation of physical and geological prerequisites for setting up magnetic exploration Substantiation of the methods and techniques of field research and desk work Topographic and geodetic work Calculation of labor time and staff units Requirements for the design of a course project Auxiliary reference information Possibility and effectiveness of magnetic prospecting Type of magnetic survey Detailing of magnetic survey Methods and techniques of field work Method of processing and interpretation Conditions for ground work Time consumption Main technological types of high-precision magnetic surveys Stages of high-precision magnetic surveys Applications Bibliographic list Magnetic survey Methodological instructions Editor V.V. Sizova Tech. editor N.M. Belokhonov Signed for publication. Format 60x84/16 Conv. oven l. 1.4. Uch.-ed. l. 1.1. Circulation 100 copies. Order Publishing house DVGTU, Vladivostok, st. Pushkinskaya, 10 Printing house of the publishing house DVGTU, Vladivostok, st. Pushkinskaya, 10 25
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Putyatin Island is an island in the Peter the Great Bay of the Sea of Japan, 50 km southeast of Vladivostok and 35 km west of Nakhodka. Named in honor of the Russian admiral and statesman E.V. Putyatin. The climate of the island is typical for the south of Primorye. Average December temperature; 12.0°C, August +21.0°C. Sea water temperature from mid-July to mid-September exceeds +20°C. The total area of the island is 27.9 km. Coordinates: 42°50`00`` s. sh., 132°25`00`` E d.
Cottage and tavern
We got to the island first by train, then by bus. In the village of Danube, a boat was waiting for us on the pier. Some half an hour - and we are already on Putyatin Island. Of course, this is not Kunashir, there are no volcanoes, no geysers, not even chests with pirate treasures...
Geologists settled somewhere in the northern part of the island, and we, geophysicists, were brought by truck to the South Bay. Here, on the shore, there was a radar point where military sailors kept watch around the clock. It looked like an ordinary hut, but what was inside - we did not know. We were strictly forbidden to even approach this secret object. We were placed on a high terrace in a cottage, in a panel house. Immediately upon arrival at Putyatin, our geophysicists arranged a small sabantuy, but I remembered the dispute with Muller and did not participate in the general drinking bout. Immediately, my fellow students began to look at me askance. In our society, it was not customary to “break away from the team”, and anyone who shunned friendly revels automatically turned into a suspicious subject. Like, “if he doesn’t drink, then he’s not our person ... He can lay it down if something happens” ... But I firmly decided - I won’t drink all summer, not a gram of alcohol!
With firewood in this part of the island was tense. There were no dry trees for a fire, and there was not enough driftwood, so the military sailors provided us with a field kitchen with large boilers. The kitchen was heated with solar oil. Water was carried from a small stream in buckets and canisters. A long table with benches was placed next to the field kitchen - this was our dining room. A canvas awning was stretched over the table, which was forever fluttered by the sea wind, like a sail. From a piece of plywood, John carved a bizarrely shaped amoeba, on which he wrote the word - "Tavern". Burnt at the stake, this sign gave a touch of cozy antiquity to our catering point. We still burned the fire, but most often in the evening, for romance. Because of this fire, Vitya Moskvichev scalded his leg. He walked around, trying to find a comfortable place for himself, but stepped on the spout of the teapot and poured boiling water over his heel. He had to walk barefoot, because an ugly blister hung from his foot ...
On Putyatin there were a lot of snakes, muzzles. I haven't caught a snake for a long time... I caught a muzzle and boiled it in a small saucepan... I offered it to everyone who wanted to try it, but there were none, only Lilka tried it...
Not only snakes were found on the island, but it was also full of ticks. So climbing the bushes and collecting them for yourself was not much fun ... But the fact of the matter is that I had to climb the bushes every day.
The sailors looked with curiosity at the students who arrived on the island. As soon as their lieutenant left, they immediately came to get acquainted. The first of them who dared to visit us was Kazbich. Tall and handsome, he immediately got to know everyone. Judging by his appearance, Kazbich was an experienced sailor, accidentally thrown ashore, like Robinson Crusoe ... Other sailors followed Kazbich. The girls from our group, of course, immediately turned into beauties, around whom passions began to flare up. Lyudka Devyataeva, Bella and Lilka sat late at the fire, and the sailors talked about their difficult naval service and sang sentimental songs. Shura Telegin sang the song "Bullfinches":
Prepare the sleigh from the summer, prepare it, so as not to be late in the winter, be late.
After all, from mountain to mountain love wants to sweep all the snowdrifts.
You and I are all in the snow, well, let the sea of snow for two, for two,
But I don't know how sweet your lips taste.
And the cheeks are like bullfinches, bullfinches, in the cold they all burn, they all burn.
Someone is talking about love again, for a year in a row.
And the sailors sang a song about a cigarette:
If a woman changes
I won't be sad about her.
I will smoke a cigarette
And I will forget about her.
Cigarette, cigarette,
You alone do not change.
I love you for this,
Yes, and you know about it.
In general, communication with the natives was established. The girls even went to the “point” under the cover of night, where the “sea wolves” showed them secret equipment glowing in the dark and let them hear the noise of the ether, woven from Morse code, fragments of conversations on different languages and music hits...
Smolin shared with our brethren the techniques of ancient Indian Ayurveda in the morning.
“You can brush your teeth by chewing an oak branch,” said Smolin, chewing a green branch in front of our eyes.
- Yogi for me too! - Valerka Erokhov said contemptuously, - It's not an oak, it's a linden!
Smolin washed his nose with sea water and bathed at night. Our brethren only made fun of him, but one day we went swimming with him at night. And the sea here was open to all winds, and the water was cold at night. Smolin is familiar, he went ahead and dived into the water. And behind him are several people, mostly girls. Lilka dived, so she cold water caught her breath that she couldn't breathe. Smolin shouts:
- Swim to me!
He is waiting for them, and the girls are shivering from the cold and are already getting ashore. But in general, the girls constantly mocked Smolin, taking advantage of his naivety. In their eyes, he looked like a klutz in short pants. And they themselves were young, pretty, energetic ...
Sightseeing tour
With Smolin at the head, we went on a geological excursion. We went down to the sea east coast and there they met with a whole horde of our geologists, accompanied by Vyacheslav Ivanovich Platunov. Each geology student had his own hammer, and they all furiously hammered every stone that fell under their feet with these hammers. We geophysicists didn’t have hammers, so we just walked along the coast ... Platunov began to tell us about the geological features of Putyatina Island, about the epidote rocks in the southwestern part of the island ... Among other things, he remembered Askold Island, neighboring Putyatin, where a gold mine was found.
- Among the tasks of your course, and especially in the tasks of geophysicists, there is a point on testing the hypothesis that the gold mineralization at Askold has the possibility of extending to Putyatin. Smolin and I have already discussed this ... Perhaps the electrical profiles will be able to strike this gold mine ...
- And what's that? - asked Seryoga Kovalenko, - holding out a pebble to Platunov. Something in the pebble sparkled with a golden gleam. Platunov took out a magnifying glass from a tablet and began to examine the find.
- This is a rounded pebble, probably quartz ... And inside there is a small grain of gold! You are lucky, fellow student! - said Platunov, returning the pebble to Seryoga, - perhaps this pebble is proof of the presence of gold on Putyatin ...
We walked along the coast to the cliff, there was no further road. Everyone began to turn around in order to return the same way ... There was a terrible heat and I didn’t want to go round and round. I tilted my head up and thought mentally: "What if we climb this rock?"
Climbing the rock
After waiting for everyone to leave this small bay, I outlined an approximate trajectory of ascent along a steep descent. In appearance, this rock with cracks and ledges looked quite convenient for such a novice climber, which I immediately imagined myself to be. Without thinking twice, I began to climb up. The wall was not entirely sheer, but stood rather steeply. Climbing up was pretty easy at first. I grabbed the ledges and cracks with my hands, pulled myself up, put my legs more comfortably in the recesses. The first fifteen meters I overcame in one fell swoop. Out of breath and decided to take a breath. I looked down and felt uneasy: those stones that looked like shapeless blocks below looked like sharp needles from above. If I suddenly fall down, then I'm fucked! I looked up, but it was still far from the very top. Get even higher. It turned out that convenient protrusions and cracks are becoming less and less. I had to feel for a crack to catch on. There was nowhere to put my foot either. In an awkward position, I climbed higher and higher. And above me, another surprise awaited me: the stones at hand turned out to be loose and crumbled into sand. The slope now became more gentle, and I was no longer standing against the wall, but almost lying on this loose ground. I looked down and saw only a yawning abyss. At the top, the rock was crushed and I decided to crawl to the right, into this hollow between the rocks, assuming that there I would find something like a path along which I would climb out onto the plateau. Under the arms and under the feet, the soil crumbled, rolling down with a deafening roar. I finally got out into the hollow and right in front of me opened the abyss. There was no path here. I had to crawl to the left to return to my primary route. I again climbed up, and under me everything crawled, poured. By some miracle, I did not roll down, clinging with all my might to the blades of grass, bushes growing here, burrowing my fingers into the soft ground ... The last meters I probably crawled for at least an hour, almost without breathing, millimeter by millimeter rising up. It seemed that I would sneeze now from dry dust, and at the same moment I would fly down, where I would break into smithereens on strong stones ...
But I crawled over, grabbed the roots of some bush and, exhausted, crawled out onto the green grass. The sound of the surf did not reach here. There were some birds chirping peacefully. Just like in paradise! From there, from above, I cautiously stuck my head out and looked at the rock, along which I had just climbed from the sea. A terrible abyss appeared before my eyes, so that I even closed my eyes in horror. I myself could not believe that I could get up here ...
space racing
Compared to the fearless exploration of space by our cosmonauts, my ascent of a steep rock was a completely insignificant event. Here is what happened then over our heads:
07/06/1976 At 12:09 UTC, the Soyuz 11A511U carrier rocket was launched from the Baikonur Cosmodrome, which put the Soyuz-21 spacecraft into low Earth orbit. The crew includes: ship commander Boris Volynov and flight engineer Vitaly Zholobov.
07/07/1976 Docking completed at 13:40 UTC spaceship"Soyuz-21" and the orbital station "Salyut-5". The cosmonauts boarded the station and began to carry out the flight program, which included reconnaissance operations.
07/13/1976 An agreement was signed in Moscow between the governments of Bulgaria, Hungary, the GDR, Cuba, Mongolia, Poland, Romania, the USSR and Czechoslovakia on cooperation in the exploration and use of outer space for peaceful purposes. The agreement, in particular, provides for flights by cosmonauts from the socialist countries aboard Soviet spacecraft.
07/20/1976 At 11:53 UTC, the landing block of the American automatic interplanetary station "Viking-1" made a soft landing on the surface of Mars in the Chryse Planitia region, at a point with coordinates 22.27 degrees north latitude and 48 degrees west longitude. Immediately after landing, surveys of the planet's surface and meteorological measurements began. Landing block received official name Thomas Mutch Memorial Station.
07/28/1976 With the help of the landing block of the American automatic interplanetary station "Viking-1" soil investigations were started to identify inorganic and organic matter, as well as to search for signs of life.
08/07/1976 The American automatic interplanetary station "Viking-2" was put into orbit around Mars. The initial parameters of the orbit are: orbit inclination - 50 degrees; circulation period - 1644 min.; periapsis altitude - about 1500 km; the height of the apocenter is about 35,000 km.
08/09/1976 At 15:04 UTC, the Proton 8K82K carrier rocket with the D-1 upper stage was launched from the Baikonur Cosmodrome, which put the automatic interplanetary station Luna-24 on the flight path to the Moon
08/13/1976 The Soviet automatic interplanetary station "Luna-24" was put into orbit around the Moon with the following parameters: orbital inclination - 120 degrees; circulation period - 119 minutes; height above the surface of the moon - 115 kilometers.
08/18/1976 At 06:36 UTC, the Soviet automatic interplanetary station "Luna-24" made a soft landing on the Moon in the southeastern region of the Sea of Crisis at a point with coordinates 12°45"N and 62°12"E. 15 minutes after landing, on command from the ground, the soil intake device was turned on. In the process of soil sampling to a depth of 120 centimeters, the rotary drilling mode was used, and then there was a change in drilling methods - from rotary to percussion-rotary. The total drilling depth was 225 centimeters. Due to the fact that it was carried out with a slope, the total depth was about 2 meters.
08/19/1976 At 05:25 UTC, the takeoff stage of the Soviet automatic interplanetary station "Luna-24" with samples of lunar soil was launched from the surface of the Moon.
08/22/1976 At 17:55 UTC, 200 kilometers southeast of Surgut (Tyumen region), the descent vehicle of the Soviet automatic interplanetary station "Luna-24" landed. A column of lunar soil about 160 centimeters long and weighing 170 grams was delivered to Earth.
08/24/1976 At 15:21 UTC, the Soyuz-21 spacecraft and the Salyut-5 orbital station were undocked.
08/24/1976 At 18:33 UTC, 200 kilometers southwest of the city of Kokchetav, the descent vehicle of the Soviet spacecraft Soyuz-21 landed. Cosmonauts Boris Volynov and Vitaly Zholobov returned to Earth. The flight was terminated ahead of schedule due to malfunctions of on-board systems that arose on board the Salyut-5 orbital station.
The duration of the astronauts' stay in space was 49 days 6 hours 23 minutes 32 seconds.
Space research was picking up such a pace that the prophetic words of our mathematician Tarasova could well come true, that is, we had to be prepared for the fact that soon geophysicists and geologists would be sent into space in whole batches. And of course, students are required to practice ... Someone to Aldebaran, someone to Alpha Centauri, and someone will get Tau - Whale ...
Gravika, Vasily Kortunov
Senior lecturer Vasily Alekseevich Kortunov came to Smolin for inspection or to help. Such a harsh one, he won’t say an extra word. The soft and intelligent Smolin certainly could not make the students take practical exercises with the instruments seriously. It was hot and too lazy to move flippers... But with the arrival of Kortunov, everything changed dramatically. Vasily Alekseevich rigidly distributed all the brethren into brigades. Despite the heat, some went with magnetometers, while others went to electrical survey lines. Lilka Tereshchenko and I had to go with Kortunov, and he showed us how to take readings from the gravimeter. The gravimeter is such a sensitive device that you can neither walk nor breathe near it...
With a magnetometer, it was still easier, at least jump there. One magnetometer stood not far from our cottage, it was a control one. And with other devices they ran around the points. Then it was necessary to link the readings of the device with the readings of the control device. Moroka! Like discrepancies in geodesy... Well, Vitya Moskvichev was involved in the control magnetometer, because you can't send him anywhere with a blister.
Trepangs
Many trepangs were found in the nearest water area. Gray pimply "cucumbers" lay here on the sandy bottom and we decided to feast on this delicacy. Without any effort, we collected a bucket of trepangs. However, no one knew how to cook them. And Kazbich is right there:
- Trepangi should be able to cook properly. It is necessary to cook them for two hours in sea water, and then serve, just put more tomato paste!
Well, we hung our ears, hung a bucket on the fire and cooked our trepangs strictly according to the clock in salty sea water. After cooking, a couple of kilograms of tomato paste were thrown into a bucket and mixed. The side dish for the delicacy was pasta. Everyone rubbed their hands and licked their lips, anticipating the divine pleasure from the dish. John generously served everyone large portions of steaming food. The most impatient ones picked up pieces of trepang with forks and spoons and blew on them, and then pounced greedily, while burning themselves. But then a bitter disappointment came ... The bitter and salty dish did not at all correspond to the ideas that we had at the mention of the word trepang. Trepang is a delicacy, which means something so tender, tasty, unusual! And here, ugh, some kind of muck! Surely the sailors played a prank on us with this boiling in salt water ... I still tried to eat at least one trepang, while others simply threw away the contents of the plates in disgust ....
Storm, swimming
There was a storm in the Sea of Japan, the waves of which reached our island. There was usually a little roughness near the rocks, it was convenient to dive here. And now three-meter waves were coming ashore one after another. At first, the girls also swam here, but they didn’t like the waves and they left. And I suddenly felt the pleasure of floundering in the waves. It was necessary to wait for the wave to weaken and run to the next wave further away. When the wave approached, it was necessary to jump higher and go even further. We had to dive into the next wave. The wave picked up my body, twisted it, turned it over and dragged it after it into the sea. On the crest of the next wave, I could already turn somersaults, balance ... And then I began to get out of the water, but the wave grabbed me and pulled me back into the sea. Tumbling in the waves was surprisingly pleasant, only I weakened with each wave. I already wanted to get to the hard shore, but the sea continued to play, it dragged me back, it twisted me as it wanted. When I crawled ashore, I had no strength at all. But what a thrill it was!
Arrival of cap-three Popov
We were visited by guests. Rather, not to us, but to Seryoga Popov, father and mother, a bunch of kids and Alidada Limbovna came. Seryoga's father, a captain of the third rank, dressed in uniform, strict ... Seryoga's mother squeezes, and then Kazbich wanders, whistling something. Seryogin's father barks:
- Comrade sailor! What kind is this? Why such laxity!?
Kazbich only now noticed in front of him naval officer, his eyes are five kopecks each ... His face is stained, stretched out, his arms are at his sides ...
Not only did he get burned. Captain Popov twisted the tails of all the sailors. Those generally walked around here in vests, barefoot, without peakless caps. And Seregin's father ordered them to appear before him in all their uniforms. After that, he drove them with a marching step and scolded ...
In the evening, looking around to the fire, Kazbich crept quietly and asked:
- Where did this cap-three come from?
- Yes, this is Seregin's father, - they explained to him.
- To the beast! - Kazbich cursed, - no one has driven like that in the entire service, only in training ...
rubber boat
That morning I got up earlier than the others. Yesterday we sat by the fire for a long time, everyone was talking about something, so now they are still sleeping. On the shore lay a rubber boat with oars. I have never sailed in a boat, either wooden or rubber, so I wanted to sail a little in a boat.
The waves after the storm were no longer too steep, but I had difficulty overcoming the foamy surf, pushing the boat in front of me. Then I climbed into it and took the oars in my hands. The first strokes were unsuccessful, but I quickly got used to rowing and began to move away from the shore. On the shore it was still deserted, not a soul. Further from the shore, the waves were gentle, the boat rocked easily on them. Looking around, I decided to head for the nearest bay on the left. It was impossible to get there along the shore because of the steep cliffs that descended directly into the sea, so you can only get there by boat ... It was easy to row with oars, the boat glided on the surface of the water, and the waves rose around me. It was like Jim from Treasure Island rowing to this little cove. What if the pirates buried their treasure there? I’ll moor now, and after a recent storm, an oak chest with jewelry between large boulders will be exposed ...
The boat reached the surf, again had to jump into the water. The bay was amazing! But of course, I didn’t find any chest with a treasure here. And there were no gold nuggets either. I sunbathed and buried back. On the shore, they began to scold me for taking a boat without asking and sailing away in an unknown direction without telling anyone. Nonsense, the main thing is that for the first time in my life I sailed through that same filibuster, blue sea on a small boat!
Biogeophysics
Magnetka is a hassle. Another thing is the future of our science - biogeophysics. Smolin told us that with the help of a wire frame, you can find water, iron and gold ores. Most of our students were skeptical about this, but Lilka and I bravely harnessed ourselves to test this technique. What if we can hit a gold mine with the help of these frames? The frames were made from aluminum wire. Smolin showed us how this frame should spin. Smolin said that under the influence of some unknown fields, such as electro-magnetic or gravitational, the frame should rotate by itself at the boundary of different rocks, when crossing ore bodies and gold veins. However, this frame stubbornly did not want to spin for me. Even Lilka did better... Maybe I don't have the necessary qualities for this?
Be that as it may, Lilka and I, under the guidance of Smolin, walked around with frames, trying to strike something like that. The rest of our students were skeptical about this framework, they laughed at us and at "biogeophysics" ...
Electrical anomalies
Our frame raids were not successful, but with the help of electrical exploration it is quite possible to strike a gold-bearing quartz vein. For electrical reconnaissance, we were divided into brigades. In each team there was a person who carried the device, suspended on a strap around the neck, another carried a rechargeable battery suspended from his shoulder, two dragged the supply electrodes, and two more carried the electrodes used to measure the electric field. The profiles stretched in the latitudinal direction, that is, we crawled, hung with wires and devices from west to east.
- Anomaly! - shouted the one who was dragging the device. Everyone dropped their gear and ran towards him.
- Where is the anomaly?
- Did they cut a gold vein?
- Yes, there she is! - smiled a man with a device around his neck, - Look around, see how many strawberries are here ?!
It dawned on us that the "anomaly" was a strawberry field. We enthusiastically pounced on the berry, crawled on all fours and ate sweet strawberries. Having gnawed all the nearest bushes, we grabbed wires and electrodes and wandered on under the baking sun. Strawberry anomalies followed one after another, which made our task easier, but stretched the profile until the evening. The profile led us to the place where I climbed the rock. I bravely approached the edge of the cliff and looked down. At the same moment, I remembered all the horror that I experienced when I got out along this almost sheer slope. My hamstrings were already shaking ... Such a jitters began at the edge of the cliff that I slowly lowered myself onto my knees and crawled away from there ...
One team returned from a profile with broken wires. With sad faces, they showed us pieces of wire. But the wires from the call are not so easy to break.
- Yes, it's all deer, - the electrical intelligence officers said, - from somewhere their whole brood ran out and they flew right at us. We scattered, and they probably got tangled in the wires ... all the wires were broken!
There were many spotted deer on the island, I also saw them. But so that they rush like this - I have not seen this. The boys are lucky...
Visiting geologists
Once we had a day off. The girls, of course, did laundry, someone went fishing, someone just swam in the sea and sunbathed. Seryoga Kozhevnikov was about to go to the geologists, as he missed his girlfriend Tatyana. Together with him, I, Baton and Mishka Koychev set off on a journey. We were just bored of hanging around in one place, the soul demanded some kind of variety. To get to the geologists, it was necessary to walk seven kilometers along the road along loose white gravel. The sun was roasting like crazy, and passing transport was not expected. Tired, covered in sweat and dust, we reached the camp of geologists, located in a cool forest.
The geologists fed us fresh cabbage soup. It was easier for them here with vegetables, after all, the village is not far away, the store is nearby. And we have all crackers, but cans ... But something was missing in the borscht. On reflection, I guessed that they don’t have black rounds from the solarium floating in their borscht. And for us, everything without solarium now seemed tasteless ...
We sat by the fire for a long time with the geologists. They talked, sang geological songs. Mitsuk, with his characteristic artistry, sang about Vanka Morozov:
Why are you Vanka Morozova?
After all, it's not his fault.
She fooled him herself
And he is not to blame for anything.
He went to the new circus in the square,
and there fell in love with a circus performer.
He would have someone easier
and he loved the circus performer.
She walked on the wire
waved her bare foot
and Morozov's passion seized
with your callused hand!
And he ate frogs,
to please her circus performer.
And he groveled before her
to please her again.
Didn't think she'd cheat
After all, you don’t expect trouble from love ...
Ah, Vanya, Vanya! What are you, Vanya!
You're walking on the wire!
It was so great here! All that remained was to find a place to sleep. Geologists took Seryoga to their tent, Mishka and Baton decided to spend the night by the fire. At first I wanted to ask someone in a tent for the night, but someone told me that Kim Semenych had gone to Vladivostok. I decided that since Kim was gone, why not have a poor student sleep in his miniature tent? On the inflatable mattress lay a light sleeping bag. I crawled into my sleeping bag and fell into a deep sleep...
How do geologists go on a route
In the morning I was awakened by cheerful cries of geologists. They lazily crawled out of the tents and went to wash. After a small breakfast, they all began to gather in routes.
- Ah, Philos! - Platunov grinned, seeing how Vovka Mitsuk and his company, which included Valentin Bury, Olga Kashpura and Galka Zarubina, were going on the route. Students drank hot tea from mugs, joked, leisurely collected backpacks. Mitsuk, of course, as businesslike as always, with a clipboard on his side, waving a hammer and singing about Vanka Morozov, was the first to stomp and disappear behind the undergrowth. Galka followed him. Then Olga and Bury went... Fifteen minutes later Olga reappeared and, out of breath, climbed into the tent. I must have forgotten something... Other geologist students also lazily shuffled with their boots, stomping along the route. From time to time one of them returned. Someone forgot the compass, someone forgot a flask of water, someone else something...
After an hour and a half, some were already returning, and some did not seem to have left yet.
- Did you forget something again? - Mishka Koichev asked those who were returning.
- No, the route is over, - they happily answered him.
Probably the geologists today had a task to work out: going on the route and returning from the route. They apparently reached some kind of turning stone, where they turned around and walked back ...
I really liked the life of a geologist. And their exams are easy and the routes look like a walk ... And we have these electrodes, tripods, a gravimeter. Everything is heavy and uncomfortable, and you have to carry this burden on yourself ... Looking at the careless geological lads, a thought crept into my head: Maybe to hell with this geophysics? What if we switch to geology?
Bonfire and reasoning about the meaning of life with John
The practice was coming to an end. John and I sat by the fire and looked up at the stars. The stars were bright and big. You will never see so many stars in the city, but here they are scattered across the sky, apparently-invisibly. Tongues of flame in the fire illuminated the sandy beach with bizarre reflections. We looked at the stars and fantasized about the future.
- You know, John, - I said, - there’s nothing to say about the near future ... Of course, science and technology will achieve great success, all negative phenomena will disappear in society ... There will be no more wars on Earth, communism will come ... Well , this is understandable, in some hundred or two hundred years we will inevitably come to this ... But what will happen next?
- Communism? That's another way to say, - John shook his head doubtfully.
- Well, let it not be communism, let it be called something else. The main thing is that society will come to a more reasonable way... The goals and objectives of mankind will change, scouts will go into space to look for planets suitable for life... People will be forced to change not only internally, but also externally. Certainly, nutritional conditions will change ... Well, how long can you live for the sake of grub? Instead of a huge amount of food, people will start using some energy pills, and then they will completely recharge themselves with Prana directly from the Sun, as yogis do...
"Well, that's fantastic," John muttered.
- So I'm not talking about today, but about the distant future, - I explained, - Someday we ourselves - people will change so much that arms and legs will become unnecessary, and we will turn into thinking blobs of energy that will live forever! But before that, of course, millions of years of evolution will be needed...
John shook his head, smiling...
We did not then imagine that in almost forty years we would again sit together and argue, only not on the island, but in a hotel room in Moscow. And the subject of our dispute will not be the distant future, but the recent past ...
On the southern tip of Putyatin Island, we usually had problems with firewood. But after a strong storm, a lot of driftwood washed ashore. The fin was good wood for a fire, it was only necessary to pull it ashore and dry it in the sun. We collected the dried fin and dragged it to the "Kharchevna", where a fire was lit in the evenings. Sometimes, among the pieces of wood rolled in by sea waves, some kind of natural masterpieces of a bizarre shape came across. I got my hands on a squiggle in the shape of a foot. I just cut out the toes on this leg with a knife and removed the extra knots. The leg turned out just right!
At the railway station in Vladivostok, I first drank soda and syrup from the vending machines, and then along the narrow passage along railway went to the main square of the city. After the island wilderness, it was great to be in the city center, to see these buildings, white ships at the pier, red trams running along Leninskaya. Seagulls flew, calling to each other overhead... Following me, a group of young people came out of the passage into the square. All are dressed in jeans, and the girls are also in some kind of undershirts. Long hair, and the hair is fastened on the forehead with a narrow ribbon. The girls walk barefoot right through the puddles. they are all smiling. One waved to me. I looked back, maybe it's not for me, but for someone else? But there was no one around. English was spoken to me. Who are they, where are they from? Hippie what? Where are the hippies from here, what kind of foreigners?
A group of jeans crossed the square diagonally and disappeared behind the building.
Along the square, past the monument to the Heroes of the Revolution, I walked and crossed Leninskaya. First I went to Soki-Vody, where I drank tomato and apricot juice. And then I went to the grocery store to buy something for the road. Entering the store, I noticed that some sailors in white caps were walking along Leninskaya. No, these are not American Yankees in dumplings on their heads, but others. Five people entered the store. Short, swarthy, black-haired, Spanish speech is audible. Probably some ship came to Vladivostok on a visit from South America. Peruvians? Or Venezuelans? I was looking for something to buy, and these sailors surrounded me and began to gesticulate animatedly. Oh yes, my leg sticking out of the backpack interested them!
- What is it? one of the sailors asked me in English.
- It is my foot, - I answered and winked.
The sailor nodded in understanding and gave a thumbs up. He said something in Spanish to his friend and they neighed in unison. Yes, my leg - it was a masterpiece!
Continued here:
"Collective farm before the third year" -
Sazankova Oksana Valerievna - Ph.D., Deputy head of the department, associate professor of the department.
About education: in 2002 she graduated with honors from the Khabarovsk State Academy Economics and Law with a specialization in Jurisprudence.
Total work experience of the teacher: 15 years 6 months.
Work experience in the specialty: 15 years.
In 2012 she successfully defended her dissertation for the degree of Candidate legal sciences on the topic "Decisions of the Governing Senate in the legal support of the economic function Russian state: second half XIX-beginning xx centuries." specialty 12.00.01.- theory and history of law and state, history of doctrines about law and state,
Reads lecture courses and conducts seminars in the disciplines: "History of political and legal teachings", "Actual problems organization of the judiciary", "World Justice", "Problems of interaction of courts with law enforcement agencies, state institutions and other organizations" at a high pedagogical and methodological level. Participates in the work of the examination committee for receiving final state exams.
Gamaley Artem Alexandrovich - candidate of jurisprudence, associate professor of the department.
Education: in 2001 he graduated from the Far Eastern Law Institute of the Ministry of Internal Affairs of the Russian Federation with a degree in jurisprudence.
In 2009 he successfully defended his dissertation for the degree of candidate of legal sciences on the topic: "Legislative (representative) bodies of state power of the constituent entities of the Russian Federation (on the example of the territories and regions of the Far Eastern Federal District" in the specialty 12.00.02 - constitutional law, municipal law).
Participant of international, all-Russian, interregional, regional and interuniversity scientific and practical conferences, where he regularly delivers scientific reports and reports on the identified issues.
Research interests: theory and practice of teaching state-legal disciplines; organization and activities of representative bodies of power, electoral law and the electoral process.
Artem Aleksandrovich gives lecture courses and conducts seminars on the disciplines “Theory of State and Law”, “Judicial Power and Bodies of the Judicial Community”, “Actual Problems of the Organization of the Judiciary”, “Problems of Interaction between Courts and Law Enforcement Agencies, government agencies and other organizations” at a high theoretical and methodological level.
Participates in the work of the examination committee for taking entrance examinations on the theory of state and law and the examination committee for taking final state exams.
Participates in the organization of educational, industrial practice and research undergraduates. He is the developer of teaching materials and work programs for academic disciplines master's and bachelor's programs in the Department of Theory and History of Law and State. Develops educational material aimed at developing the cognitive and spiritual and moral abilities of students.
Conducts active research activities. In total, he published 14 scientific and methodological publications: 8 scientific and 6 educational and methodical works.
He takes an active part in interuniversity, all-Russian and international scientific and practical conferences, round tables.
November 2007 awarded the medal "For Distinction in Service" 3rd degree.
Awarded with distinctions "National Treasure" (2007), "For active research work with students" (2008).
He has a certificate of participation in the VII scientific-practical conference "Normative and individual in legal regulation: issues of theory and practice" (April 16-20, 2012).
Three scientific works of students, performed under his guidance, became laureates all-Russian competitions, two - regional.
Total experience 22 years, 2 months, professional experience - 13 years 2 months.
In 2014, at the Far East Federal State Budgetary Educational Institution of Higher Education RPMU, he was trained at the methodological seminar "System e-learning"Themis". In 2017, he completed training at methodical seminars"Organizational and pedagogical support educational process in progress in high school and "Electronic Information - Educational Environment in the Educational Process".
Gamalei Sofia Yurievna - Candidate of Historical Sciences, Associate Professor, Associate Professor of the Department
Education: in 2001 Graduated with honors from the Khabarovsk State Pedagogical University.
In 2015 Graduated with honors from the Far Eastern branch of the Russian State University of Justice.
In 2005 she successfully defended her dissertation for the degree of Candidate historical sciences on the topic: "State policy in the field of theatrical business in the Far East in the 1920-1930s" in the specialty 07.00.02 - national history.
In 2013, by order of the Ministry of Education and Science of the Russian Federation, academic title associate professor
Works on the preparation of a dissertation research for the degree of Doctor of Historical Sciences (as an applicant).
He reads lecture courses and conducts seminars in the disciplines "Theory of State and Law" at a high pedagogical and methodological level. Participates in the work of the examination committee for taking the final state exams.
He is the developer of teaching materials and work programs in the academic disciplines of undergraduate and law and social security organization in the department of theory and history of law and state. Develops educational and methodological material aimed at developing the cognitive and spiritual and moral abilities of students.
Conducts active research activities. In total, she published 41 scientific and methodological publications: 22 scientific and 19 educational and methodological works. Takes part in interuniversity, all-Russian and international scientific and practical conferences, round tables:
1. Participation in the International Scientific and Practical Conference “The End of the Second World War in the Far East: historical results, modern trends in the world order” (September 30, 2015).
Total experience 17 years, 4 months, professional experience - 12 years 4 months.
Data on advanced training and professional retraining:
In 2014, in the Far East Federal State Budgetary Educational Institution of Higher Education RPMU, she was trained at the methodological seminar "The system of e-learning" Themis ".
Krysyaev Vasily Alekseevich - assistant professor of the department.
Education: in 1978 he graduated from the Far Eastern State University with a degree in jurisprudence.
Since May 2000 to April 2009 served as chairman of the Ussuriysk City Court of Primorsky Krai. In April 2009, he retired with honor.
He reads lecture courses and conducts seminars in the disciplines "Organization of judicial activity", "Documentary support of management", "Global Justice", conducts classes at the faculty of advanced training and retraining of judges, state civil courts and the Judicial Department at a high pedagogical and methodological level. Participates in the work of the examination committee for taking state examinations in the theory of state and law. Develops educational and methodological material aimed at developing the cognitive and spiritual and moral abilities of students. Takes an active part in educational work with students.
Total experience 39 years 3 months, professional experience - 39 years.
Data on advanced training and professional retraining:
In 2014, in the Far East Federal State Budgetary Educational Institution of Higher Education RPMU, he was trained at the methodological seminar "The system of e-learning" Themis ".
Kravchenko Yury Borisovich - assistant professor of the department.
Education: in 1974 he graduated with honors from the Far Eastern State University with a degree in law.
In 1979 he successfully defended his dissertation for the degree of candidate of legal sciences on the topic: "Environmental Protection natural environment as a function of the Soviet state, specialty 12.00.01 - theory and history of state and law; history of political and legal doctrines.
In 1990, by order of the Ministry of Education and Science of the Russian Federation, he was awarded the academic title of Associate Professor.
Reads lecture courses and conducts seminars in the disciplines "Law enforcement agencies", "Law enforcement and judicial authorities" at a high pedagogical and methodological level.
Conducts active research activities. In total, he published more than 150 scientific and methodological publications: 98 scientific and 52 educational and methodical works.
The general experience is more than 37 years, the experience in the specialty is 32 years.
Data on advanced training and professional retraining:
In 2013 at the Moscow State law university them. O.E. Kutafina was trained at the methodological seminar "Implementation of the requirements of the Federal State Educational Standard of Higher Professional Education when teaching the disciplines of the state-legal profile at a law school."
In 2015, in the Far East Federal State Budgetary Educational Institution of Higher Education RPMU, he was trained at the methodological seminar "The system of e-learning" Themis ".
In 2017, he was trained at the methodological seminars "Organizational and pedagogical support of the educational process in the process in higher education" and "Electronic information and educational environment in the educational process" at the Federal State Budgetary Educational Institution of Higher Education of the Russian State Unitary Enterprise.
Vyazov Andrey Leontievich - Associate Professor of the Department.
Education: in 1984 he graduated with honors from the Khabarovsk Higher School of the Ministry of Internal Affairs of the USSR with a degree in law.
In 2001 he successfully defended his dissertation for the degree of candidate of legal sciences on the topic: "The principle of justice of modern Russian law and law enforcement (theoretical and legal research)" in the specialty 12.00.01 - theory and history of state and law; history of political and legal doctrines.
In 2004, by order of the Ministry of Education and Science of the Russian Federation, he was awarded the academic title of Associate Professor in the Department of Theory and History of Law and State.
Reads lecture courses and conducts seminars with undergraduate students in the disciplines "History of political and legal doctrines", "Comparative jurisprudence", "Actual problems of the organization of the judiciary"; with bachelor students in the disciplines " legal psychology”, “Workshop on general theoretical disciplines”; with students of the faculty of continuing education in the discipline "Theory of State and Law" at a high pedagogical and methodological level.
Is a developer educational and methodical complexes and work programs in academic disciplines of the bachelor's degree and specialty law and organization of social security in the department of theory and history of law and state.
Conducts active research activities. In total, he published more than 65 scientific and methodological publications: 40 scientific and 25 educational and methodological works.
Total experience 29 years, 3 months, professional experience - 29 years 3 months.
In 2017, he was trained at the methodological seminars "Organizational and pedagogical support of the educational process in the process in higher education" and "Electronic information and educational environment in the educational process" at the Federal State Budgetary Educational Institution of Higher Education of the Russian State Unitary Enterprise.
